Questionnaire of interpersonal relations. Interpersonal Relationship Questionnaire A

DESCRIPTION
In the original, this questionnaire, developed by the American psychologist W. Schutz, is called FIRO-B (Fundamental Interpersonal Relationship Orientation), « AT» ( behavior) means the level at which the study was carried out. The author of the proposed Russian version is A. A. Rukavishnikov. The questionnaire is aimed at diagnosing various aspects of interpersonal relations in dyads and groups, as well as at studying the communicative characteristics of a person. It can be successfully used in counseling and psychotherapeutic work.
The questionnaire is designed to assess human behavior in three main areas of interpersonal needs: "inclusion" ( I), control” ( With) and "affect" ( BUT). Within each area, two areas of interpersonal behavior are taken into account: the expressed behavior of the individual ( e), i.e. the individual's opinion about the intensity of his own behavior in this area; and the behavior required by the individual from others ( w), the intensity of which is optimal for it.
The questionnaire consists of six scales, each of which, in essence, contains a statement repeated nine times with some changes. In total, the questionnaire contains 54 statements, each of which requires the test-taker to choose one of the answers within the six-point rating scale.
As a result of evaluating the testee's answers, the psychologist receives points on six main scales: Ie, Iw. Se, Cw, Ae, Aw, on the basis of which a characteristic of the interpersonal behavior of the test person is then compiled.
The OMO questionnaire is based on the basic postulates of the three-dimensional theory of interpersonal relations by W. Schutz. The most important idea of this theory is the position that each individual has a characteristic way of social orientation in relation to other people, and this orientation determines his interpersonal behavior.
In theory, an attempt is made to explain the interpersonal behavior of the individual on the basis of three needs: "inclusion", "control" and "affect". These needs develop in childhood in the interaction of the child with adults, primarily with parents. Thus, the development of the need for "inclusion" depends on how the child was included in the family; the need for "control" depends on whether the emphasis in the parent-child relationship was on freedom or control; the need for "affect" depends on the degree to which the child has been emotionally accepted or rejected by his immediate environment. If these needs were not met during childhood, the individual feels insignificant, incompetent, unworthy of love. To overcome these feelings, he develops protective mechanisms in himself, which manifest themselves as characteristic ways of behaving in interpersonal contacts. Formed in childhood, these modes of behavior continue to exist in adulthood, determining in general the typical features of the orientation of the individual in the social environment.
V. Schutz distinguishes three types of "normal" interpersonal behavior within each area, which correspond to different degrees of satisfaction of the corresponding needs:
1) Deficit behavior, suggesting that the individual does not directly try to satisfy his needs;
2) Excessive - the individual is constantly trying, by all means, to satisfy the needs;
3) Ideal behavior - needs are adequately met.
Typology of interpersonal behavior.
Parent-child relationships within each area of interpersonal needs may be optimal or less than satisfactory. Schutz describes three types of normal interpersonal behavior within each area that correspond to different levels of need satisfaction. Pathological behavior is also described for each area.
Types of interpersonal behavior as adaptive mechanisms arose, according to Schutz, in a certain way: too much inclusion leads to socially excessive, and too little to socially deficient behavior; too much control - to autocratic, too little - to abdicracy; too much affection leads to sensuous excess; and too weak - to sensually deficient behavior. Later, Schutz came to the conclusion that too much or, conversely, insufficient satisfaction of a need can turn into any type of behavior.
For each of the areas of interpersonal behavior, Schutz describes the following types of behavior:
1) scarce - assuming that the person does not directly try to satisfy his needs;
2) excessive - the individual tirelessly tries to satisfy his needs;
3) ideal - needs are adequately satisfied;
4) pathology.
Basic interpersonal needs.
The first postulate assumes that a person has three interpersonal needs and those areas of behavior that are related to these needs, sufficient to predict and explain interpersonal phenomena. Schutz (1958) pointed out the close relationship between biological and interpersonal needs:
1) biological needs arise as a reflection of the need to create and maintain a satisfactory balance between the organism and the physical environment, just as social needs relate to the creation and maintenance of a balance between the individual and his social environment. Therefore, both biological and social needs are demands for an optimal exchange between the environment, either physical or social, and the organism;
2) failure to satisfy biological needs leads to physical illness and death; mental illness, and sometimes death, may be the result of inadequate satisfaction of interpersonal needs;
3) although the organism is able to adapt in a certain way to insufficient satisfaction of biological and social needs, but this will bring only temporary success.
If the child was frustrated with the satisfaction of interpersonal needs, then, as a result, characteristic ways of adaptation were formed in him. These ways, which are formed in childhood, continue to exist in adulthood, determining on the whole the typical way of orienting the individual in the social environment.
The need for inclusion.
The need for "inclusion" is the need to create and maintain satisfactory relationships with other people on the basis of which interaction and cooperation arise. From the point of view of self-esteem, this need manifests itself in the desire to feel a valuable and significant person, to be liked, to attract attention and interest, in an effort to achieve recognition, to exterminate applicants for approval. To be a person who is different from others, i.e. being an individual is another aspect of the need for "inclusion". Smallpox in this isolation from the mass of others is that in order to achieve full-fledged relationships with people, you need to achieve understanding, to feel that others see traits and features inherent only in the individual.
Characteristic modes of behavior in this area are formed, first of all, on the basis of children's experience. The parent-child relationship can be either positive (the child is in constant contact and interaction with the parents) or negative (the parents ignore the child, their contact is minimal). In the latter case, the child experiences the feeling that he is an insignificant person, experiences fear, which he tries to suppress or eliminate.
This need is defined as the need to create and maintain satisfactory relationships with people based on control and power, as the need to feel competent and responsible person. The behavior caused by this need relates to the decision-making process, and also affects the areas of power, influence, authority. It can range from the desire for power, authority, and control over others (and, moreover, over one's future) to the desire to be controlled, to be relieved of any responsibility. It is important to note that there are no hard links between dominating behavior and submissive behavior in the same person:
People who dominate others may differ in how they allow others to control them. Behavior in this area, in addition to direct forms, also has indirect ones, especially among educated and polite people. isolation, or an intense attempt to join other groups. In adulthood, the following types of interpersonal behavior appear.
1) Socially disadvantaged type- a person whose level of inclusion is low. It can be called unsociable, avoiding contact with people. Consciously, he, as a rule, wants to keep a distance between himself and others, motivating this by the fact that he seeks to preserve his individuality and not dissolve in the crowd. At the unconscious level, there is definitely a fear of being rejected, a fear of loneliness and isolation, a person feels useless, unable to arouse the interest and attention of others.
There are two extremes in the parent-child relationship. From highly limited, regulated behavior (the parent completely controls the child and makes all decisions for him) to complete freedom (the parent allows the child to decide everything on his own). In both cases, the child feels fear that he is not able to cope with the situation at a critical moment and seeks to overcome this fear either by dominating others while obeying the rules, or by rejecting control of other people or their control over himself. In adulthood, the following types of control behavior are diagnosed.
2) Abdikrat- this is a person with a tendency to submission, renunciation of power ("abdicration") and renunciation of influence in behavior. Such people are characterized by the desire for a subordinate position, indecision in making decisions, the desire to shift responsibility to others. Usually - a follower of someone or a loyal deputy, but rarely a person who takes responsibility for making the final decision. For such people, the most characteristic reaction is an attempt to avoid, move away from situations in which they feel helpless, incompetent, irresponsible. Hostility is usually expressed as passive resistance. Unconsciously, an individual with this type of behavior feels that he is little able to behave like an adult with a sense of responsibility, he is afraid that such responsibility may be placed on him. As a rule, he lacks confidence in people who may refuse to help him.
3) Autocrat- This is a person with a tendency to dominant interpersonal behavior. She is a seeker of power, a competitor to strive to own other people prefers a hierarchical system of relations in which she herself stands at the top. Usually the need for control extends to a variety of areas: intellectual or physical superiority can also serve as direct means of gaining power, establishing control over the behavior and decisions of those around them. The hidden, unconscious feelings of an autocrat are the same as those of an abdicrat: a feeling of his own inability to make responsible decisions, a constant suspicion that he is not trusted, that they are trying to control him and make decisions for her. But all behavior is aimed at disproving this feeling by any means, both in others and in oneself.
4) Democrat is a person who has successfully defined his relationship in the field of control in childhood, for whom power and control are not a problem. He feels equally confident in giving or not giving orders, taking or not taking them, depending on the specific situation. Unconsciously, he feels that he is a capable person with a sense of responsibility, respected by others, trusting him, and therefore does not feel the need to constantly prove his competence or evade decision-making.
5) Pathology. The individual's inability to control or influence leads to the development of a psychopathic personality.

Satisfactory relationships mean for the individual psychologically acceptable interactions with people that flow in two directions:
1) from an individual to other people - the range from "establishes contacts with all people" up to "does not establish contacts with anyone";
2) from other people to the individual - the range from "always contacted" to "never contacted".
At the emotional level, the need for inclusion is defined as the need to create and maintain a sense of mutual interest. This feeling includes:
1) the subject's interest in other people;
2) the interest of other people in the subject. From the point of view of self-esteem, the need for inclusion is manifested in the desire to feel a valuable and significant person. Behavior corresponding to the need for inclusion is aimed at establishing connections between people, which can be described in terms of exclusion or inclusion, belonging, cooperation. The need to be included is interpreted as a desire to please, attract attention, interest. A class bully who throws erasers does so because of a lack of attention. Even if this attention to him is negative, he is partially satisfied, because. Finally, someone paid attention to him.
To be a person who is not like others, i.e. to be an individual is another aspect of the need for inclusion. Most of the aspirations are aimed at being noticed, drawing attention to themselves. This is what a person strives for in order to be different from other people. He must be an individual. The main thing in this selection from the mass of others is that you need to achieve understanding. A person considers himself understood when someone is interested in him, sees the features inherent only to him. However, this does not mean that he should be honored and loved.
A problem that often arises at the beginning of an interpersonal relationship is the decision whether to be involved in the relationship or not. Usually, when initially establishing a relationship, people try to introduce themselves to each other, often trying to find in themselves that trait that could interest others. Often a person is initially silent, because. he is not sure that other people are interested; it's all about inclusion.
Inclusion implies such concepts as relationships between people, attention, recognition, fame, approval, individuality and interest. It differs from affect in that it does not include strong emotional attachments to particular people; but from control by the fact that its essence is to occupy a prominent position, but never dominance.
Characteristic modes of behavior in this area are formed, first of all, on the basis of children's experience. The parent-child relationship can be either positive (the child is in constant contact and interaction with the parents) or negative (the parents ignore the child and contact is minimal). In the latter case, the child experiences fear, a feeling that he is an insignificant person, feels a strong need to be accepted by the group. If the inclusion is inadequate, then he tries to suppress this fear, either by eliminating and withdrawing, or by an intense attempt to be included in other groups.

The need for control.
This need is defined as the need to create and maintain satisfying relationships with people based on control and power.
Satisfactory relationships include psychologically acceptable relationships with people in two ways:
1) from an individual to other people in the range from "always controls the behavior of other people" to "never controls the behavior of others";
2) from other people to the individual - in the range from "always control" to "never control".
On an emotional level, this need is defined as the desire to create and maintain a sense of mutual respect based on competence and responsibility. This feeling includes:
1) sufficient respect for others;
2) getting enough respect from other people. At the level of self-understanding, this need is manifested in the need to feel like a competent and responsible person.
Behavior driven by the need for control relates to people's decision-making process and also touches on areas of power, influence, and authority. The need for control ranges on a continuum from the desire for power, authority, and control over others (and moreover, over one's future) to the need to be controlled, i.e. be relieved of responsibility. There are no hard links between dominating behavior and submissive behavior in the same person. Two people who dominate others may differ in how they let others control them. For example, an overbearing sergeant may obey his lieutenant's orders with gusto, while a bully may constantly contradict his parents. Behavior in this area, in addition to direct forms, also has indirect ones, especially among educated and polite people.
The difference between control behavior and inclusion behavior is that it does not imply notoriety. "Power Beyond the Throne" is a perfect example of the high level of need for control and the low level of inclusion. "The Wit" is a prime example of a great need for inclusion and a small need for control. Control behavior differs from affect behavior in that it deals more with power relationships than with emotional closeness.
There can be two extremes in the parent-child relationship: from highly limited; regulated behavior (the parent completely controls the child and makes all decisions for him) to complete freedom (the parent allows the child to decide everything on his own). In both cases, the child feels fear that he will not be able to cope with the situation at a critical moment. An ideal relationship between parent and child reduces this fear, however, too much or too little control leads to the formation of defensive behavior. The child seeks to overcome fear either by dominating others and obeying the rules, or rejects the control of other people or their control over himself.
The characteristic modes of behavior of two individuals in interpersonal interaction can either be compatible or not. W. Schutz defines interpersonal compatibility as such a relationship between two or more individuals, in which one or another degree of mutual satisfaction of interpersonal needs is achieved.
1) Socially-deficient type. Fear of unfriendliness, combined with a feeling that others do not understand him, may be accompanied by a lack of motivation for life, a decrease in enthusiasm, perseverance in achieving goals, etc.
2) Socially excessive type- an extrovert, a person who is in constant search of contacts, strives for people, actively seeks attention and location. Unconsciously, such a person also experiences a fear of being rejected, but at the level of behavior, he does everything to concentrate attention on himself by any means (even by directly imposing himself on the group), to make himself noticed, to achieve fame.
3) socially aligned type- an individual whose inclusion relationship has been successful since childhood; Establishing contacts with people is not difficult for him. He feels confident both alone and with people, is capable of taking risks and entering into various groups, but can also refrain from taking risks and interactions if he considers it inappropriate. He feels himself a valuable and significant person, he is able to be sincerely interested in others.
4) Pathology. Unsuccessful establishment of relations in the area of inclusion leads to alienation and isolation, to attempts by man to create his own artificial world. Probably the development of functional psychoses, autism, schizophrenia.

Interpersonal need for affect.
It is defined as the need to create and maintain satisfying relationships with others based on love and close, warm emotional contact. On an emotional level, it manifests itself in the ability of the individual to love other people and in the realization that he is loved by others to a sufficient extent, that he is worthy of love. This need usually relates to personal emotional relationships between two close people (pair relationships) and leads to behavior aimed at emotional rapprochement with a partner or partners. In childhood, if the upbringing of the child was inadequate emotionally, a feeling of fear may form, which the individual can subsequently try to overcome in various ways, developing appropriate types of behavior.
1) sensually deficient type- an individual who has a very weak sense of emotional attachment, seeking to avoid close personal relationships with others. He tries to maintain contacts at a superficial, distant level, and he is satisfied when others maintain the same relationship with him. Subconsciously, he is constantly looking for a satisfying emotional relationship, but he is afraid that no one loves him; even sincerely loving people himself, he does not trust their feelings towards himself. A direct method of maintaining emotional distance is avoiding contact, avoiding people, even if it leads to hostility. The "refined method" is to be outwardly friendly with everyone in order to avoid close association with any one person. In contrast to the fear of "inclusion", which consists in the realization that a person is of little interest, insignificantly useless, the fear of affectation manifests itself in relation to oneself as an unpleasant, unattractive, unworthy person.
2) sensually excessive type tries to get close to all couples, so that those around him initially behave in relation to him confidentially. It is especially important for him to be loved in order to ease the anxiety from the consciousness that he could be rejected and never loved. The direct way to achieve love is an open attempt to win approval, to be sensitive, to win over, to trust people. A more subtle method is manipulative: having many friends, maintaining friendly relations with all members of the group and discreetly preventing any attempt on their part to establish friendly relations with anyone else. Such people, as a rule, have a sharp reaction, their actions are motivated by a strong need for affection, they have a more or less pronounced sense of hostility based on a subconscious anticipation of rejection, rejection from others.
3) Sensually balanced type- an individual with a positive experience in the field of emotional relationships since childhood. He feels equally well in a situation that requires close emotional ties, and where emotional separation and distance are required. It is also important for him to be loved, but if he is not loved, he is able to recognize this fact calmly, as a result of a specifically developing relationship with a specific person. Subconsciously, he feels that he is attractive to those who know him well, that he is able to inspire true affection and love.
4) Pathology. Difficulties in the emotional area usually lead to neuroses.
Satisfactory relationships always include psychologically acceptable relationships of the individual with other people in two ways:
1) from the individual to other people - in the range from "set up a close personal relationship with everyone" to "do not strike up a close personal relationship with anyone";
2) from other people to an individual - in the range from "always enter into a close personal relationship with an individual" to "never enter into a close personal relationship with an individual."
At the emotional level, this need is defined as the desire to create and maintain a sense of mutual warm emotional relationship. It includes:
1) the ability to love other people sufficiently;
2) understanding that a person is loved by other people to a sufficient extent.
The need for affect at the level of self-understanding is defined as the need for an individual to feel that he is worthy of love. It usually concerns a close personal emotional relationship between two people. An emotional relationship is a relationship that can exist, as a rule, between two people, while relations in the field of inclusion and control can exist both in a couple and between an individual and a group of people. The need for affect leads to behavior whose goal is emotional rapprochement with a partner or partners.
Behavior corresponding to the need for emotional connections in groups indicates the establishment of friendly relations and differentiation between group members. If there is no such need, then the individual, as a rule, avoids close communication. A common method for avoiding close association with any one person is to be friendly with all members of the group.
In childhood, if a child is brought up inadequately emotionally, then a feeling of fear may form in him, which he can subsequently try to overcome in various ways: either closing in on himself, i.e. avoidance of close emotional contacts, or an attempt to behave outwardly friendly.
In relation to interpersonal interactions, inclusion is considered, first of all, the formation of an attitude, while control and affection refer to relationships that have already been formed. Among existing relationships, control refers to those people who give orders and decide things for someone, and affect refers to whether the relationship becomes emotionally close or distant.

Thus, inclusion can be characterized by the words "inside - outside", control - "above - below", and affection - "close - far". Further differentiation can be made at the level of the number of people included in the relationship. Affection is always a relationship in a couple, inclusion is usually an attitude of an individual to many people, while control can be both an attitude to a couple and an attitude to many people.
The preceding formulations confirm the interpersonal nature of these needs. For the normal functioning of the individual, it is necessary that there is a balance in the three areas of interpersonal needs between him and the people around him.

The value of interpersonal relations, their "quality" and content is preserved at all stages of the life path of a person, since they are a necessary condition, an attribute of a person's existence from the first to the last day of his life. In adulthood, when a person becomes a full-fledged and conscious master of his life path, when he himself is more or less able to choose the people who make up his immediate environment, the subjective significance of relationships with others does not decrease at all. The well-being and possibility of personal growth of an adult, no less than that of a newly emerging personality, depend on the quality of interpersonal relationships in which he is included and which he is able to "build". It is no coincidence that satisfaction with interpersonal relationships and satisfaction with one's position in these relationships is the most important criterion for social adaptation.
D. Myers (1993) cites data from numerous studies showing that the majority of adults answer the question: "What do you need for happiness?" first of all, they call satisfying warm relationships with relatives and friends. Of 800 American college graduates surveyed by psychologists, those who preferred a high level of material well-being and professional success to close friendship or marriage (i.e., those who professed the values of "yuppies" - young well-to-do Americans) were twice as likely to feel unhappy and dissatisfied with their own lives. In this regard, one can also recall the famous lines from a letter from J. Sand to Flaubert: "Does it matter that you have 100 thousand enemies, it is quite possible to be happy, since 2-3 people you love and love love you." Close and satisfying connections with friends, relatives or membership in close-knit groups (social, religious, etc.) contribute to the improvement of not only psychological, but also physical health.
Such a high importance of interpersonal relationships for each individual is based on the fact that contacts and favorable relationships with other people are a necessary means, a way to meet the most important, fundamental needs of the individual: for example, the need for self-identity and self-worth, the implementation of which is impossible without confirmation of his existence, awareness its certainty, its "I" - here and now. The necessary conditions for such "confirmation" are attention, interest, acceptance of a person by others - especially close, significant - people. It has already become a textbook expression of W. James that the existence of a person in a society where they do not pay attention to him, where they do not show any interest in him, is a "devil's punishment". Indeed, a long existence in the system of "non-confirming" relationships leads to various kinds of personality deformations.
There are a number of vital needs, the satisfaction of which is impossible outside of contacts, outside of co-existence with other people:
In addition to the above need for "confirmation", one can single out
the need for belonging (the need to be included in various groups and communities),
the need for affection and love (to love and be loved),
in sympathy,
in self-respect (in prestige, status, recognition),
in "control" over others,
in a sense of individuality and at the same time, in a system of beliefs and views that give meaning to life, etc.
A person consciously or unconsciously focuses on ensuring that the characteristics that others carry in themselves correspond to the system of his motives. The general life position of a person, the nature of his activity, the level of social maturity, and the possibility of realizing his potential abilities largely depend on the extent and how these needs are met. Therefore, other people and relationships with them and to them acquire personal meaning, and the desire to establish and maintain relationships that satisfy the personality becomes a life value.
They subjectively satisfy a person and create the prerequisites for adequate and full satisfaction of these needs, confirming deeply moral relationships that are built and, on the basis of "unconditional positive attention" (K. Rogers, 1994), mutual respect, benevolence, understanding, love, if they are saturated with positive experiences. It is appropriate to recall the so-called "golden rule of morality" - the universal principle of the behavior of civilized peoples: "In everything you want people to do to you, do to them." As K.A. Abulkhanova-Slavskaya, the attitude towards people "returns" to the individual not only in the form of specific relationships, but also in the form of a qualitatively new "space", in which the individual lives further. This "space" can become an arena of development or fall, bringing a person either satisfaction or cutting off the possibility of further growth and self-realization.
Relations with other people, in which a person is included in the process of his life, are distinguished by an infinite variety. G.M. Andreeva says that the feelings that people have in relation to each other can be divided into two groups: "conjunctive" (suggesting location, rapprochement, willingness to cooperate) and "disjunctive" (separating, not conducive to joint activity and communication) (2001).
"Why do people like each other?" or "Why do you like this person?" you can hear a list of various positive qualities (kindness, courage, etc.). However, the relationship between the presence of positively assessed qualities in a person and attitude towards him, on the other hand, is more complex. Attractiveness (attraction), a preferred attitude towards a person depends not only and not so much on the properties of the partner, but on the needs and desires of the person himself, on how much, in his opinion, the partner is able to satisfy these needs. So, for example, attraction can be both in the case when a person receives positive reinforcement from another (understanding, care, etc.), and in the case when he himself is a source of positive reinforcement for a partner, creating, for example, his feeling of "security" and at the same time confirming his own "I-concept" ("I am strong, reliable successful").
For all the complexity of each specific case, the basis for the selectivity of a person's feelings about attitude towards others may be his subjective assessment of the other as "one's own" and "alien". Sympathy, preference, attraction are most likely to arise in relation to those people whom a person associates (often vaguely, unconsciously) with something "one's own", close. It is no coincidence that comradely, friendly, love relationships often arise as a result of personal contacts within persons of the "same circle" (the same class, occupation, age, religion, etc.).
The similarity of personal characteristics also usually leads to attraction, and the similarity of attitudes and ideas has a particularly strong effect in this sense. The similarity of individual properties (sociability, social activity, intelligence level, etc.) also contributes to the establishment of positive interpersonal relationships, especially at the initial stages of acquaintance. There is also evidence that in order to maintain established positive relationships (when the feeling of "we" is formed), not so much similarity as complementarity becomes more important, complementarity of the personal characteristics of partners, which contributes to their balanced participation in interaction, creates the prerequisites for the needs one was satisfied as well as the needs of another.
The subjective assessment of a partner as "foreign", "alien", simply different in one way or another (which can also be conscious and unconscious) is most often accompanied by the experience of negative feelings and leads to distance, rejection, rejection. Although there are opposite cases: in the other, it attracts its difference, "specialness" (in appearance, way of thinking, etc.), which causes a person to have an intense desire to turn him from "he" ("she") into "you", include it in your "we". There are many life examples of the fact that love and friendship often arise in this way.
For the formation of attraction, it is also important what kind of attitude the partner demonstrates: in all cases of interest, sympathy, admiration on his part, he is very likely to evoke positive feelings in return (it is no coincidence that in everyday life they often say: "We like those who like us ").
Some objective factors also influence the emergence and development of positive interpersonal relationships: physical proximity (for example, neighborhood), the frequency and intensity of contacts, which also contribute to the formation of a certain community, the emergence of a sense of "one's own".
The relationship of a person to other people can also be differentiated on the basis of their subjective significance. In this sense, we can talk about significant and insignificant interpersonal relationships. Meaningful relationships are formed and developed with significant other people. Significant others are that limited number of people with whom a person is closely acquainted, on whom the confirmation of his Self-concept depends, under the influence of which vital events occur, attitudes towards oneself, one’s past, present and future change, a person’s character changes.
Another criterion for classification is the degree of reciprocity of interpersonal relationships. Relationships can be symmetrical: mutually positive, mutually rejecting or mutually indifferent. Relationships can be asymmetrical when their sign and modality do not match for partners (one-sidedly positive, one-sidedly negative, opposite, etc.). Symmetry - the asymmetry of interpersonal relationships can also take place in terms of the influence of partners on each other. In some cases, we can talk about the relative equality of their mutual influence, the equality of "contributions" to communication, in other cases, the influence of one of the partners can be greater, it is he who determines and controls the processes of interaction, awakening in the partner the desired feelings, thoughts, actions.
Empirical studies of interpersonal relationships in the family by E. Schaefer (1968), T. Huston (1978), L.S. Benjamin (1974) and others, give grounds to single out the "love-hate" axis as a universal and most important dimension of the relationship between spouses, as well as parents and children. In the works of E. Schaefer, in addition, one more parameter is called - "freedom-dependence". Analogous dimensions of relations - "attachment-autonomy" and "benevolent-hostility" - were singled out in the empirical study of social orientations. A number of researchers (E. Bogardus, A. Mol, D. Feldes) emphasize that the most important characteristic of interpersonal relationships is the psychological distance between partners. They single out such a dimension as "proximity-remoteness". According to the studies of Z. Rubin (1970), the main parameters of relations between close people are "love", which is determined by the degree of affection, care, intimacy of relations, and "sympathy", which is determined by the degree of respect, admiration, perceived similarity with a partner. In the works of M. Wisch (1976, 1977), devoted to the problems of measuring interpersonal relationships, there are already three main dimensions: "intimacy - formality", "cooperation - competition", "equality - inequality".
Domestic psychologists A.A. Kronik and E.A. Kronik (2002, others) substantiate the existence of three bipolar scales that can be used to describe any type of relationship with significant others: "valence" (positivity - neutrality - negativity of relations), "position" (from above, below, on equal terms) and " distance (near, far).
V.A. Labunskaya, on the basis of the analysis of the works of foreign and domestic psychologists, comes to the conclusion that, despite the differences in the designation of the axes, the parameters for measuring the ratio, and used by different authors, there is a significant similarity in their content. We can talk about three main coordinates of interpersonal relations, each of which has a negative and positive pole: "degree of affiliation" (attraction, love - repulsion, hatred), "dominance-submission" and "inclusion-absence".
More V.N. Myasishchev emphasized that the actual relations of people to each other and the forms of their address can be relatively independent; in some cases (in conditions of "free interaction") they are in agreement, in other cases, the forms of address are more or less strongly at odds with real relations. In particular, he wrote: "Relationships affect the nature of interaction - this is understandable, but this character depends not only on relationships, but also on external circumstances and the position of the interacting" (1995, p. 216]. Mismatch of emotional-value and behavioral parameters is possible also in the case of meta-complementary relationships, when one person, with a greater or lesser degree of awareness, uses some "manoeuvres", forcing the other to behave towards him in a way that does not correspond to the true feelings of the partner.For example, if a person begins to demonstrate dependence and helplessness, then forces the other to stand in relation to himself in a complimentary position, which may contradict the position actually experienced.

PROCESSING On the left are the points of the scales, on the right are the numbers of the correct answers. If the answer of the subject coincides with the key, it is estimated at one point, if it does not match, 0 points. Key

Iw	cw	Aw
1. 1,2,3,4	2. 1,2,3,4,5	4. 1, 2
3. 1, 2, 3, 4, 5	6.1,2,3	8. 1, 2
5. 1, 2, 3, 4, 5	10. 1, 2, 3,	12. 1
7. 1,2,3	14. 1,2,3	17. 1,2,3
9.1,2,3	18.1,2,3,4	19. 3,4,5,6
11. 1, 2	20. 1, 2, 3, 4	21. 1
13.1	22. 1, 2, 3, 4	23. 1
15. 1	24. 2	25. 3, 4, 5, 6
16.1	26. 2	27. 1
Iw	cw	Aw
28. 2	30. 2,3,4	29. 1
31. 2	33. 2,3,4,5	32. 1,2
34. 2	36. 2,3	35. 5,6
37.1	41. 2,3,4,5	38. 1,2,3
39.1	44. 2,3,4	40. 5, 6
42. 2,3	47. 2345	43. 1
45. 2,3	50. 2	46. 4, 5, 6
48. 2,3,4	53. 1, 2, 3, 4	49. 1
51. 1,2,3	54. 1, 2, 3	52. 5,6.

When analyzing data, attention is paid to the ratio, a combination of scores on the main scales, which allows you to calculate the index of the volume of interactions ( e+w ) and the index of inconsistency of interpersonal behavior ( e-w ) within and between individual Sweets of interpersonal needs. The data obtained also make it possible to determine the coefficient of mutual compatibility in Diade . It is calculated as follows; if we denote the expressed bringing of individual A in one area or another by the symbol e1 , and the individual B - symbol e2 , and the required behavior of these persons - respectively w1 and w2 , then the compatibility coefficient has the form K=[e1-w2] + [e2-w1] .

INTERPRETATION
The scores range from 0 to 9. The closer they get to the extreme scores, the more useful the following general behavior description is:
a) inclusion
Ie - low - means that the individual does not feel good among people and will have a tendency to avoid them; will tend to avoid contact.
Ie - high - suggests that the individual feels good among people and will tend to look for them; the active desire of a person to belong to different groups, to be included, to be among people as often as possible; the desire to accept others, so that they, in turn, take part in his activities, show interest in him.
Iw - low - suggests that the individual tends to communicate with a small number of people; does not show behavior aimed at seeking contacts, at the desire to belong to groups and communities.
Iw - high - suggests that the individual has a strong need to be accepted by others and belong to them; the desire of the individual to ensure that others invite him to take frequent in their affairs, "invite", make efforts to be in his society, even in those cases when he himself does nothing for this.
b) control
Se - low - means that the individual avoids making decisions and taking responsibility;
Se - high - means that the individual is trying to take responsibility, combined with a leading role; the desire of the individual to control and influence others, to take leadership and decision-making for himself and others
cw - low - suggests that the individual does not take control over himself;
cw - high - reflects the need for dependence and fluctuations in decision-making; in anticipation of control and guidance from others, unwillingness to take and, but oneself, responsibility.
c) affect
Ae - low - means that the individual is very careful and selective when establishing close intimate relationships;
Ae - high - suggests that the individual has a tendency to establish close sensual relationships; the desire of a person to be in close, intimate relationships with others and to show their warm and friendly feelings towards them.
Aw - low - means that the individual is very careful when choosing people with whom he creates deeper and more intimate emotional relationships;
Aw - high - typical for individuals who demand that others indiscriminately establish close emotional relationships with him; the individual's need for others to strive to be emotionally closer to him, to share their intimate feelings, to involve him in deep emotional relationships.

The degree of applicability of the above descriptions depends on the value of the points:
0-1 and 8-9 extreme low and extreme high scores, and the behavior will be compulsive.
2-3 and 6-7 – low and high scores, and the behavior of individuals will be described in the appropriate direction.
4-5 are borderline scores, and individuals may tend to behave as described for both low and high raw scores. It is convenient to interpret these estimates in terms of the means and standard deviations of the corresponding population.
For a more accurate assessment of the results obtained, it is necessary to take into account the normative data of the corresponding population. The interpretation of the results is carried out on the basis of the previously described characteristics of needs and types of interpersonal behavior. In addition, scores on individual scales should not be interpreted separately from each other. The way an individual is oriented in one area or another significantly affects (positively or negatively) his interpersonal activity in other areas. For example, a strong desire to create close emotional relationships (high A) may be blocked by the subject's inability to make contact (low I).
The next step is to interpret the indexes. Interaction volume index (e + w) in each of the regions I, C, A characterizes the intensity of contacts psychologically preferred by a person, reflecting in general the intensity of behavior aimed at satisfying the corresponding interpersonal need. Index values can range from 0 to 18.
Interpersonal Orientation individual within each area I, C, A - is determined by the difference between the expressed ( e ) and required ( w ) behavior and is expressed in a certain value of the index of inconsistency of interpersonal behavior, which can vary from 0 to 9. The larger its value, i.e. the greater the gap between one's own and the behavior required from others, the greater the likelihood of internal conflicts and frustration in this area.
When interpreting mutual compatibility coefficients it is necessary to proceed from the relevant theoretical concepts. In the theory of W. Schutz, compatibility is interpreted as such a feature of relations between two or more people, which leads to mutual satisfaction of interpersonal needs. Every individual in every interpersonal area desires to behave in a certain way and allows partners to behave towards him in a certain way. Mutual compatibility implies that the expressed behavior of one member of the dyad must match the required behavior of another member, and vice versa. That is, to determine the measure of mutual satisfaction of interpersonal needs, it is necessary to take into account the following: does it express individual A behavior required individual B ; satisfies individual A behavior expressed individual B . Mutual compatibility can be quantified by comparing the intensity of behavior in terms of e and w. The compatibility coefficient reaches scores from 0 to 18. The closer the score is to 0, the higher the mutual compatibility in the dyad.

INSTRUCTION:“The questionnaire is designed to assess the typical ways you relate to people. In essence, there are no right and wrong answers, every truthful answer is correct. Sometimes people tend to answer questions the way they think they should behave. However, in this case, we are interested in how you actually behave. Some questions are very similar to each other. However, they mean different things. Please answer each question separately, without regard to other questions. There is no time limit for answering questions, but don't think too long on any question."

Questionnaire text
Surname I.O. _________________________________ Floor_____
Age ________ Date of examination ______________________
Additional information _______________________________

For each statement, choose the answer that best suits you. Write the answer number to the left of each line. Please be as careful as possible.
(1) Usually (4) Occasionally
(2) Often (5) Rarely
(3) Sometimes (6) Never

1. I strive to be with everyone.
2. Let others decide what needs to be done.
3. Become a member of various groups.
4. Strive to have close relationships with other group members.
5. When the opportunity presents itself, I am inclined to become a member of interesting organizations.
6. I admit that others have a strong influence on my work.
7. I strive to join informal social life.
8. Strive to have close and cordial relationships with others.
9. Seek to involve others in my plans.
10. I let others judge what I do.
11. I try to be among people.
12. I strive to establish close and cordial relationships with others.
13. I tend to join others whenever something is done together.
14. Easily submit to others.
15. I try to avoid loneliness.
16. I strive to take part in joint activities.

For each of the following statements, select one of the responses indicating the number of people who may influence you or who may be affected by your behavior.
Refers to:

17. I strive to be friendly with others.
18. Let others decide what needs to be done.
19. My personal attitude towards others is cold and indifferent.
20. I leave it to others to direct the course of the event.
21. Seek to have close relationships with others.
22. I admit that others have a strong influence on my work.
23. I strive to acquire close and cordial relationships with others.
24. I let others judge what I do.
25. With others I behave coldly and indifferently.
26. I easily obey others.
27. Seek to have close and cordial relationships with others.

For each of the following statements, choose one of the answers indicating the number of people who can influence you or who are affected by your behavior.
Refers to:
(1) Most people (4) Few people
(2) Many (5) One to two people
(3) Some people (6) No one

28. I love it when others invite me to participate in something.
29. I like it when other people treat me directly and cordially.
30. I strive to have a strong influence on the activities of others.
31. I like it when others invite me to participate in their activities.
32. I like it when others treat me directly.
33. In the company of others, I strive to direct the course of events.
34. I like it when others include me in their activities.
35. I love it when others treat me coldly and reservedly.
36. I strive for others to do as I want.
37. I like it when others invite me to take part in their debates (discussions).
38. I love it when others treat me in a friendly way.
39. I like it when others invite me to take part in their activities.
40. I like it when others treat me with restraint.

For each of the following statements, choose one of the following answers.
(1) Usually (4) Random
(2) Often (5) Rarely
(3) Sometimes (6) Never

41. I try to play a leading role in society.
42. I like it when others invite me to participate in something.
43. I like it when others treat me directly.
44. I strive for others to do what I want.
45. I like it when others invite me to participate in their activities.
46. I like it when others treat me coldly and reservedly.
47. I strive to strongly influence the activities of others.
48. I like it when others include me in their activities.
49. I like it when other people treat me directly and cordially.
50. In society I try to manage the course of events.
51. I like it when others invite me to take part in their activities.
52. I like it when they treat me with restraint.
53. I try to get others to do what I want.
54. I manage the course of events in society.

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Target: evaluation of typical ways of relating to people.

Instruction: The questionnaire is designed to assess the typical ways you relate to people. In essence, there are no right and wrong answers, every truthful answer is correct.

There are no right or wrong answers, every true answer is correct.

Sometimes people tend to answer questions the way they think they should behave. However, in this case, we are interested in how you actually behave.

Some questions are very similar to each other. However, they mean different things. Please answer each question separately, without regard to other questions. There is no time limit for answering questions, but don't think too long on any question.

Questionnaire omo

Surname I.O. _____________________ Floor_________________________

Age ________ Date of examination ______________________________________

Additional information _________________________________________________________ ________________________________________________________________________________________________________________________________________________________________

For each statement, choose the answer that best suits you. Write the answer number to the left of each line. Please be as careful as possible.

	1. I strive to be with everyone.
	2. Let others decide what needs to be done.
	3. Become a member of various groups.
	4. Strive to have close relationships with other group members.
	5. When the opportunity presents itself, I am inclined to become a member of interesting organizations.
	6. I admit that others have a strong influence on my work.
	7. I strive to join informal social life.
	8. Strive to have close and cordial relationships with others.
	9. Seek to involve others in my plans.
	10. I let others judge what I do.
	11. I try to be among people.
	12. I strive to establish close and cordial relationships with others.
	13. I tend to join others whenever something is done together.
	14. Easily submit to others.
	15. I try to avoid loneliness.
	16. I strive to take part in joint events.

For each of the following statements, select one of the responses indicating the number of people who may influence you or who may be affected by your behavior.

Self-esteem and mutual evaluation of personality are studied by the methodology developed by T. Leary, G. Leforge, R. Sazek in 1954. This technique is used to study the ideas of the person himself about himself and his relationships in a small group. A small group is a family, a work team, a community of interests, etc. Within small groups, two main relationship factors are characteristic: dominance and friendliness. At the same time, a qualitative analysis of the comparison and difference in self-esteem, the ideal "I" and the evaluation of other people in a small group is carried out.

From the test results obtained, conclusions can be drawn about the severity of the type, the degree of adaptation of human behavior in the group, the degree of compliance with the goals and achievement of the goal in the process of doing the work.

The Timothy Leary Questionnaire will help identify relationship problems in family counseling, is used to resolve conflicts at work, and allows you to use the results for psychological correction. By the way, this technique is still used by US intelligence agencies.

Leary test: questionnaire for diagnosing interpersonal relationships, DME technique:

Instructions for the Leary questionnaire.

Before you is a questionnaire containing various characteristics. You should carefully read each one and consider whether it matches your idea of yourself. If "yes", then cross out in the grid of the registration sheet with a cross the figure corresponding to the serial number of the characteristic. If "no", then do not make any notes on the registration sheet. Try to show maximum care and frankness in order to avoid re-examination.

So, fill in the first grid:

1) what kind of person are you?

Second grid:

2) what would you like to be?

Note: I.e. all 128 questions will have to be answered twice - in total there should be 256 answers.

test material.

I am a person who: (or - he/she is a person who:)

knows how to like
Makes an impression on others
Able to command
Able to stand his ground
Has a sense of dignity
Independent
Able to take care of himself
May show indifference
Capable of being harsh
Strict but fair
Can be sincere
Critical of others
Likes to cry
Often sad
Capable of distrusting
Often disappointed
Able to be self-critical
Able to admit you're wrong
willingly obeys
Compliant
Grateful
Admiring and imitating
Good
Seeking approval
Capable of cooperation, mutual assistance
Strives to get along with others
benevolent
Attentive and affectionate
Delicate
Encouraging
Responsive to calls for help
Selfless
Capable of being admired
Is respected by others
Possesses leadership talent
Likes responsibility
Self-assured
Self-confident and assertive
Busy, practical
Rival
Durable and tough where you need it
Relentless but impartial
Irritable
open and straight
Can't stand to be commanded
Skeptical
He's hard to impress
Touchy, scrupulous
Easily embarrassed
Unconfident
Compliant
Modest
Often seeks help from others
Very respectful of authorities
Willingly accepts advice
Trusting and eager to please others
Always kind in getting around
Values the opinions of others
Sociable and accommodating
kindhearted
Kind, reassuring
Gentle and soft-hearted
Likes to take care of others
Generous
Likes to give advice
Gives an impression of importance
Commanding-imperative
overbearing
Boastful
Arrogant and self-satisfied
Thinks only of himself
Cunning
Intolerant of the mistakes of others
Calculating
Frank
Often unfriendly
Embittered
Complainant
Jealous
Long remembers grievances
self-flagellated
Shy
uninitiative
Gentle
Dependent, dependent
Likes to obey
Lets others make decisions
Easily gets into trouble
Easily influenced by friends
Ready to trust anyone
Benevolent to all without discrimination
sympathizes with everyone
Forgives everything
Overflowing with sympathy
Generous and tolerant of shortcomings
Strives to help everyone
striving for success
Expect admiration from everyone
Manages others
despotic
Treats others with a sense of superiority
Conceited
Selfish
Cold, callous
sarcastic, mocking
Evil, cruel
Often angry
Insensitive, indifferent
vindictive
Infused with the spirit of contradiction
Stubborn
distrustful and suspicious
Timid
bashful
Complaisant
Spineless
Almost no one minds
Intrusive
Likes to be taken care of
overly trusting
Strives to ingratiate himself with everyone
Agrees with everyone
Always friendly with everyone
loves everyone
Too condescending to others
Tries to comfort everyone
Caring for others
Spoils people with excessive kindness

Treatment.

To represent the main social orientations, T. Leary developed a conditional scheme in the form of a circle divided into sectors. In this circle, along the horizontal and vertical axes, four orientations are indicated: dominance-submission, friendliness-hostility. In turn, these sectors are divided into eight - according to more private relations. For an even finer description, the circle is divided into 16 sectors, but more often octants are used, oriented in a certain way with respect to the two main axes.

T. Leary's scheme is based on the assumption that the closer the test results are to the center of the circle, the stronger the relationship between these two variables. The sum of scores for each orientation translates into an index dominated by the vertical (dominance-submission) and horizontal (friendliness-hostility) axes. The distance of the obtained indicators from the center of the circle indicates the adaptability or extreme nature of interpersonal behavior.

The questionnaire contains 128 value judgments, of which 16 items are formed in each of the 8 types of relationships, ordered by ascending intensity. The methodology is designed in such a way that judgments aimed at clarifying any type of relationship are not arranged in a row, but in a special way: they are grouped by 4 and repeated through an equal number of definitions. During processing, the number of relationships of each type is counted.

Key.

As a result, scores are calculated for each octant using a special "key" to the questionnaire.

Authoritarian: 1 - 4, 33 - 36, 65 - 68, 97 - 100.
Selfish: 5 - 8, 37 - 40, 69 - 72, 101 - 104.
Aggressive: 9 - 12, 41 - 44, 73 - 76, 105 - 108.
Suspicious: 13 - 16, 45 - 48, 77 - 80, 109 - 112.
Subordinate: 17 - 20, 49 - 52, 81 - 84, 113 - 116.
Dependent: 21 - 24, 53 - 56, 85 - 88, 117 - 120.
Friendly: 25 - 28, 57 - 60, 89 - 92, 121 - 124.
Altruistic: 29 - 32, 61 - 64, 93 - 96, 125 - 128.

The points obtained are transferred to the discogram, while the distance from the center of the circle corresponds to the number of points for this octant (from 0 to 16). The ends of the vectors are connected and form a personality profile.

The smaller the difference between "I'm actual" and "I'm ideal" is, the more realistic goals he sets for himself, accepts himself as he is, and therefore is in a cheerful, efficient state. The greater the difference between "I am actual" and "I am ideal" - the less a person is satisfied with himself and it will be problematic for him to achieve his goals in self-development. The coincidence of "Actual Self" and "Ideal Self", which is not common, indicates a stoppage of self-development.

According to special formulas, indicators are determined by the main factors: dominance and friendliness.

domination\u003d (I - V) + 0.7 x (VIII + II - IV - VI)

Friendliness\u003d (VII - III) + 0.7 x (VIII - II - IV + VI)

Interpretation.

Types of relationship to others

13-16 - dictatorial, imperious, despotic character, a type of strong personality that leads in all types of group activities. He instructs everyone, teaches, in everything he strives to rely on his own opinion, he does not know how to accept the advice of others. Surrounding note this authoritativeness, but recognize it.

9-12 - dominant, energetic, competent, authoritative leader, successful in business, likes to give advice, demands respect.

0-8 - a self-confident person, but not necessarily a leader, stubborn and persistent.

II. Selfish

13-16 - seeks to be above everyone, but at the same time aloof from everyone, narcissistic, prudent, independent, selfish. Difficulties shifts to others, he treats them somewhat aloof, boastful, self-satisfied, arrogant.

0-12 - selfish traits, self-orientation, a tendency to compete.

III. Aggressive

13-16 - tough and hostile towards others, harsh, tough, aggressiveness can reach antisocial behavior.

9-12 - demanding, straightforward, frank, strict and sharp in assessing others, implacable, inclined to blame others for everything, mocking, ironic, irritable.

0-8 - stubborn, stubborn, persistent and energetic.

IV. Suspicious

13-16 - alienated in relation to a hostile and evil world, suspicious, touchy, prone to doubt everything, vindictive, constantly complaining about everyone, dissatisfied with everything (schizoid type of character).

9-12 - critical, uncommunicative, has difficulty in interpersonal contacts due to self-doubt, suspicion and fear of a bad attitude, closed, skeptical, disappointed in people, secretive, shows his negativism in verbal aggression.

0-8 - critical in relation to all social phenomena and people around.

V. Subordinate

13-16 - submissive, prone to self-abasement, weak-willed, inclined to yield to everyone and in everything, always puts himself in last place and condemns himself, ascribes blame to himself, passive, seeks to find support in someone stronger.

9-12 - shy, meek, easily embarrassed, inclined to obey a stronger one without regard to the situation.

0-8 - modest, timid, compliant, emotionally restrained, able to obey, has no opinion of his own, obediently and honestly performs his duties.

VI. Dependent

13-16 - sharply insecure, has obsessive fears, fears, worries for any reason, therefore dependent on others, on the opinions of others.

9-12 - obedient, timid, helpless, does not know how to show resistance, sincerely believes that others are always right.

0-8 - conformal, gentle, expecting help and advice, trusting, prone to admiration of others, polite.

VII. Friendly

9-16 - friendly and amiable with everyone, focused on acceptance and social approval, strives to satisfy the requirements of everyone, "be good" for everyone regardless of the situation, strives for the goals of microgroups has developed mechanisms of repression and suppression, emotionally labile (hysterical type of character) .

0-8 - prone to cooperation, cooperation, flexible and compromise in solving problems and in conflict situations, strives to be in agreement with the opinions of others, consciously conforming, follows conventions, rules and principles of "good form" in relations with people, an initiative enthusiast in achievement of the goals of the group, seeks to help, feel in the center of attention, deserve recognition and love, sociable, shows warmth and friendliness in relationships.

VIII. Altruistic

9-16 - hyper-responsible, always sacrifices his interests, seeks to help and sympathize with everyone, obsessive in his help and too active in relation to others, takes responsibility for others (there can only be an external "mask" that hides the personality of the opposite type ).

0-8 - responsible in relation to people, delicate, soft, kind, emotional attitude towards people shows compassion, sympathy, care, affection, knows how to cheer up and calm others, disinterested and sympathetic.

The first four types of interpersonal relationships - 1, 2, 3 and 4 - are characterized by the predominance of non-conformal tendencies and a tendency to disjunctive (conflict) manifestations (3, 4), greater independence of opinion, persistence in defending one's own point of view, a tendency to leadership and dominance (1 , 2).

The other four octants - 5, 6, 7, 8 - represent the opposite picture: the predominance of conformal attitudes, congruence in contacts with others (7, 8), self-doubt, susceptibility to the opinions of others, a tendency to compromise (5, 6).

A qualitative analysis of the data obtained is carried out by comparing discograms that demonstrate the difference between the views of different people. S.V. Maksimov gives indices of reflection accuracy, differentiation of perception, the degree of well-being of the position of the individual in the group, the degree of awareness of the group's opinion by the individual, and the significance of the group for the individual.

Rating 5.00 (4 votes)

WORK #1. QUESTIONNAIRE OF INTERPERSONAL RELATIONS V. SCHUTZ (OMO).

This questionnaire is a Russian-language version of the FIRO-B (Fundamental Interpersonal Relation Orientation - Behavior) questionnaire, widely known abroad, developed by the American psychologist W. Schutz. It is aimed at diagnosing various aspects of interpersonal relations in dyads and groups, as well as at studying the characteristics of communicative behavior characteristic of a person. The author of the adapted version of the methodology is A.A. Rukavishnikov.

The OMO questionnaire is based on the basic postulates of the three-dimensional theory of interpersonal relations by William Schutz, the most important idea of which is the position that each individual has a characteristic way of social orientation in relation to other people. The basis of this orientation is three basic social needs - "inclusion", "control" and "affect", the ways of satisfying which are formed in childhood, in the relationship of the child with adults, primarily with parents, and continue to exist in adulthood, determining the characteristics of behavior person in interpersonal situations.

Characteristics of the basic interpersonal needs and types of interpersonal behavior.

The need to "turn on" It is the need to create and maintain satisfactory relationships with other people, on the basis of which interaction and cooperation arise. From the point of view of self-esteem, this need manifests itself in the desire to feel a valuable and significant person, to be liked, to attract attention and interest, in the desire to achieve recognition, fame and approval. To be a person who is not like others, i.e. being an individual is another aspect of the need for "inclusion". The main thing in this separation from the mass of others is that in order to achieve full-fledged relationships with people, you need to achieve understanding, to feel that others see the traits and characteristics inherent only in the individual.

Characteristic modes of behavior in this area are formed, first of all, on the basis of children's experience. The parent-child relationship can be either positive (the child is in constant contact and interaction with the parents) or negative (the parents ignore the child, their contact is minimal). In the latter case, the child experiences the feeling that he is an insignificant person, experiences fear, which he tries to suppress either by withdrawal and isolation, or by an intense attempt to join other groups. In adulthood, the following types of interpersonal behavior appear:

one). A socially deficient type is a person whose level of inclusion is low. It can be called unsociable, avoiding contact with people. Consciously, he, as a rule, wants to keep a distance between himself and others, motivating this by the fact that he seeks to preserve his individuality and not dissolve in the crowd. At the unconscious level, there is definitely a fear of being rejected, a fear of loneliness and isolation, a person feels useless, unable to arouse the interest and attention of others. Fear of unfriendliness, combined with a feeling that others do not understand him, may be accompanied by a lack of motivation for life, a decrease in enthusiasm, perseverance in achieving goals, etc.
2). Socially excessive type - an extrovert, a person who is in constant search of contacts, strives for people, actively seeks attention and location. Unconsciously, such a person also experiences a fear of being rejected, but at the level of behavior, he does everything to concentrate attention on himself by any means (even by directly imposing himself on the group), to make himself noticed, to achieve fame.
3). The socially aligned type is an individual whose inclusion relationships have been successful since childhood; Establishing contacts with people is not difficult for him. He feels confident both alone and with people, is capable of taking risks and entering into various groups, but can also refrain from taking risks and interactions if he considers it inappropriate. He feels himself a valuable and significant person, he is able to be sincerely interested in others.
4). Pathology. Unsuccessful establishment of relations in the area of inclusion leads to alienation and isolation, to attempts by man to create his own artificial world. Probably the development of functional psychoses, autism, schizophrenia.

The need for "control". This need is defined as the need to create and maintain satisfactory relationships with people based on control and power, as the need to feel competent and responsible person. The behavior caused by this need relates to the decision-making process, and also affects the areas of power, influence, authority. It can range from the desire for power, authority, and control over others (and, moreover, over one's future) to the desire to be controlled, to be relieved of any responsibility. It is important to note that there are no hard links between dominating behavior and submissive behavior in the same person: people who dominate others may differ in how they allow others to control them. Behavior in this area, in addition to direct forms, also has indirect ones, especially among educated and polite people.

In the parent-child relationship, there can be two extremes: From highly limited, regulated behavior (the parent completely controls the child and makes all decisions for him) to complete freedom (the parent allows the child to decide everything on his own). In both cases, the child feels fear that he will be unable to cope with the situation at a critical moment and seeks to overcome this fear either by dominating others and obeying the rules, or by rejecting other people's control or their control over himself. In adulthood, the following types of behavior in the field of control are diagnosed.

one). An abdicrate is a person with a tendency to submit, to give up power ("abdicration"), and to give up influence in interpersonal behavior. Such people are characterized by the desire for a subordinate position, indecision in making decisions, the desire to shift responsibility to others. This type of personality is usually a follower of someone or at most a loyal deputy, but rarely the person who takes responsibility for making the final decision. For such people, the most characteristic reaction is an attempt to avoid, move away from situations in which they feel helpless, incompetent, irresponsible. Hostility is usually expressed as passive resistance. Unconsciously, an individual with this type of behavior feels that he is unable to behave like an adult with a sense of responsibility, fears that such responsibility may be placed on him. As a rule, he lacks confidence in people who may refuse to help him.
2). An autocrat is a person with a propensity for dominant interpersonal behavior. She is a seeker of power, a competitor, striving to own other people, prefers a hierarchical system of relations in which she herself stands at the top. Usually, her need for control extends to a variety of areas: intellectual or physical superiority can also serve as direct means of achieving power, establishing control over the behavior and decisions of those around her. The hidden, unconscious feelings of an autocrat are the same as those of an abdicrat: a feeling of his own inability to make responsible decisions, a constant suspicion that he is not trusted, that they are trying to control him and make decisions for him. But all behavior is aimed at disproving this feeling by any means, both in others and in oneself.
3). A democrat is a person who has successfully defined his relationship of control as a child, for whom power and control are not a problem. He feels equally confident in giving or not giving orders, taking or not taking them, depending on the specific situation. Unconsciously, he feels that he is a capable person with a sense of responsibility, respected by others, trusting him, and, therefore, does not feel the need to constantly prove his competence or evade decision-making.
4). Pathology. The individual's inability to control or influence leads to the development of a psychopathic personality.

The need for "affect". It is defined as the need to create and maintain satisfying relationships with others based on love and close, warm emotional contact. On an emotional level, it manifests itself in the ability of the individual to love other people and in the realization that he is loved by others to a sufficient extent, that he is worthy of love. This need usually relates to personal emotional relationships between two close people (pair relationships) and leads to behavior aimed at emotional rapprochement with a partner or partners. In childhood, if the upbringing of the child was inadequate emotionally, a feeling of fear may form, which the individual can subsequently try to overcome in various ways, developing appropriate types of behavior.

one). Sensually deficient type - an individual who has a very weak sense of emotional attachment, seeking to avoid close personal relationships with others. He tries to maintain contacts at a superficial, distant level, and he is satisfied when others maintain the same relationship with him. Subconsciously, he is constantly looking for a satisfying emotional relationship, but he is afraid that no one loves him; even sincerely loving people himself, he does not trust their feelings towards himself. A direct method of maintaining emotional distance is avoiding contact, avoiding people, even if it leads to hostility. The "refined method" is to be outwardly friendly with everyone in order to avoid intimate association with any one person. In contrast to the fear of “inclusion”, which consists in the realization that a person is of little interest, insignificant and useless, the fear of affectation manifests itself in relation to oneself as an unpleasant, unattractive, unlovable person.
2). The sensually excessive type tries to get close to everyone, wants others to initially behave in relation to him confidentially. Being loved is especially important to him in order to ease the anxiety of knowing that he can be rejected and never loved. The direct way to achieve love is an open attempt to win approval, to be sensitive, to win over, to trust people. A more subtle method is manipulative: having many friends, maintaining friendly relations with all members of the group and discreetly preventing any attempt on their part to establish friendly relations with anyone else. Such people, as a rule, have a sharp reaction, their actions are motivated by a strong need for affection, they have a more or less pronounced sense of hostility based on a subconscious anticipation of rejection, rejection from others.
3). Sensually balanced type - an individual with a positive experience in the field of emotional relationships since childhood. He equally well feels in a situation that requires close emotional ties, and where emotional remoteness, distance is required. It is also important for him to be loved, but if he is not loved, he is able to recognize this fact calmly, as a result of a specifically developing relationship with a specific person. Subconsciously, he feels that he is attractive to those who know him well, that he is able to inspire true affection and love.
4). Pathology. Difficulties in this area usually lead to neuroses.

Portal for the student. Self-training

Questionnaire omo

WORK #1. QUESTIONNAIRE OF INTERPERSONAL RELATIONS V. SCHUTZ (OMO).

Characteristics of the basic interpersonal needs and types of interpersonal behavior.

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