Interpersonal relationships in the process of communication. Types of communication by goals

interpersonal communication is the interaction of an individual with other individuals. Interpersonal communication is marked by the inevitability, as well as the pattern of occurrence in various real groups. Interpersonal subjective relations are a reflection of communication between members of the same group, which serve as the subject of study for social psychology.

The main purpose of the study of interpersonal interaction or interaction within a group is an in-depth study of various social factors, various interactions of individuals included in this group. If there is no contact between people, then the human community will not be able to carry out joint full-fledged activities, since proper mutual understanding will not be reached between them. For example, in order for a teacher to be able to teach students, he first needs to enter into communication.

Interpersonal relationships and communication

Communication is a multifaceted process of developing contacts between individuals, which are generated by the needs of joint activities. Consider communication in the system of interpersonal relations, as well as the interaction of individuals. Let us determine the place of communication in the structure of interpersonal interaction, as well as the interaction of individuals.

In interpersonal interaction, three main tasks are considered: first, interpersonal perception; second, the understanding of man; third, the formation of interpersonal relationships, as well as the provision of psychological impact. The concept of "perception of man by man" is insufficient for the final knowledge of people. In the future, the concept is added to it as “human understanding”, which includes connecting to the process of human perception and other cognitive processes. The effectiveness of perception is directly related to the property of the individual (socio-psychological observation), which will allow you to catch in the behavior of the individual subtle, but very important features for understanding.

Features of interpersonal communication are noted in the perception of speech and depend on the state of health, age, gender, nationality, attitudes, communication experience, personal and professional characteristics. With age, a person differentiates emotional states, begins to perceive the world around him through the prism of a personal national way of life.

A variety of mental states, as well as interpersonal relationships, are more effectively and successfully determined by individuals with a high level of social, and the object of knowledge is both the social and physical appearance of a person.

Initially, the perception of a person is fixed on the physical appearance, which includes functional, physiological, paralinguistic characteristics. Physiological characteristics include perspiration, respiration, blood circulation. Functional features include posture, posture, gait, non-verbal features of communication (facial expressions, body movements, gestures). Definitely emotions are easy to differentiate, and unexpressed and mixed mental states are much more difficult to recognize. Social appearance includes the social design of appearance (a person's clothing, shoes, accessories), paralinguistic, speech, proxemic and activity characteristics.

Proxemic features include the state between the communicants, as well as their relative position. The extralinguistic features of speech include the originality of the voice, pitch, timbre. In the perception of an individual, social features in comparison with the physical appearance are the most informative. The process of cognition of an individual consists of mechanisms that distort ideas about the perceived person. Mechanisms that distort the image of what is perceived limit the possibility for objective knowledge of people. Significant of them are the mechanisms of primacy or novelty, which boil down to the fact that the first impression of the perceived affects the next formation of the image of the object being known.

When perceiving an individual, as well as understanding him, the subject unconsciously chooses various mechanisms of interpersonal cognition. The main mechanism is the correlation (interpretation) of the personal experience of cognition of people with the perception of this individual.

Identification in interpersonal cognition appears as identification with another individual. The subject also uses the mechanism of causal attribution, when certain causes and motives are attributed to the perceived object, explaining its features and actions. The mechanism of reflection of another individual in interpersonal cognition is marked by the awareness of the subject as he is perceived by the object.

Interpersonal understanding and perception of an object is carried out with a fairly strict order of functioning of the mechanisms of interpersonal cognition, namely from simple to complex. In the process of interpersonal cognition, the subject takes into account all the information that comes to him, which indicates a change in the state of the partner during communication. The conditions of perception of an individual include time, situations, place of communication. Reducing the time at the moment of perception of an object reduces the ability of the perceiver to obtain sufficient information about it. With close and prolonged contact, evaluators show favoritism and condescension.

Interpersonal relationships are an integral part of the interaction, and are also considered in its context.

The psychology of interpersonal relationships is experienced, realized in varying degrees, the relationship between individuals. They are based on various emotional states of interacting individuals, as well as their psychological characteristics. Sometimes interpersonal relationships are called emotional, expressive. The development of interpersonal relationships is determined by age, gender, nationality and other factors. Women have a much smaller social circle than men. They need interpersonal communication for self-disclosure, for transferring personal information about themselves to others. Also, women complain more often about loneliness. For them, the most significant features that are noted in interpersonal relationships, and business qualities are important for men.

Interpersonal relations in dynamics develop according to the following scheme: they are born, consolidated, and also reach a certain maturity, then they are able to gradually weaken. The dynamics of the development of interpersonal relations consists of the following stages: acquaintance, friendly, friendly and friendly relations. The mechanism of development in interpersonal relations is, which is the response of one person to the experiences of another. Compared to rural areas, in urban areas, interpersonal contacts are the most numerous, quickly start up and are quickly interrupted.

Psychology of interpersonal communication

Communication is one of the central ones in psychological science and stands along with such categories as “thinking”, “behavior”, “personality”, “relationships”.

Interpersonal communication in psychology is a process of interaction aimed at mutual establishment, cognition, development of relationships, and also involving mutual influence on the states, behavior, attitudes, and regulation of the joint activities of all participants in the process. In social psychology, over the past 25 years, the study of the problem of communication has received one of the central directions of study in psychological science.

Communication in psychology is understood as the reality of human relations, which implies various forms of joint activity of individuals. Communication is not only the subject of psychological research, and one of the methodological principles for revealing this relationship is the idea of the unity of activity and communication. But the nature of this connection is understood differently. Sometimes communication and activity are considered as two sides of a person's social existence; in other cases, communication is perceived as an element of various activities, and activity is considered as a condition for communication. Also, communication is interpreted as a special kind of activity. In the process of communication, there is a mutual exchange of activities, ideas, feelings, ideas, the system of relations “subject-subject(s)” develops and manifests itself.

Interpersonal communication problems are often noted in motivational as well as operational difficulties, which correlate with two aspects of communication - interactive and communicative. Problems manifest themselves in affective, cognitive and behavioral areas. They are characterized by a lack of desire to understand the interlocutor, the characteristics of his personality, internal state, interests. Interpersonal communication problems can be noted in the following: taking advantage of the interlocutor using flattery, intimidation, deceit, splurge, show of care and kindness.

Interpersonal communication in the youth environment

Adolescence and adolescence is a critical period in the process of interpersonal evolution. From the age of 14, interpersonal relationships are being formed, in which attitudes towards the subjects of reality play a different role: to the elderly, to parents, to classmates, to teachers, to friends, to oneself, to representatives of another religion and nationality, to patients and drug addicts.

The psychological world of a teenager is often turned to inner life, a young man is often thoughtful, fantasizes. The same period is marked by intolerance, irritability, a tendency to. By the age of 16, the stage of self-knowledge and self-affirmation begins, which is noted in increased observation. Gradually, in young people, the degree of unacceptable, as well as unacceptable, tends to increase. This comes from the fact that young people become very critical of reality.

The problems of interpersonal communication in the youth environment are manifested in the form of conflicts among students, which destabilize the emotional background in the team, in the group. Often conflicts, quarrels among young people occur due to inability or lack of compassion and unwillingness to respect others. Often, protests occur due to a lack of good manners, as well as a violation of the culture of behavior. Often the protest is targeted, i. directed against the originator of the conflict situation. As soon as the conflict is resolved, the young man calms down.

In order to avoid such situations, adults are advised to maintain a calm, polite tone in communication. It is necessary to abandon categorical judgments about a teenager, especially when it comes to fashion and music issues.

Adults need to try to compromise, to yield in an argument, avoiding the red rag syndrome. It is especially painful if the scandal is observed by friends or peers of a young man, so adults should give in and not be sarcastic, because only good relations contribute to building relationships.

Culture of interpersonal communication

The development of a culture of communication includes the development of skills and abilities to correctly perceive others, in general terms, to be able to determine the character of a person, his internal state and mood in a particular situation during interaction. And already from this to choose an adequate style, as well as the tone of communication. Since the same words, gestures, may be appropriate in a conversation with a calm and friendly person and can provoke an undesirable reaction from an excited interlocutor.

The culture of interpersonal communication involves the development of a culture of communication, which is based on the development of speech, mental properties, specific social attitudes, and especially thinking. There is a high need for deep emotional as well as meaningful communication. This need is satisfied when a person has empathy, which is understood as the ability to respond emotionally to the experiences of other people, as well as to understand their experiences, feelings, thoughts, penetrate into their inner world, empathize, and sympathize with them.

The culture of interpersonal communication is based on openness, non-standard action plan, flexibility. It is very important to have a large vocabulary, figurativeness and correctness of speech, to accurately perceive spoken words, as well as to accurately convey the ideas of partners, to be able to correctly pose questions; accurately formulate answers to questions.

RUSSIAN STATE UNIVERSITY

Specialty "Practical psychology"

Extramural

COURSE WORK

Interpersonal relationships and communication

Lokteva O.V.

Minsk, 2007

Introduction

general description of work

1. Interpersonal relationships and communication

1.1 Place and nature of interpersonal relationships

1.2 The essence of interpersonal relationships

1.3 The essence of communication

1.3.2 Theoretical approaches to the study of communication

1.3.3 Structure of communication

1.3.4 Types of communication

1.3.5 Forms of communication

1.3.6 Levels of communication

1.3.7 Functions and means of communication

1.4 The relationship of communication and attitude

2. Study of the role of communication training in raising the level of social status of high school students

2.1 Features of socio-psychological training

2.2 Organization and research methods

2.3 Comparative analysis of the social status of a high school student and the impact of communication training on him

2.4 Analysis and interpretation of results

Conclusion

List of sources used

Applications

INTRODUCTION

Interpersonal relationships are relationships with people close to us; it is the relationship between parents and children, husband and wife, brother and sister. Of course, close personal relationships are not limited to family circles, such relationships often involve people living together under various circumstances.

A common factor in these relationships is various kinds of feelings of affection, love and devotion, as well as a desire to maintain these relationships. If your boss makes your life difficult, you can say goodbye to him; if the seller in the store did not pay due attention to you, you will not go there again; if an employee (ca) is disloyal to you, you will prefer not to communicate with him (her), if possible, etc.

But if troubles arise between us and those close to us, this usually becomes of paramount importance for us.

How many people come to a psychologist because of a bad relationship with their hairdresser? On the other hand, we see a lot of people seeking advice and help in domestic and family, collective troubles.

GENERAL DESCRIPTION OF WORK

Relevance of the research topic. For several centuries, problems relating to interpersonal relations have not only not lost their relevance, but have become increasingly important for many social sciences and the humanities. Analyzing interpersonal relations and the possibility of achieving mutual understanding in it, one can explain many social problems in the development of society, the family and the individual. Being an integral attribute of human life, interpersonal relations play an important role in all spheres of life. At the same time, the quality of interpersonal relationships depends on communication, on the level of understanding achieved.

The role of communication in interpersonal relations, despite the increased interest in it in a number of social sciences and the humanities, is still not sufficiently studied. Therefore, the choice of the topic of the course work is due to the following points:

1. The need to clearly distinguish the category of communication from the field of interrelated categories of relations;

2. An attempt to structure interpersonal relationships according to the levels of communication.

3. The need of society to resolve interpersonal and intrapersonal conflicts associated with misunderstanding.

aim this course work is the understanding of the role of communication in interpersonal relations, as well as in an attempt to structure interpersonal relations according to the levels of communication.

To this end, I have set myself the following tasks:

ќ Conduct a theoretical analysis of the literature on the topic "Interpersonal Relations and Communication";

ќ To reveal the social nature and essence of interpersonal relations;

ќ Analyze various approaches to the study of the process of communication, reveal the main forms, levels, functions of this process;

ќ To study and analyze ways to resolve relationships through communication.

ќ Interpretation and formulation of conclusions.

Object of study are interpersonal relationships.

Subject of research is the role of communication in interpersonal relationships.

Research hypothesis: communication training increases the social status of the individual.

Methodological and theoretical basis course work is the relational approach, which allows you to fully reveal the essential foundations of interpersonal relationships and communication.

To research this topic, I researched the following methods: on the theoretical level- analysis of psychological, sociological, methodical literature, generalization, comparison; on the empirical- conducting training sessions. Sociometry methodology, Spielberg-Khanin self-assessment scale, G sign criteria method.

Experimental research base: The study involved 2 groups of students of secondary school No. 33 in Minsk.

Scientific and practical significance is that its main provisions and conclusions can be used:

1. to further develop the theory of interpersonal relations and understanding in social psychology;

3. for use as a methodological basis in carrying out educational and educational work, as well as in psychological and sociological research.

The course work consists of an introduction, two chapters, a conclusion, a list of references, an application. The course work was completed in the amount of 81 pages, of which 36 pages (45-81) are APPLICATIONS.

When writing a term paper, 30 main sources were used, mainly scientific, scientific and methodological.

1. INTERPERSONAL RELATIONSHIPS AND COMMUNICATION

1.1 PLACE AND NATURE OF INTERPERSONAL RELATIONS

In the socio-psychological literature, different points of view are expressed on the question of where interpersonal relations are "located", primarily in relation to the system of social relations. The nature of interpersonal relations can be correctly understood if they are not put on a par with social relations, but if we see in them a special series of relations that arise within each type of social relations, not outside them.

The nature of interpersonal relations differs significantly from the nature of social relations: their most important specific feature is the emotional basis. Therefore, interpersonal relationships can be considered as a factor in the psychological "climate" of the group. The emotional basis of interpersonal relationships means that they arise and develop on the basis of certain feelings that people have in relation to each other. In the domestic school of psychology, there are three types, or levels of emotional manifestations of the personality: affects, emotions and feelings. The emotional basis of interpersonal relationships includes all kinds of these emotional manifestations.

Relations between people do not develop only on the basis of direct emotional contacts. The activity itself defines another series of relations mediated by it. That is why it is an extremely important and difficult task of social psychology to simultaneously analyze two series of relations in a group: both interpersonal and mediated by joint activity, i.e. ultimately the social relations behind them.

All this raises a very acute question about the methodological means of such an analysis. Traditional social psychology focused primarily on interpersonal relationships, therefore, regarding their study, an arsenal of methodological tools was developed much earlier and more fully. The main of these means is the method of sociometry, widely known in social psychology, proposed by the American researcher J. Moreno, for which it is an application to his special theoretical position. Although the failure of this concept has long been criticized, the methodology developed within the framework of this theoretical framework has proved to be very popular.

Thus, we can say that interpersonal relationships are seen as a factor in the psychological "climate" of the group. But for diagnosing interpersonal and intergroup relations in order to change, improve and improve them, a sociometric technique is used, the founder of which is the American psychiatrist and social psychologist J. Moreno.

1. 2 THE ESSENCE OF INTERPERSONAL RELATIONSHIPS

Interpersonal relationships is a set of connections that develop between people in the form of feelings, judgments and appeals to each other.

Interpersonal relationships include:

1) people's perception and understanding of each other;

2) interpersonal attractiveness (attraction and liking);

3) interaction and behavior (in particular, role-playing).

Components of interpersonal relationships:

1) cognitive component- includes all cognitive mental processes: sensations, perception, representation, memory, thinking, imagination. Thanks to this component, there is a knowledge of the individual psychological characteristics of partners in joint activities and mutual understanding between people. The characteristics of mutual understanding are:

a) adequacy - the accuracy of the mental reflection of the perceived personality;

b) identification - identification by an individual of his personality with the personality of another individual;

2) emotional component- includes positive or negative experiences that arise in a person during interpersonal communication with other people:

a) likes or dislikes;

b) satisfaction with oneself, partner, work, etc.;

c) empathy - an emotional response to the experiences of another person, which can manifest itself in the form of empathy (experiencing those feelings experienced by another), sympathy (personal attitude to the experiences of another) and complicity (empathy accompanied by assistance);

3) behavioral component- includes facial expressions, gestures, pantomime, speech and actions expressing the relationship of a given person to other people, to the group as a whole. He plays a leading role in regulating relationships. The effectiveness of interpersonal relationships is assessed by the state of satisfaction - dissatisfaction of the group and its members.

Types of interpersonal relationships:

1) relations of production- are formed between employees of organizations in solving industrial, educational, economic, domestic and other problems and involve fixed rules for the behavior of employees in relation to each other. They are divided into relationships:

a) vertically - between managers and subordinates;

b) horizontally - the relationship between employees who have the same status;

c) diagonally - the relationship between the leaders of one production unit with ordinary employees of another;

2) domestic relationships- are formed outside of labor activity on vacation and at home;

3) formal (official) relations-- normatively stipulated relationships enshrined in official documents;

4) informal (informal) relations - relationships that really develop in relationships between people and are manifested in preferences, likes or dislikes, mutual assessments, authority, etc.

The nature of interpersonal relationships is influenced by such personal characteristics as gender, nationality, age, temperament, state of health, profession, experience of communicating with people, self-esteem, need for communication, etc. Stages of development of interpersonal relationships:

1) the stage of acquaintance - the first stage - the emergence of mutual contact, mutual perception and evaluation of each other by people, which largely determines the nature of the relationship between them;

2) the stage of friendly relations - the emergence of interpersonal relationships, the formation of an internal relationship of people to each other on the rational (realization by interacting people of the advantages and disadvantages of each other) and emotional levels (the emergence of appropriate experiences, emotional response, etc.);

3) companionship - convergence of views and support to each other; characterized by trust.

1.3 ESSENCE OF COMMUNICATION

Interpersonal communication is a necessary condition for the existence of people, without which it is impossible to fully form not only individual mental functions, processes and properties of a person, but also the personality as a whole. That is why the study of this most complex mental phenomenon as a systemic formation with a multi-level structure and only its inherent characteristics is relevant for psychological science.

The essence of interpersonal communication lies in the interaction of a person with a person. This is what distinguishes it from other types of activity when a person interacts with an object or thing.

The individuals interacting at the same time satisfy their need to communicate with each other, to exchange information, etc. For example, two passers-by discuss a conflict situation that they have just witnessed, or communication when young people get to know each other.

In the overwhelming majority of cases, interpersonal communication almost always turns out to be woven into one or another activity and acts as a condition for its implementation.

Interpersonal communication is not only a necessary component of people's activities, the implementation of which involves their cooperation, but also a prerequisite for the normal functioning of their communities (for example, a school class or a production team of workers). When comparing the nature of interpersonal communication in these associations, both the similarity and the difference between them attract attention.

The similarity lies in the fact that communication in them is a necessary condition for being, these associations, a factor on which the success of solving the tasks facing them depends.

Communication is influenced not only by the main activity for a given community, but also by that. what is this community. For example, if this is a school class, then it is important to know how well it is formed as a team, what evaluation standards prevail in it, if it is a team, then what is the degree of development of labor activity, the level of production qualification of each employee, etc.

The features of interpersonal interaction in any community are largely determined by how its members perceive and understand each other, what emotional response they mainly evoke in each other, and what style of behavior they choose.

The communities to which a person belongs form the standards of communication, set patterns of behavior that a person learns to follow on a daily basis when interacting with other people. These communities directly affect the development of his assessments, which determine his perception of other people, relationships and style of communication with them. Moreover, the impact is stronger, the more authoritative the community is in the eyes of a person.

Interacting with other people, a person can simultaneously act as both a subject and an object of communication. As a subject, he recognizes his partner, determines his attitude towards him (it can be interest, indifference or hostility), influences him in order to solve a specific problem. In turn, he himself is an object of knowledge for the one with whom he communicates. The partner addresses his feelings to him and tries to influence him. At the same time, it should be emphasized that the presence of a person simultaneously in two "hypostases" - an object and a subject - is characteristic of any type of direct communication between people, whether it is communication between one student with another or between a student and a teacher.

Communication, being one of the main types of human activity, not only constantly reveals the essential characteristics of the individual as an object and subject of communication, but also affects the entire course of its further formation, primarily on such blocks of properties that express a person’s attitude to other people and to yourself. In turn, the changes that occur in people under the pressure of unfolding communication affect, to one degree or another, such basic personality traits, in which its attitude to various social institutions and communities of people, nature, public and personal property, and labor is manifested.

1 .3 .1 Theoretical approaches to the study of communication

Information approaches are based on three main principles:

2) a person is a kind of screen onto which the transmitted information is “projected” after its perception and processing;

3) there is a certain space in which discrete organisms and objects of limited volume interact. As part of the information approach, two main models:

1) model of K. Shannon and V. Weaver, representing the changes of messages into various images, signs, signals, symbols, languages or codes and their subsequent decoding. The model included five elements organized in a linear order: information source - information transmitter (encoder) - signal transmission channel - information receiver (decoder) - information recipient. Later it was supplemented with such concepts as "feedback" (the response of the recipient of information), "noise" (distortions and interference in the message as it passes through the channel), "filters" (transformers of the message when it reaches the encoder or leaves the Decoder) and other major disadvantage this model was an underestimation of other approaches in the study of the problem of communication;

2) communication exchange model, which included:

a) communication conditions;

b) communication behavior;

c) communication restrictions on the choice of communication strategy;

d) the criteria of interpretation, which determine and guide the ways in which people perceive and evaluate their behavior towards each other.

Interactional Approaches-- consider communication as a situation of joint presence, which is mutually established and supported by people with the help of various forms of behavior and external attributes (appearance, objects, environment, etc.). Within the framework of interactional approaches, it was developed five models of communication organization:

1) linguistic model, according to which all interactions are formed and combined from 50-60 elementary movements and postures of the human body, and behavioral acts formed from these units are organized according to the principle of organizing sounds in words;

2) social skill model is based on the idea of learning to communicate in communication itself;

3) equilibrium model assumes that any change in behavior is usually compensated by another change, and vice versa (for example, a dialogue is a monologue, a combination of questions and answers);

4) software model of social interaction postulates that the overall structure of interpersonal interaction is generated by the action of at least three types of programs:

a) programs dealing with simple coordination of movements;

b) a program that controls the change in the types of activity of individuals in a situation where interference or uncertainty arises;

c) a program that manages the complex task of meta-communication.

These programs are assimilated by individuals as they learn and allow organizing heterogeneous behavioral material. They are “launched” depending on the content context of a particular situation, task, and social organization;

5) system model considers interaction as a configuration of behavioral systems that govern the exchange of speech statements and the use of space and territory of interaction.

relational approach It is based on the fact that communication is a system of relationships that people develop with each other, with society and the environment in which they live. Information is understood as any change in any part of this system, causing a change in other parts. Humans, animals or other organisms are an integral part of the process of communication from the moment of birth to the moment of death.

1.3 .2 Structure of communication

In the structure of communication, there are:

1) the communicative side;

2) interactive side;

3) the perceptual side.

The communicative side of communication expressed in the exchange of information between people.

Features of the process of information exchange in the process of human communication:

1) there is not only the transfer of information, but also its formation, clarification and development;

2) the exchange of information is combined with the attitude of people towards each other;

3) there is a mutual influence and influence of people on each other;

4) the communicative influence of people on each other is possible only if the codification systems of the communicator (sender) and the recipient (receiver) coincide;

5) the emergence of specific communication barriers of a social and psychological nature is possible. Structural components of communication as a communicative activity:

1) the subject of communication is a communicator;

2) the object of communication is the recipient;

3) the subject of communication -- the content of the information sent;

4) actions of communication - units of communicative activity;

5) means of communication - operations with the help of which actions of communication are carried out;

6) the product of communication is the formation of a material and spiritual nature as a result of communication.

Interactive side of communication manifested in the interaction of people with each other, i.e. exchange of information, motives, actions. The purpose of the interaction consists in satisfying one's needs, interests, realizing goals, plans, intentions. Types of interaction:

1) positive - interactions aimed at organizing joint activities: cooperation; agreement; fixture; association;

2) negative - interactions aimed at disrupting joint activities, creating obstacles for it: competition; conflict; opposition; dissociation. Factors affecting the type of interaction:

1) the degree of unity of approaches to problem solving;

2) understanding of duties and rights;

3) ways to solve emerging problems, etc.

The perceptual side of communication expressed in the process of perception, study and evaluation by partners of each other.

Structural elements of social perception:

1) the subject of interpersonal perception - the one who perceives (studies) in the process of communication;

2) the object of perception - the one who is perceived (know) in the process of communication;

3) the process of cognition - includes cognition, feedback, elements of communication.

In the process of communication, a person acts in two forms at once: as an object and as a subject of knowledge.

Factors affecting the process of interpersonal perception:

1) features of the subject: gender differences (women more accurately identify emotional states, strengths and weaknesses of the personality, men - the level of intelligence); age, temperament (extroverts perceive more accurately, introverts evaluate); social intelligence (the higher the level of social and general knowledge, the more accurate the assessment in perception); mental condition; health status; installations - the previous assessment of objects of perception; value orientations; the level of socio-psychological competence, etc.

2) features of the object: physical appearance (anthropological - height, physique, skin color, etc., physiological - breathing, blood circulation, functional - posture, posture and gait, and paralinguistic - facial expressions, gestures and body movements); social appearance: social role, appearance, proxemic features of communication (distance and location of those communicating), speech and extralinguistic characteristics (semantics, grammar and phonetics), activity features;

3) the relationship between the subject and the object of perception;

4) the situation in which perception occurs.

1.3 .3 Types of communication

Types of communication by means:

1) verbal communication - is carried out through speech and is the prerogative of a person. It provides a person with wide communicative opportunities and is much richer than all types and forms of non-verbal communication, although in life it cannot completely replace it;

2) non-verbal communication occurs with the help of facial expressions, gestures and pantomime, through direct sensory or bodily contacts (tactile, visual, auditory, olfactory and other sensations and images received from another person). Non-verbal forms and means of communication are inherent not only to humans, but also to some animals (dogs, monkeys and dolphins). In most cases, non-verbal forms and means of human communication are innate. They allow people to interact with each other, achieving mutual understanding on the emotional and behavioral levels. The most important non-verbal component of the communication process is the ability to listen.

Types of communication by goals:

1) biological communication is associated with the satisfaction of basic organic needs and is necessary for the maintenance, preservation and development of the organism;

2) social communication is aimed at expanding and strengthening interpersonal contacts, establishing and developing interpersonal relationships, personal growth of the individual. Types of communication by content:

1) material - the exchange of objects and products of activity that serve as a means of satisfying their actual needs;

2) cognitive - the transfer of information that broadens one's horizons, improves and develops abilities;

3) conditioning - the exchange of mental or physiological states, influencing each other, designed to bring a person into a certain physical or mental state;

4) activity - exchange of actions, operations, skills;

5) motivational communication consists in the transfer to each other of certain motives, attitudes or readiness for action in a certain direction.

By mediation:

1) direct communication - occurs with the help of natural organs given to a living being by nature: hands, head, torso, vocal cords, etc .;

2) mediated communication - associated with the use of special means and tools for organizing communication and exchanging information (natural (stick, thrown stone, footprint on the ground, etc.) or cultural objects (sign systems, writing symbols on various media, printing , radio, television, etc.));

3) direct communication is built on the basis of personal contacts and direct perception of each other by communicating people in the act of communication itself (for example, bodily contacts, conversations of people, etc.);

4) indirect communication occurs through intermediaries, which may be other people (for example, negotiations between conflicting parties at the interstate, international, group, family levels). Other types of communication:

1) business communication - communication, the purpose of which is to achieve any clear agreement or agreement;

2) educational communication - involves the targeted impact of one participant on another with a fairly clear idea of the desired result;

3) diagnostic communication - communication, the purpose of which is to formulate a certain idea about the interlocutor or receive any information from him (such is the communication of a doctor with a patient, etc.);

4) intimate-personal communication - it is possible when partners are interested in establishing and maintaining trusting and deep contact, it occurs between close people and is largely the result of previous relationships.

1.3 .4 Forms of communication

1) monologue - when only one of the partners is assigned the role of an active participant, and the other is a passive performer (for example, a lecture, notation, etc.);

2) dialogue - characterized by the cooperation of participants - interlocutors or communication partners (for example, conversation, conversation);

3) polylogical - multilateral communication, which is in the nature of a struggle for a communicative initiative.

1. 3 .5 Communication levels

In foreign and domestic psychology there are different views on the levels of communication. Levels of communication according to B.G. Ananiev:

1) micro-level - consists of the smallest elements of interpersonal communication with the immediate environment with which a person lives and most often comes into contact (family, friends);

2) meso-level - communication at the level of the school, production team, etc.;

3) macro level - includes such large structures as management and trade.

Levels of communication according to E. Bern:

1) rituals are a certain order of actions by which a custom is performed and fixed;

2) pastime (watching TV, reading books, dancing, etc.);

3) games - activities that do not result in the production of any product;

4) intimacy - intimate relationships;

5) activity - a specific type of human activity aimed at understanding and transforming the world around.

The most common in Russian psychology is the following level system:

1) primitive level - involves the implementation of a communication scheme in which the interlocutor is not a partner, but a necessary or interfering object. In this case, the contact phases are performed in the extension from above or (with a frankly strong partner) from below. A similar level of communication is offered in a state of intoxication, anger, a state of conflict, etc.;

2) manipulative level - the "partner - rival" scheme is implemented in the game, which must be won without fail, and winning is a benefit (material, everyday or psychological). At the same time, the manipulator catches and tries to use the partner's weaknesses;

3) standardized level - communication based on standards, when one of the partners (or both) does not want contact, but one cannot do without it;

4) conventional level - the level of ordinary equal human communication within the framework of accepted rules of conduct. This level requires partners to have a high culture of communication, which can be regarded as an art and to master which another person has to work on himself for years. It is optimal for resolving personal and interpersonal problems in human contacts;

5) game level - characterized in the same way as conventional, but with an increased positive focus on the partner, interest in him and the desire to generate a similar interest in himself from the partner. The main thing in the game is to intrigue, interest the partner. At this level, the resulting human connection is more valued than the informative component of communication. Ideal for teaching activities;

6) the level of business communication - in comparison with the conventional level, it implies an increased focus on the partner as a participant in collective activities. The main thing at this level is the degree of mental and business activity of the partner, his involvement in the common task. Ideal for group activities, brainstorming, etc.;

7) spiritual level - the highest level of human communication, which is characterized by mutual dissolution in a partner, high spontaneity of thought and feeling, ultimate freedom of self-expression; the partner is perceived as the bearer of the spiritual principle, and this principle awakens in us a feeling that is akin to reverence.

1. 3 .6 Functions and means of communication

Communication functions- these are the roles and tasks that communication performs in the process of human social life:

1) information and communication function is the exchange of information between individuals. The constituent elements of communication are: the communicator (transmits information), the content of the message, the recipient (receives the message). The effectiveness of information transfer is manifested in the understanding of information, its acceptance or rejection, assimilation. To implement the information and communication function, it is necessary to have a single or similar system for codifying/decodifying messages. The transfer of any information is possible through various sign systems;

2) incentive function-- stimulation of partners' activity for organization of joint actions;

3) integrative function-- the function of bringing people together;

4) socialization function- communication contributes to the development of skills of human interaction in society according to the norms and rules adopted in it;

5) coordination function-- coordination of actions in the implementation of joint activities;

6) understanding function- adequate perception and understanding of information;

7) regulatory-communicative (interactive) function communication is aimed at regulating and correcting behavior in the direct organization of joint activities of people in the process of their interaction;

8) affective-communicative function communication consists in influencing the emotional sphere of a person, which can be purposeful or involuntary. Means of communication -- ways of encoding, transmitting, processing and decoding information transmitted in the process of communication. They are verbal and non-verbal. Verbal means of communication are words with meanings assigned to them. Words can be spoken aloud (oral speech), written (written speech), replaced by gestures in the blind, or spoken silently. Oral speech is a simpler and more economical form of verbal means. It is divided into:

1) dialogic speech, in which two interlocutors take part;

2) monologue speech - a speech delivered by one person.

Written speech is used when oral communication is impossible or when accuracy, accuracy of each word is necessary.

Non-verbal means of communication- a sign system that complements and enhances verbal communication, and sometimes replaces it. With the help of non-verbal means of communication, about 55-65% of information is transmitted. Non-verbal means of communication include:

1) visual aids:

a) kinesthetic means are visually perceived movements of another person that perform an expressive-regulatory function in communication. Kinesics includes expressive movements, manifested in facial expressions, posture, gesture, gaze, gait;

b) gaze direction and eye contact;

c) facial expression;

d) eye expression;

e) posture - the location of the body in space ("leg on foot", crossed arms, legs, etc.);

f) distance (distance to the interlocutor, angle of rotation to him, personal space);

g) skin reactions (redness, perspiration);

h) auxiliary means of communication (body features (sex, age)) and means of their transformation (clothes, cosmetics, glasses, jewelry, tattoos, mustaches, beards, cigarettes, etc.);

2) acoustic (sound):

a) related to speech (loudness, timbre, intonation, tone, pitch, rhythm, speech pauses and their localization in the text); 6) not related to speech (laughter, gnashing of teeth, crying, coughing, sighing, etc.);

3) tactile - related to touch:

a) physical impact (leading the blind by the hand, etc.);

b) takevika (shaking hands, clapping on the shoulder).

1.4 COMMUNICATION AND RELATIONSHIPS

In psychological science, a lot of research is carried out in which this or that simpler or more complex phenomenon is illuminated by itself, not in connection with other phenomena, and this always impoverishes the significance of the results obtained, because it is possible to truly understand the essence of any phenomenon, only comprehending it in interaction with other phenomena.

What has been said is fully applicable to the state of studying such a complex psychological phenomenon as communication, as well as such personal formation as attitude.

When talking about communication, they usually mean the interaction between people, carried out using the means of speech and non-verbal influence and pursuing the goal of achieving changes in the cognitive, motivational-emotional and behavioral spheres of the persons participating in communication. By attitude, as is well known, we mean a psychological phenomenon, the essence of which is the emergence of a mental formation in a person, accumulating in itself the results of knowing a specific object of reality (in communication it is another person or a community of people), integrating all the emotional responses to this object that have taken place, as well as behavioral responses to it.

The most important mental component of the attitude is the motivational-emotional component, which signals the valency of the attitude - positive, negative, contradictory or indifferent.

When one person enters into communication with another, both of them fix the features of each other's external appearance, "read" the experienced states, perceive and interpret behavior in one way or another, decipher the goals and motives of this behavior in one way or another. And the appearance, and state, and behavior, and the goals and motives attributed to a person always cause some kind of relationship in the person communicating with him, and it can be differentiated in its character and strength, depending on which side in another person caused it.

A particular problem in studying the interdependencies of communication and attitudes is to establish the correspondence between the nature and ways of expressing attitudes. Forming as individuals in a particular social environment, people also learn the language of expression of relations characteristic of this environment. Without talking now about the peculiarities of expressing relations noted among representatives of various ethnic communities, it is important to keep in mind that even within the boundaries of one ethnic community, but in its different social groups, the named language can have its own very specific specifics.

Both action and deed can become a form of expression of attitude.

Interpersonal communication differs from inter-role communication in that the participants in such communication try, while solving their problems, to make an adjustment when choosing the behavior that conveys the attitude, for individually unique features of each other. It is appropriate to add that the ability to psychologically skillfully instrument the form of expression of their relations is extremely necessary for people whose main activity is the upbringing of children, youth, and adults.

Discussing the problem of the relationship between communication and attitude, as well as the relationship between the content of the attitude and the form of its expression, it should be emphasized that a person’s choice of the most psychologically appropriate form of expressing his attitude in communication occurs without tension and conspicuous deliberateness, if he has formed mental personality traits, essential for successful interpersonal communication. This is primarily the ability to identify and decenter, empathy and self-reflection.

For a truly complete analysis of communication and its connections with relationships, it is necessary to evaluate at least the main objective and subjective characteristics of this process, also keeping in mind both one and the other people interacting in it (if this is dyadic communication).

These connections of different characteristics of communication and attitude traced in the very first approximation show how great their significance is in the subjective world of each person, how significant their role is in determining the mental well-being of a person, in determining the picture of his behavior. Therefore, it is extremely important to develop systematic research at the theoretical, experimental and applied levels of all the most significant aspects of the interdependence of communication and attitude. When planning these studies, one must clearly see that all the main areas of psychological science and, of course, teachers involved in the development of the theory and methodological tools of education should take part in the study of the relationship between communication and relationships.

CONCLUSION

1. Considering interpersonal relationships, we can conclude that interpersonal relationships are subjectively experienced connections between people, objectively manifested in the nature and methods of interpersonal interaction , those. mutual influences exerted by people on each other in the course of their joint activity and communication.

Interpersonal relationships are a system of attitudes, orientations and expectations of group members relative to each other, determined by the content and organization of joint activities and the values on which people's communication is based. in this case, a mismatch between the subjectively experienced and objectively existing connections of the individual with other people is possible. In groups of different levels of development.

Interpersonal relationships differ not only quantitatively, but also qualitatively. So, in a team they make up a complex hierarchical structure that develops as it is included in socially significant activities. An experimental study of interpersonal relationships is carried out by social psychology with the help of special techniques: Sociometry, Referentometric method, Personality research methods. Most often in practice, the sociometric method of J. Moreno is used.

2. Communication can be characterized as a complex, multifaceted process of establishing and developing contacts between people, generated by the needs of joint activities and including the exchange of information, the development of a unified interaction strategy, the perception and understanding of another person. Accordingly, three aspects are distinguished in communication: communicative, interactive and perceptual. Where the communicative side of communication is associated with the identification of the information process between people as active subjects, i.e. taking into account the relationship between partners, their attitudes, goals, intentions, which leads not only to the "movement" of information, but to the refinement and enrichment of the knowledge, information, opinions that people exchange. The means of the communicative process are various sign systems, primarily speech, as well as an optical-kinetic system of signs (gestures, facial expressions, pantomime), para- and extralinguistic systems (intonation, non-speech inclusions in speech, for example, pauses), a system for organizing space and time communication, eye contact system. The interactive side of communication is the construction of a common interaction strategy. There are a number of types of interaction between people, primarily cooperation and competition. The perceptual side of communication includes the process of forming the image of another person, which is achieved by "reading" behind the physical characteristics of a person, his psychological properties and characteristics of his behavior. The main mechanisms of knowing another person are identification and reflection.

3. The most important mental component of the attitude is the motivational-emotional component, which signals the valence of the attitude - positive, negative, contradictory or indifferent.

A particular problem in studying the interdependencies of communication and attitudes is to establish the correspondence between the nature and ways of expressing attitudes; social meaning and value system also influence.

2. STUDY OF THE ROLE OF COMMUNICATION TRAINING IN INCREASING THE SOCIAL STATUS OF HIGH SCHOOL SCHOOL KIDS

2.1 FEATURES OF SOCIO-PSYCHOLOGICAL TRAINING

According to A.S. Prutchenkova socio-psychological training- this is a psychological impact based on active methods of group work; this is a form of specially organized communication, during which the issues of personality development, the formation of communication skills, the provision of psychological assistance and support are solved, which allow removing stereotypes and solving personal problems of participants.

In our opinion, socio-psychological training is a form of a specific training regime that includes a set of interrelated exercises, situational role-playing games, simulated problem situations and group discussions, by participating in which a person acquires knowledge, skills and abilities of harmonious communication.

The task of the socio-psychological training group is to help the participant express himself with his own individual means, namely his own, i.e. characteristic of everyone. But for this, you first need to learn to perceive and understand yourself.

Typically, self-perception of a person is carried out in five main areas:

1. Perception of one's "I" through correlation with another, i.e. a person uses the other as a model convenient for observation and analysis (“outside view”). This provides an excellent opportunity to identify, compare yourself with other members of the group.

2 Perception of self through perception of others, i.e. a person uses information transmitted to him by others (the so-called feedback mechanism). This method allows participants to find out the opinions of others about their behavior, about the feelings experienced by people who come into contact with them.

3. Perception of oneself through the results of one's own activity, i.e. a man himself evaluates what he has done. This is a way of self-assessment that can help or hinder the development of a person. In the training group, it is necessary to constantly determine the level of self-esteem of each participant and its necessary correction.

4. Perception of oneself through observation of one's own internal states, i.e. a person comprehends, pronounces, discusses with others his experiences, emotions, sensations, thoughts. This is one of the fundamental differences of training from other forms of work - penetration into one's "I", gaining experience in understanding one's own inner world.

5 Perception of oneself through the assessment of external appearance. In this case, participants learn to accept their appearance as it is, and on this basis to develop themselves and their capabilities.

The main humanistic idea of the training is not to force, not to suppress, not to break a person, but to help him become himself, accepting and loving himself, overcome stereotypes that prevent him from living joyfully and happily, primarily in communication with others.

For the effective functioning of the socio-psychological training group, the leader who organizes and conducts classes needs to realize the common goal, which is personal development. Along with this primary task, there are a number of related ones:

a) increasing the socio-psychological competence of participants, developing their ability to effectively interact with others;

b) the formation of an active social position of schoolchildren and the development of their abilities to make significant changes in their lives and the lives of those around them;

c) raising the level of psychological culture.

The general goals of socio-psychological training are specified in particular tasks:

1. Mastering certain socio-psychological knowledge.

2. Development of the ability to adequately and most fully understand oneself and other people.

3. Diagnosis and correction of personal qualities and skills, removal of barriers that interfere with real and productive actions.

4. Studying and mastering individualized methods of interpersonal interaction to increase its effectiveness.

2.2 ORGANIZATION AND RESEARCH METHODS

A study was made of the features of the influence of communication training on the social status of a student's personality in order to study the possibility of using communication training as a form of psychological assistance.

In the course of the study, a hypothesis was formulated: it is necessary to provide psychological assistance to schoolchildren in order to improve the social status of the student's personality.

The sample consisted of 62 people - 2 ninth grades, (who in the process of all educational activities took a joint part in educational and labor activities, that is, they attended some school subjects together) secondary school No. 33 in Minsk. Of these, after conducting a sociometric methodology, we selected 15 schoolchildren belonging to the "Rejected" group and 15 schoolchildren belonging to the "Leaders" group. A detailed description of the implementation of this technique at the first stage.

The study involved two groups of schoolchildren from Minsk. Training group "A" - 15 schoolchildren with whom training sessions were held. And group "B" - 15 schoolchildren with whom training sessions were not conducted.

At the first stage, the social status of schoolchildren in both groups was studied. For this, it was used Methodology "Sociometry".

Sociometry is a method of social psychology developed by J. Moreno to quantify the structure of interpersonal relations in a group based on the number and nature of mutual elections of its members according to a certain sociometric criterion. The goals of the sociometric procedure: 1) changing the degree of cohesion-disunity in the group; 2) identifying the authority of group members on the basis of sympathy-antipathy, where the "leader" of the group and the "rejected" are at the extreme poles; 3) discovery of intra-group, close-knit informal formations and their leaders. Sociometric data on changes in the authority of formal and informal leaders are successfully used to regroup people in teams, which allows to reduce tension in the team arising from mutual hostility. Detailed description of the methodology in Appendix No. 1

To study the emotional state at all stages of the training, we used Spielberg-Khanin self-esteem scale.

The scale was developed by the famous American psychologist C. Spielberg and adapted to domestic conditions by Yu.A. Khanin. The scale is designed to identify the state of anxiety and anxiety as a personality trait. The scale is based on a person's subjective assessment of his experiences, sensations, and actions. Answers are entered in a special form, then points are calculated.

At the second stage, communication training was conducted with the training group A. After each session, the emotional state was diagnosed in both groups (group A and group B).

Thematic planning of communication training

Statistical processing method: Sign criterion G.

Often, comparing "by eye" the results "before" and "after" any impact (in our case, training), the psychologist sees the re-measurement trends - most indicators can increase or, conversely, decrease. In order to prove the effectiveness of any impact, it is necessary to identify a statistically significant trend in the shift (shift) of indicators. Sign criterion G refers to non-parametric and applies only to related (dependent) samples. It makes it possible to establish how unidirectionally the values of a feature change when a connected, homogeneous sample is re-measured. The sign test is applied to data obtained in rank, interval, and ratio scales.

RUSSIAN STATE UNIVERSITY

Specialty "Practical psychology"

Extramural

COURSE WORK

Interpersonal relationships and communication

Lokteva O.V.

Minsk, 2007

Introduction

general description of work

1. Interpersonal relationships and communication

1.1 Place and nature of interpersonal relationships

1.2 The essence of interpersonal relationships

1.3 The essence of communication

1.3.2 Theoretical approaches to the study of communication

1.3.3 Structure of communication

1.3.4 Types of communication

1.3.5 Forms of communication

1.3.6 Levels of communication

1.3.7 Functions and means of communication

1.4 Relationship between communication and attitude

2. Study of the role of communication training in raising the level of social status of high school students

2.1 Features of socio-psychological training

2.2 Organization and research methods

2.3 Comparative analysis of the social status of a high school student and the impact of communication training on him

2.4 Analysis and interpretation of results

Conclusion

List of sources used

Applications

INTRODUCTION

But if troubles arise between us and those close to us, this usually becomes of paramount importance for us.

GENERAL DESCRIPTION OF WORK

1. The need to clearly distinguish the category of communication from the field of interrelated categories of relations;

2. An attempt to structure interpersonal relationships according to the levels of communication.

3. The need of society to resolve interpersonal and intrapersonal conflicts associated with misunderstanding.

To this end, I have set myself the following tasks :

Conduct a theoretical analysis of the literature on the topic "Interpersonal Relations and Communication";

Reveal the social nature and essence of interpersonal relationships;

Analyze various approaches to the study of the communication process, reveal the main forms, levels, functions of this process;

To study and analyze ways of resolving relationships through communication.

Interpretation and formulation of conclusions.

Object of study are interpersonal relationships.

Subject of research is the role of communication in interpersonal relationships.

Research hypothesis: communication training increases the social status of the individual.

Methodological and theoretical basis course work is the relational approach, which allows you to fully reveal the essential foundations of interpersonal relationships and communication.

To research this topic, I researched the following methods: on the theoretical level- analysis of psychological, sociological, methodical literature, generalization, comparison; on the empirical- Conducting training sessions. Sociometry methodology, Spielberg-Khanin self-assessment scale, G sign criteria method.

Experimental research base: The study involved 2 groups of students of secondary school No. 33 in Minsk.

Scientific and practical significance is that its main provisions and conclusions can be used:

1. to further develop the theory of interpersonal relations and understanding in social psychology;

3. for use as a methodological basis in carrying out educational and educational work, as well as in psychological and sociological research.

When writing a term paper, 30 main sources were used, mainly scientific, scientific and methodological.

1. INTERPERSONAL RELATIONSHIPS AND COMMUNICATION

1.1 PLACE AND NATURE OF INTERPERSONAL RELATIONS

In the socio-psychological literature, different points of view are expressed on the question of where interpersonal relations are "located", primarily in relation to the system of social relations. The nature of interpersonal relations can be correctly understood if they are not put on a par with social relations, but if we see in them a special series of relations that arise within each type of social relations, not outside them.

1.2 THE ESSENCE OF INTERPERSONAL RELATIONSHIPS

Interpersonal relationships is a set of connections that develop between people in the form of feelings, judgments and appeals to each other.

Interpersonal relationships include:

1) people's perception and understanding of each other;

2) interpersonal attractiveness (attraction and liking);

3) interaction and behavior (in particular, role-playing).

Components of interpersonal relationships:

a) adequacy - the accuracy of the mental reflection of the perceived personality;

b) identification - identification by an individual of his personality with the personality of another individual;

2) emotional component- includes positive or negative experiences that a person has in interpersonal communication with other people:

a) likes or dislikes;

b) satisfaction with oneself, partner, work, etc.;

Types of interpersonal relationships:

1) relations of production- are formed between employees of organizations in solving industrial, educational, economic, household and other problems and imply fixed rules for the behavior of employees in relation to each other. They are divided into relationships:

a) vertically - between managers and subordinates;

b) horizontally - relations between employees who have the same status;

c) diagonally - the relationship between the leaders of one production unit with ordinary employees of another;

2) domestic relationships- are formed outside of labor activity on vacation and at home;

3) formal (official) relations- normatively stipulated relationships fixed in official documents;

4) informal (informal) relations - relationships that really develop in relationships between people and are manifested in preferences, likes or dislikes, mutual assessments, authority, etc.

3) companionship - rapprochement of views and support to each other; characterized by trust.

1.3 ESSENCE OF COMMUNICATION

In the overwhelming majority of cases, interpersonal communication almost always turns out to be woven into one or another activity and acts as a condition for its implementation.

The similarity lies in the fact that communication in them is a necessary condition for being, these associations, a factor on which the success of solving the tasks facing them depends.

Interacting with other people, a person can simultaneously act as both a subject and an object of communication. As a subject, he recognizes his partner, determines his attitude towards him (it can be interest, indifference or hostility), influences him in order to solve a specific problem. In turn, he himself is an object of knowledge for the one with whom he communicates. The partner addresses his feelings to him and tries to influence him. At the same time, it should be emphasized that the presence of a person simultaneously in two “hypostases” - an object and a subject - is characteristic of any type of direct communication between people, whether it is communication between one student with another or between a student and a teacher.

1.3.1 Theoretical approaches to the study of communication

Information approaches are based on three main principles:

2) a person is a kind of screen onto which the transmitted information is “projected” after its perception and processing;

3) there is a certain space in which discrete organisms and objects of limited volume interact. As part of the information approach, two main models:

2) communication exchange model, which included:

a) communication conditions;

b) communication behavior;

c) communication restrictions on the choice of communication strategy;

d) the criteria of interpretation, which determine and guide the ways in which people perceive and evaluate their behavior towards each other.

Interactional Approaches- consider communication as a situation of joint presence, which is mutually established and supported by people with the help of various forms of behavior and external attributes (appearance, objects, environment, etc.). Within the framework of interactional approaches, it was developed five models of communication organization:

2) social skill model is based on the idea of learning to communicate in communication itself;

3) equilibrium model assumes that any change in behavior is usually compensated by another change, and vice versa (for example, a dialogue - a monologue, a combination of questions and answers);

4) software model of social interaction postulates that the overall structure of interpersonal interaction is generated by the action of at least three types of programs:

a) programs dealing with simple coordination of movements;

b) a program that controls the change in the types of activity of individuals in a situation where interference or uncertainty arises;

c) a program that manages the complex task of meta-communication.

5) system model considers interaction as a configuration of behavioral systems that govern the exchange of speech statements and the use of space and territory of interaction.

1.3.2 Structure of communication

In the structure of communication, there are:

1) the communicative side;

2) interactive side;

3) the perceptual side.

The communicative side of communication expressed in the exchange of information between people.

Features of the process of information exchange in the process of human communication:

1) there is not only the transfer of information, but also its formation, clarification and development;

2) the exchange of information is combined with the attitude of people towards each other;

3) there is a mutual influence and influence of people on each other;

4) the communicative influence of people on each other is possible only if the codification systems of the communicator (sender) and the recipient (receiver) coincide;

5) the emergence of specific communication barriers of a social and psychological nature is possible. Structural components of communication as a communicative activity:

1) the subject of communication is a communicator;

2) the object of communication is the recipient;

3) the subject of communication - the content of the sent information;

4) actions of communication - units of communicative activity;

5) means of communication - operations with the help of which actions of communication are carried out;

6) the product of communication - the formation of a material and spiritual nature as a result of communication.

1) positive interactions aimed at organizing joint activities: cooperation; agreement; fixture; association;

2) negative - interactions aimed at disrupting joint activities, creating obstacles for it: competition; conflict; opposition; dissociation. Factors affecting the type of interaction:

1) the degree of unity of approaches to problem solving;

2) understanding of duties and rights;

3) ways to solve emerging problems, etc.

The perceptual side of communication expressed in the process of perception, study and evaluation by partners of each other.

Structural elements of social perception:

1) the subject of interpersonal perception - the one who perceives (studies) in the process of communication;

2) the object of perception - the one who is perceived (know) in the process of communication;

3) the process of cognition - includes cognition, feedback, elements of communication.

In the process of communication, a person acts in two forms at once: as an object and as a subject of knowledge.

Factors affecting the process of interpersonal perception:

1) features of the subject: gender differences (women more accurately identify emotional states, strengths and weaknesses of the personality, men - the level of intelligence); age, temperament (extroverts perceive more accurately, introverts evaluate); social intelligence (the higher the level of social and general knowledge, the more accurate the assessment in perception); mental condition; health status; installations - previous assessment of objects of perception; value orientations; the level of socio-psychological competence, etc.

3) the relationship between the subject and the object of perception;

4) the situation in which perception occurs.

1.3.3 Types of communication

Types of communication by means:

Types of communication by goals:

1) biological communication is associated with the satisfaction of basic organic needs and is necessary for the maintenance, preservation and development of the organism;

1) material - the exchange of objects and products of activity that serve as a means of satisfying their actual needs;

2) cognitive - the transfer of information that broadens one's horizons, improves and develops abilities;

3) conditioning - an exchange of mental or physiological states, influencing each other, designed to bring a person into a certain physical or mental state;

4) activity - exchange of actions, operations, skills, habits;

5) motivational communication consists in the transfer to each other of certain motives, attitudes or readiness for action in a certain direction.

By mediation:

1) direct communication - occurs with the help of natural organs given to a living being by nature: hands, head, torso, vocal cords, etc.;

2) mediated communication - associated with the use of special means and tools for organizing communication and exchanging information (natural (stick, thrown stone, footprint on the ground, etc.) or cultural objects (sign systems, symbols on various media, printing, radio, television, etc.));

1) business communication - communication, the purpose of which is to achieve any clear agreement or agreement;

2) educational communication - involves the targeted impact of one participant on another with a fairly clear idea of the desired result;

1.3.4 Forms of communication

1) monologue - when only one of the partners is assigned the role of an active participant, and the other is a passive performer (for example, a lecture, notation, etc.);

2) dialogue - characterized by the cooperation of participants - interlocutors or communication partners (for example, conversation, conversation);

3) polylogical - multilateral communication, which is in the nature of a struggle for a communicative initiative.

1.3.5 Levels of communication

In foreign and domestic psychology there are different views on the levels of communication. Levels of communication according to B.G. Ananiev:

1) the micro level - consists of the smallest elements of interpersonal communication with the immediate environment with which a person lives and most often comes into contact (family, friends);

2) meso-level - communication at the level of the school, production team, etc.;

3) macro level - includes such large structures as management and trade.

Levels of communication according to E. Bern:

1) rituals are a certain order of actions by which a custom is performed and fixed;

2) pastime (watching TV, reading books, dancing, etc.);

3) games-types of activity, the result of which is not the production of any product;

4) intimacy - intimate relationships;

5) activity - a specific type of human activity aimed at understanding and transforming the world around.

The most common in Russian psychology is the following level system:

2) manipulative level - the “partner-rival” scheme is implemented in the game, which must be won without fail, and winning is a benefit (material, everyday or psychological). At the same time, the manipulator catches and tries to use the partner's weaknesses;

3) standardized level - communication based on standards, when one of the partners (or both) does not want contact, but one cannot do without it;

5) game level - characterized in the same way as the conventional one, but with an increased positive focus on the partner, interest in him and the desire to generate a similar interest in himself from the partner. In the game, the main thing is to intrigue, interest a partner. At this level, the resulting human connection is more valued than the informative component of communication. Ideal for teaching activities;

1.3.6 Functions and means of communication

Communication functions- these are the roles and tasks that communication performs in the process of human social life:

2) incentive function- stimulation of activity of partners for the organization of joint actions;

3) integrative function- the function of bringing people together;

4) socialization function- communication contributes to the development of skills of human interaction in society according to the norms and rules adopted in it;

5) coordination function- coordination of actions in the implementation of joint activities;

6) understanding function- adequate perception and understanding of information;

8) affective-communicative function communication consists in influencing the emotional sphere of a person, which can be purposeful or involuntary. Means of communication - ways of encoding, transmitting, processing and decoding information transmitted in the process of communication. They are verbal and non-verbal. Verbal means of communication are words with meanings assigned to them. Words can be spoken aloud (oral speech), written (written speech), replaced by gestures in the blind, or spoken silently. Oral speech is a simpler and more economical form of verbal means. It is divided into:

1) dialogic speech, in which two interlocutors take part;

2) monologue speech - a speech delivered by one person.

Written speech is used when oral communication is impossible or when accuracy, accuracy of each word is necessary.

1) visual aids:

a) kinesthetic means are visually perceived movements of another person that perform an expressive and regulatory function in communication. Kinesics includes expressive movements, manifested in facial expressions, posture, gesture, gaze, gait;

b) gaze direction and eye contact;

c) facial expression;

d) eye expression;

e) posture - the location of the body in space (“leg on foot”, crossed arms, legs, etc.);

f) distance (distance to the interlocutor, angle of rotation to him, personal space);

g) skin reactions (redness, perspiration);

h) auxiliary means of communication (body features (sex, age)) and means of their transformation (clothes, cosmetics, glasses, jewelry, tattoos, mustaches, beards, cigarettes, etc.);

2) acoustic (sound):

3) tactile - associated with touch:

a) physical impact (leading the blind by the hand, etc.);

b) takevika (shaking hands, clapping on the shoulder).

1.4 COMMUNICATION AND RELATIONSHIPS

What has been said is fully applicable to the state of studying such a complex psychological phenomenon as communication, as well as such personal formation as attitude.

The most important mental component of the attitude is the motivational-emotional component, which signals the valence of the attitude - positive, negative, contradictory or indifferent.

Both action and deed can become a form of expression of attitude.

CONCLUSION

Interpersonal relations are a system of attitudes, orientations and expectations of group members relative to each other, determined by the content and organization of joint activities and the values on which people's communication is based. in this case, a mismatch between the subjectively experienced and objectively existing connections of the individual with other people is possible. In groups of different levels of development.

3. The most important mental component of the attitude is the motivational-emotional component, which signals the valence of the attitude - positive, negative, contradictory or indifferent.

2. STUDY OF THE ROLE OF COMMUNICATION TRAINING IN INCREASING THE SOCIAL STATUS OF HIGH SCHOOL SCHOOL KIDS

2.1 FEATURES OF SOCIO-PSYCHOLOGICAL TRAINING

Typically, self-perception of a person is carried out in five main areas:

a) increasing the socio-psychological competence of participants, developing their ability to effectively interact with others;

b) the formation of an active social position of schoolchildren and the development of their abilities to make significant changes in their lives and the lives of those around them;

c) raising the level of psychological culture.

The general goals of socio-psychological training are specified in particular tasks:

1. Mastering certain socio-psychological knowledge.

2. Development of the ability to adequately and most fully understand oneself and other people.

3. Diagnosis and correction of personal qualities and skills, removal of barriers that interfere with real and productive actions.

4. Studying and mastering individualized methods of interpersonal interaction to increase its effectiveness.

2.2 ORGANIZATION AND RESEARCH METHODS

In the course of the study, a hypothesis was formulated: it is necessary to provide psychological assistance to schoolchildren in order to improve the social status of the student's personality.

The sample consisted of 62 people - 2 ninth grades, (who, in the course of all educational activities, took a joint part in educational and labor activities, i.e. attended some school subjects together) secondary school No. 33 in Minsk. Of these, after conducting a sociometric methodology, we selected 15 schoolchildren belonging to the "Rejected" group and 15 schoolchildren belonging to the "Leaders" group. A detailed description of the implementation of this technique at the first stage.

At the first stage, the social status of schoolchildren in both groups was studied. For this, it was used Methodology "Sociometry" .

Sociometry is a method of social psychology, developed by J. Moreno, for quantifying the structure of interpersonal relations in a group based on the number and nature of mutual elections of its members according to a certain sociometric criterion. The goals of the sociometric procedure: 1) changing the degree of cohesion-disunity in the group; 2) identifying the authority of group members on the basis of sympathy-antipathy, where the "leader" of the group and the "rejected" are at the extreme poles; 3) discovery of intra-group, close-knit informal formations and their leaders. Sociometric data on changes in the authority of formal and informal leaders are successfully used to regroup people in teams, which allows to reduce tension in the team arising from mutual hostility. Detailed description of the methodology in Appendix No. 1

To study the emotional state at all stages of the training, we used Spielberg-Khanin self-esteem scale .

At the second stage, communication training was conducted with the training group A. After each session, the emotional state was diagnosed in both groups (group A and group B).

Thematic planning of communication training

Statistical processing method : Sign criterion G .

2.3 COMPARATIVE ANALYSIS OF THE SOCIAL STATUS OF A SCHOOLCHILDREN AND THE IMPACT OF COMMUNICATION TRAINING ON HIM

Sociometric status is the property of a person as an element of a sociometric structure to occupy a certain spatial position in it, i.e. relate in some way to other elements. This property is developed among the elements of the group structure unevenly and for comparative purposes can be measured by a number - the index of sociometric status. The elements of the sociometric structure are individuals, members of the group. Each of them in one way or another interacts with each, communicates, directly exchanges information, etc. At the same time, each member of the group, being part of the whole (group), by its behavior affects the properties of the whole. The realization of this influence proceeds through various socio-psychological forms of mutual influence. The subjective measure of this influence is emphasized by the magnitude of the sociometric status. But a person can influence others in two ways - either positively or negatively. Therefore, it is customary to talk about positive and negative status. Status also measures a person's potential for leadership.

At the first stage, a study of interpersonal relations in group A was carried out using the Sociometry method and the Spielberg-Khanin Self-Assessment Scale method. The study involved two groups of schoolchildren from school No. 33 in Minsk. Tests and methodology Sociometry were provided to the participants of the two groups before the training. After the study, the data obtained were processed and entered into a summary table of results.

Based on the results, the following conclusions were drawn:

1. methodology Sociometry before training sessions with group A

Thus, we can see that communication training contributed to the improvement of interpersonal relationships in the team.

At the second stage of the study, we conducted communication training, as well as diagnostics of the emotional state after each lesson with group A, in order to track the emotional state of the participants after each session (according to the Spielberg-Khanin method).

We have given a summary table of test results in Appendices 2–7.

A comparative analysis of the level of the emotional state of the participants in the training group A before classes, during classes and after their completion will allow us to conclude that communication training has a positive effect on the level of emotional state of schoolchildren.

On the other hand, in group B, in which training sessions were not conducted (this group was the control group), the emotional state did not change.

At the next stage, after the communication training, a second diagnosis was carried out using the Sociometry method in both classes (Appendix 1.1). Where we saw that the social status of group A increased significantly. The children of this group (group A) have become more self-confident, revealed their communication skills, and are not afraid to express their opinion.

Thus, the study confirms the hypothesis that psychological support is necessary to improve interpersonal relations in a team and form a high social status of a student.

2.4 ANALYSIS AND INTERPRITATION OF THE RESULTS

A comparative analysis of the manifestation of anxiety showed that in training group A, the indicators of the level of anxiety according to the Spielberg-Khanin method before the training were significantly higher than after. And in group B, the indicators remained unchanged.

Then the data obtained were subjected to mathematical processing to establish the ratio of the anxiety level of group A “before” and “after” the training according to the criterion of signs G. (low indicators were compared).

No. of subjects	The level of emotional state "before" the training		The level of emotional state "after" the training		Shift
No. of subjects	RT	LT	RT	LT	RT	LT
1	+	+	+	+	0	0
2	+	+	+	+	0	0
3	+	+	1	1
4	+	+	1	1
5	+	1	0
6	+	+	1	1
7	+	+	1	1
8	+	+	1	1
9	+	+	+	+	0	0
10	+	+	1	1
11	+	+	1	1
12	+	+	1	1
13	+	0	1
14	+	+	1	1
15	+	+	1	1

Let's formulate hypotheses.

H 0: communication training does not improve the social status of schoolchildren

H 1: communication training improves the social status of schoolchildren.

Then, according to the table of critical values of the sign criterion G for the levels of statistical significance R≤ 0.05 and R≥ 0.01 (according to Owen D.B., 1966). Where the predominance of a "typical" shift is significant if G emp is lower than or equal to G 0.05, and even more reliable if G emp is lower than or equal to G 0.01.

n	P
n	0.05	0.01
11	2	1

G cr = ( 2 for P < 0.05

1 for R < 0.01

Zone Neoprene zone Zone

Conclusion

Comparative analysis of sociometric data showed that in training group A the indicators of sociometric status according to the Sociometric method before the training were significantly lower than after. And in group B, the indicators remained unchanged.

Then the data obtained were subjected to mathematical processing to establish the ratio of the level of sociometric status of group A “before” and “after” the training according to the criterion of signs G. (high indicators were compared).

test subjects	The level of social status "before" the training		The level of social status "after" the training		Shift
test subjects	Negative Elections	Positive choices	Negative Elections	Positive choices	Negative Elections	Positive choices
1	+	+	1	1
2	+	+	1	1
3	+	+	1	1
4	+	+	0	0
5	+	+	1	1
6	+	+	0	0
7	+	+	1	1
8	+	+	1	1
9	+	+	0	0
10	+	+	1	1
11	+	+	1	1
12	+	+	0	0
13	+	+	1	1
14	+	+	1	1
15	+	+	1	1

1. Total number (sum) of zero shifts = 4

2. Total number (sum) of positive shifts = 11

3. Total number (sum) of negative shifts = 0

Zone Zone undefined Zone

Insignificance of division of significance

Conclusion: the obtained empirical value fell into the zone of significance. In other words: since the predominance of a typical negative shift direction in this case is not accidental, the hypothesis H 1 about the presence of differences should be accepted, and the hypothesis H 0 rejected.

CONCLUSION

Few people deal with the problem of providing psychological assistance to schoolchildren with the help of socio-psychological training in secondary schools, however, there are trainings under the programs, but few people conduct them.

An analysis of the literature on the topic of socio-psychological training of communication leads to the conclusion: training is a set of group methods for the formation of skills and abilities of self-knowledge, communication and interaction of people in a group.

It is possible to truly solve the problem of forming communication skills, interaction in a group only on the basis of an analysis of significant joint activity, and not “free” communication outside of activity communication. For the full development of the individual and the maintenance of a stable emotional state of the individual, it is necessary to actively involve him in the activities of the team.

Our studies have shown that in order for the student to be able to fulfill the tasks assigned to him, it is necessary to provide psychological assistance to schoolchildren in the process of school activities.

The evidence was the trainings we conducted, followed by testing and summarizing the results. Where it was found that in group A (where training sessions were held), schoolchildren became more confident in themselves, in classmates, in the course of their activities, the subjects showed mutual assistance, support, and a stable emotional state. Training tasks are completed in a timely manner, without stress, they are no longer late for classes. While in group B the situation remained the same, there are even joint activities with classmates and with schoolchildren from parallel classes.

Statistically, the hypothesis was proved by the G sign test method. Where both the values of the indicators were compared according to the Sociometry method “before” and “after” the training, and according to the Spielberg-Khanin method “before” and “after” the training. In both cases, H 1 was proven to have differences, and the H 0 hypothesis was rejected.

Our hypothesis has been proven.

LIST OF USED SOURCES

1 Andreeva G.M. Social Psychology. Textbook for higher educational institutions / G.M. Andreeva. - M.: Aspect Press, 2002. - 378 p.

2 Andrienko E.V. Social psychology: a textbook for students of a pedagogical university. M.: 2000.

3 Askevis-Leerpe, F. Psychology: a short course / F. Askevis-Leerpe, K. Baruch, A. Cartron; per. from French M.L. Karachun. - M.: AST: Astrel, 2006. - 155 p.

4 Bodalev A.A. psychology of interpersonal communication. Ryazan, 1994.

5 Bodalev A.A. Psychology of communication. Selected psychological works. - 3rd ed., revised. and add. - M.: Publishing House of the Moscow Psychological and Social Institute; Voronezh: NPO "MODEK" Publishing House, 2002. - 320 p.

6 Big encyclopedia of psychological tests. M.: Eksmo Publishing House, 2005. - 416 p.

7 Werderber, R., Werderber, K. Psychology of communication. - St. Petersburg: prime - EUROZNAK, 2003. - 320 p.

8 Ganzen V.A., Balin V.D. Theory and Methodology of Psychological Research: A Practical Guide. St. Petersburg: St. Petersburg State University, 1991.

9 Godfroy, J. What is psychology: In 2 vols. T. 2: Per. from French - M.: Mir, 1992. - 376 p.

10 Goryanina V.A. Psychology of communication: Textbook for students. Higher Proc. Institutions. - M.: Publishing center "Academy", 2002. - 416 p.

11 Druzhinin V.N. Structure and logic of psychological research. M.: IP RAN, 1994.

12 Ermolaev O.Yu. Mathematical statistics for psychologists: Textbook / O.Yu. Ermolaev. - 2nd ed., Rev. - M.: Moscow Psychological and Social Institute: Flint, 2003. - 336 p.

13 Emelyanov Yu.N., Kuzmin E.S. Theoretical and methodological foundations of socio-psychological training. Leningrad: Leningrad State University, 1983. - 103 p.

14 Kazakov V.G., Kondratieva L.L. Psychology: Textbook for industrial-ped. Technical schools. - M.: Higher. Shk., 1989. - 383 p.

15 Brief psychological dictionary /Comp. L.A. Karpenko; Under. Tot. ed. A.V. Petrovsky, M.G. Yaroshevsky. - M.: Politizdat, 1985. - 431 p.

16 Krysko V.G. Social psychology: a dictionary-reference book. - Minsk: Harvest, 2004. - 688 p.

17 Krysko V.G. Social psychology: Textbook for universities. 2nd ed. - St. Petersburg: Peter, 2006. - 432 p.

18 Lomov B.F. Methodological and theoretical problems of psychology. - M., 1981.

19 Mokshantsev R.I., Mokshantseva A.V. Social psychology: textbook. Allowance for universities. M.: 2001.

20 Prutchenkov A.S. Socio-psychological training of interpersonal communication. M., 1991 - 45 p.

21 Psychological tests /Ed. A.A. Karelina: In 2 volumes - M .: Humanit. ed. center VLADOS, 2003. - V.2. - 248 p.

22 Psychology and pedagogy of military management. Teaching aid. / Ed. VVIA them. V.V. Zhukovsky, 1992.

23 Semechkin, N.I. Social psychology: a textbook for universities. - St. Petersburg: Peter, 2004. - 376 p.

24 Sidorenko E.V. Methods of mathematical processing in psychology. - St. Petersburg: Speech, 2006. - 350 p.

25 Social psychology: textbook for universities / Ed. A.A. Zhuravlev. M.: 2003.

26 Handbook of practical psychologist. Psychodiagnostics / ed. S.T. Possokhova. - M.: AST; St. Petersburg: Owl, 2005. - 671, p.: ill.

27 Folken Chuck T. Psychology is simple / Per. from English. R. Murtazina. - M.: FAIR-PRESS, 2001. - 640 p.

28 Cheldyshova, N.B. Crib on social psychology / N.B. Cheldyshova. - M.: Publishing house "Exam", 2007. - 48 p.

29 Shevandrin N.I. Social psychology in education. M. 1995.

Appendix 1

Analysis of sociometric research before the training "Communications" with group "A"

9 "A"

Leader - 10 people

Rejected - 7 people

9 "B"

Leader - 5 people

Rejected - 8 people

TOTAL for two 9th grades

Leaders - 15 people

Rejected - 15 people

Analysis of sociometric research after the training "Communications" with group "A"

9 "A"

Leader - 11 people

Rejected - 3 people

9 "B"

Leader - 7 people

Rejected - 1 person

TOTAL for two 9th grades

Leaders - 18 people

Rejected - 4 people

Annex 2

No. p / p	reactive anxiety			Personal anxiety
Levels	low	cf.	high	low	cf.	high
1	+	30
2	+	29
3	+	31
4	+	32
5	+	31
6	+	40
7	+	28
8	+	47
9	+	41
10	+	40
11	+	42
12	+	43
13	+	40
14	+	30
15	+	36
Total:	4	10	1	4	10	1

"The Spielberg-Khanin Self-Esteem Scale"

No. p / p	reactive anxiety			Personal anxiety
Levels	low	cf.	high	low	cf.	high
1	+	30
2	+	19
3	+	20
4	+	27
5	+	31
6	+	39
7	+	22
8	+	41
9	+	29
10	+	28
11	+	29
12	+	27
13	+	42
14	+	30
15	+	45
Total:	10	5	0	10	5	0

Group B:

"The Spielberg-Khanin Self-Esteem Scale"

No. p / p	reactive anxiety			Personal anxiety
Levels	low	cf.	high	low	cf.	high
1	+	+
2	+	+
3	+	+
4	+	+
5	+	+
6	+	+
7	+	+
8	+	+
9	+	+
10	+	+
11	+	+
12	+	+
13	+	+
14	+	+
15	+	+
Total:	1	7	7	0	10	5

From this table it can be seen that the control group has both high and moderate reactive anxiety, while on the scale of personal anxiety, the average indicator mainly prevails.

Annex 3

Training group A before training

"The Spielberg-Khanin Self-Esteem Scale"

No. p / p	reactive anxiety			Personal anxiety
Levels	low	cf.	high	low	cf.	high
1	+	+
2	+	+
3	+	+
4	+	+
5	+	+
6	+	+
7	+	+
8	+	+
9	+	+
10	+	+
11	+	+
12	+	+
13	+	+
14	+	+
15	+	+
Total:	5	9	1	5	9	1

From this table it can be seen that before the training, the subjects had moderate (average) anxiety.

Training group A after the training:

"The Spielberg-Khanin Self-Esteem Scale"

No. p / p	reactive anxiety			Personal anxiety
Levels	low	cf.	high	low	cf.	high
1	+	+
2	+	+
3	+	+
4	+	+
5	+	+
6	+	+
7	+	+
8	+	+
9	+	+
10	+	+
11	+	+
12	+	+
13	+	+
14	+	+
15	+	+
Total:	12	3	0	12	3	0

Here it is already noticeable that trainings help to improve mood, a person is more calm, confident.

Group B:

"The Spielberg-Khanin Self-Esteem Scale"

No. p / p	reactive anxiety			Personal anxiety
Levels	low	cf.	high	low	cf.	high
1	+	+
2	+	+
3	+	+
4	+	+
5	+	+
6	+	+
7	+	+
8	+	+
9	+	+
10	+	+
11	+	+
12	+	+
13	+	+
14	+	+
15	+	+
Total:	2	4	9	0	7	8

This table shows that the control group has high anxiety on two scales.

Appendix 4

Training group A before training:

"The Spielberg-Khanin Self-Esteem Scale"

No. p / p	reactive anxiety			Personal anxiety
Levels	low	cf.	high	low	cf.	high
1	+	+
2	+	+
3	+	+
4	+	+
5	+	+
6	+	+
7	+	+
8	+	+
9	+	+
10	+	+
11	+	+
12	+	+
13	+	+
14	+	+
15	+	+
Total:	6	8	1	7	8	0

From this table it can be seen that before the training, the subjects had moderate (medium) closer to low anxiety.

Training group A after the training:

"The Spielberg-Khanin Self-Esteem Scale"

No. p / p	reactive anxiety			Personal anxiety
Levels	low	cf.	high	low	cf.	high
1	+	+
2	+	+
3	+	+
4	+	+
5	+	+
6	+	+
7	+	+
8	+	+
9	+	+
10	+	+
11	+	+
12	+	+
13	+	+
14	+	+
15	+	+
Total:	11	4	0	12	3	0

From this table it can be seen that after the training, the subjects have low anxiety. Here it is already noticeable that trainings help to improve mood, a person is more calm, confident.

Group B:

"The Spielberg-Khanin Self-Esteem Scale"

No. p / p	reactive anxiety			Personal anxiety
Levels	low	cf.	high	low	cf.	high
1	+	+
2	+	+
3	+	+
4	+	+
5	+	+
6	+	+
7	+	+
8	+	+
9	+	+
10	+	+
11	+	+
12	+	+
13	+	+
14	+	+
15	+	+
Total:	1	8	6	1	8	6

This table shows that the control group has both high and moderate anxiety on all scales.

Annex 5

Training group A before training

"The Spielberg-Khanin Self-Esteem Scale"

No. p / p	reactive anxiety			Personal anxiety
Levels	low	cf.	high	low	cf.	high
1	+	+
2	+	+
3	+	+
4	+	+
5	+	+
6	+	+
7	+	+
8	+	+
9	+	+
10	+	+
11	+	+
12	+	+
13	+	+
14	+	+
15	+	+
Total:	11	4	0	10	5	0

This indicates an improvement in the emotional state throughout daily activities.

Training group A after the training:

"The Spielberg-Khanin Self-Esteem Scale"

No. p / p	reactive anxiety			Personal anxiety
Levels	low	cf.	high	low	cf.	high
1	+	+
2	+	+
3	+	+
4	+	+
5	+	+
6	+	+
7	+	+
8	+	+
9	+	+
10	+	+
11	+	+
12	+	+
13	+	+
14	+	+
15	+	+
Total:	12	3	0	13	2	0

From this table it can be seen that after the training, the subjects have low anxiety. Here it is already obvious that trainings help to improve mood, a person becomes more relaxed, sociable, confident in himself and his colleagues.

Group B:

"The Spielberg-Khanin Self-Esteem Scale"

No. p / p	reactive anxiety			Personal anxiety
Levels	low	cf.	high	low	cf.	high
1	+	+
2	+	+
3	+	+
4	+	+
5	+	+
6	+	+
7	+	+
8	+	+
9	+	+
10	+	+
11	+	+
12	+	+
13	+	+
14	+	+
15	+	+
Total:	1	6	8	1	7	7

This table shows that the control group has both high and moderate personal anxiety, while the reactive anxiety scale is dominated by a high indicator.

Appendix 6

Training group A before training

"The Spielberg-Khanin Self-Esteem Scale"

No. p / p	reactive anxiety			Personal anxiety
Levels	low	cf.	high	low	cf.	high
1	+	+
2	+	+
3	+	+
4	+	+
5	+	+
6	+	+
7	+	+
8	+	+
9	+	+
10	+	+
11	+	+
12	+	+
13	+	+
14	+	+
15	+	+
Total:	10	5	0	9	6	0

From this table it can be seen that before the training, the subjects had low anxiety.

Training group A after the training:

"The Spielberg-Khanin Self-Esteem Scale"

No. p / p	reactive anxiety			Personal anxiety
Levels	low	cf.	high	low	cf.	high
1	+	+
2	+	+
3	+	+
4	+	+
5	+	+
6	+	+
7	+	+
8	+	+
9	+	+
10	+	+
11	+	+
12	+	+
13	+	+
14	+	+
15	+	+
Total:	13	2	0	12	3	0

From this table it can be seen that after the training, the subjects have low anxiety.

Group B:

"The Spielberg-Khanin Self-Esteem Scale"

No. p / p	reactive anxiety			Personal anxiety
Levels	low	cf.	high	low	cf.	high
1	+	+
2	+	+
3	+	+
4	+	+
5	+	+
6	+	+
7	+	+
8	+	+
9	+	+
10	+	+
11	+	+
12	+	+
13	+	+
14	+	+
15	+	+
Total:	1	7	7	0	8	7

This table shows that the control group has both high and moderate personal and reactive anxiety.

Annex 7

Training group A before training

"The Spielberg-Khanin Self-Esteem Scale"

No. p / p	reactive anxiety			Personal anxiety
Levels	low	cf.	high	low	cf.	high
1	+	+
2	+	+
3	+	+
4	+	+
5	+	+
6	+	+
7	+	+
8	+	+
9	+	+
10	+	+
11	+	+
12	+	+
13	+	+
14	+	+
15	+	+
Total:	12	3	0	13	2	0

From this table it can be seen that before the training, the subjects had low anxiety.

Training group A after the training:

"The Spielberg-Khanin Self-Esteem Scale"

No. p / p	reactive anxiety			Personal anxiety
Levels	low	cf.	high	low	cf.	high
1	+	+
2	+	+
3	+	+
4	+	+
5	+	+
6	+	+
7	+	+
8	+	+
9	+	+
10	+	+
11	+	+
12	+	+
13	+	+
14	+	+
15	+	+
Total:	14	1	0	13	2	0

From this table it can be seen that after the training, the subjects have low anxiety.

Group B:

"The Spielberg-Khanin Self-Esteem Scale"

No. p / p	reactive anxiety			Personal anxiety
Levels	low	cf.	high	low	cf.	high
1	+	+
2	+	+
3	+	+
4	+	+
5	+	+
6	+	+
7	+	+
8	+	+
9	+	+
10	+	+
11	+	+
12	+	+
13	+	+
14	+	+
15	+	+
Total:	1	8	6	1	8	6

This table shows that the control group has both moderate reactive and personal anxiety.

Annex 8

FIRST LESSON

Preliminary remarks

The purpose of the first lesson is to create conditions for better and faster acquaintance of the participants, familiarization with the principles of the group’s work and development of group rituals, mastering the game style of communication, launching the process of self-disclosure, determining the personal characteristics of each participant, on which he will have to work together with the group.

No one can guarantee that all participants will equally benefit from the situations and exercises offered. We can and should help each other, we must learn to do this. But everyone is responsible to himself for what he will do, for what he sees and feels, and also for what he learns. It may be difficult for some to follow the instructions for the exercises, it will not be easy "to concentrate at certain times on specific situations, at times there will be a feeling of boredom or annoyance. All this is natural and quite appropriate, but the main thing is that such experiences of group members do not force them to refuse to participate in exercises or situations, did not incline to actions that might interfere with others.

Reminder for host

Your main task is to help the group in their joint search, in learning at this first meeting and all subsequent ones. You are not a teacher, not a judge, not a supervisor. You should not emphasize your superiority over others, you should not arouse admiration or fear with your behavior. Your assistance to the group should include:

1. preparation of the room in which the group will work, including musical arrangement, and the necessary material: paper for notes, an album for drawing, pens, pencils, safety pins, texts of exercises and assignments, etc.;

2. explaining the instructions for the next task and controlling the duration of each situation;

3. organizing a joint analysis of what happens during the exercises, in the form of a discussion of the feelings and experiences of the participants;

4. obligatory control of the emotional state of the group members;

5. conducting a final survey at each lesson and reading homework;

6. observing the rituals of the group.

It is in your best interest to ensure that at the end of the work, the group members talk about how they perceived you in the role of facilitator.

Approximate lesson content

Acquaintance. All participants sit in a circle. The leader distributes paper and pens. Each participant writes their name at the top of the sheet, then divides the sheet into two parts with a vertical line. The left one is marked with a “+” sign, and the right one with a “-” sign. under the sign « + » what is especially liked is listed (in nature, in people, in oneself, etc.), and under the sign “- » something is written that is especially unpleasant for everyone in the world around him (“I hate cowardice”, “I don’t like autumn”, etc.). Then everyone reads their notes aloud (you can pin these leaves to your chest and slowly walk around the room, stopping and reading each other's notes).

Option - each participant writes their name on a piece of paper, and then answers one question “who am I?” 10 times.

In the practice of groups, there are several more ways of getting to know each other, for example, each participant chooses a new name for himself and, announcing it, explains why he chose this particular name, etc.

Development of rules for working in a group

After the acquaintance has taken place, the leader briefly repeats the basic principles - the norms of work in a group of socio-psychological training. Then there is a collective discussion of these norms, something can be added, slightly corrected and in the future to use only these accepted norms of communication in the work of the group. In addition, often the group develops peculiar rituals that are valid only during classes. For example, the ritual of starting classes is to sit tightly in a circle, press your elbows against each other, close your eyes and sit silently for 1 minute, thinking about the whole group. Or the ritual of a late participant entering the group work - he must definitely touch everyone, saying something very good to this particular person from the bottom of his heart, etc.

Exercise "Motto"

Purpose: awareness of life principles.

Instructions: “Imagine that you are in a store where there is a large selection of T-shirts of various colors and models. You have to choose a T-shirt according to your taste, choose a color, model. Also, your jersey has your life motto, or at least a principle that you follow or would like to follow. If you don't like t-shirts with slogans, then you have the opportunity to choose a t-shirt, the slogan on which only you can read.

Discussion: Take turns talking about their choice. The rest can ask questions that clarify, clarify life principles. After the end of the stories, each participant should be given the opportunity to tell why he made this or that choice, what feelings he experienced while completing the task.

Exercise "Free drawing"

All group members are given sheets of paper and pencils for drawing. Everyone draws what he wants, any shape, line, color. The main thing is that it should be an expression of one's own feelings, experiences...

After the task is completed, an impromptu exhibition of drawings is organized, the quality of which, of course, is not evaluated, but there is an exchange of one's feelings from the creative process.

Then everything written is handed over to the leader (or someone else from the group), he mixes everything up and reads out loud one by one these self-characteristics. The group is trying to find out whose self-characteristic, whose "psychological self-portrait" is?

At the very first lesson, the group can develop a farewell ritual.

SECOND LESSON

Preliminary remarks

The purpose of this lesson is to consolidate the game style of communication, further self-disclosure, the discovery of strengths in oneself, i.e. such qualities, skills, aspirations that a person accepts, appreciates in himself, which give a sense of inner stability and trust in himself; exploring the possibilities of using their strengths in relationships with other people.

People are used to believing that work on oneself and self-improvement involve only the analysis of mistakes and the struggle with one's weaknesses. However, there is another, more important aspect of working on yourself. It consists in discovering in oneself not only the enemy and the culprit of mistakes, but also an associate, friend and helper. Everyone has their own strengths, but finding them in yourself is sometimes very difficult. Some people even believe that they do not possess any qualities that could serve as an internal foothold for them. Ironically, most people don't know how to think positively about themselves.

I would like to draw attention to the fact that “strengths” are not the same as “positive character traits” or “personal virtues”. It also happens that some quality or skill turns out to be a very strong side of this person, but the people around him do not approve of it. Therefore, when analyzing “strengths”, it is very important to take into account why a person uses his strengths. After taking an inventory of your strengths, you need to think about how best to use them.

Approximate content of the lesson

If the group has already developed rituals of communication, meetings, then the work begins with this. For example, everyone stands side by side in a circle, closer to each other. The leader addresses the group with the following words:

“Close your eyes ... Now let everyone take the hand of a neighbor with his right hand, hold his hand in his. Try, without opening your eyes, to focus on the sounds around you, let everyone focus only on what they hear, let them listen for a while and try to recognize the sounds that reach them (1 minute) ... And now, still not opening eye, focus on the palms of the neighbor on the right and on the left, “and the palms that you touch ... Try to understand “which palm is warmer, which is colder, and remember whether it was the palm of the neighbor’s government or the left (30 seconds) .. Now still, with. with closed eyes, separate your hands and focus each one on your breath, feel how the air enters and exits through the nostrils and lips, how the chest moves: the cage with each inhalation and exhalation (1 minute) ... Try to count each exhalation ... and on the fifth - open your eyes ... "

Reflection of the past lesson

The group sits in a circle, and everyone in turn expresses their impressions about the last lesson: What did you like most? What is not accepted? What would you like to do differently today? What are the claims to the group, specifically to anyone, the leader? There is no need to force anyone, only those who wish speak out.

Exercise "My desires"

Purpose: reduction of resistance for the presentation of their goals.

Instruction: the group is divided into triplets, each of them has a "speaking", "listening" and "observing". For three minutes, the "speaker" talks about his desires, starting each time with the phrase "I want ...". "Listener" listens attentively, agrees, supports, "Observer" fixes non-verbal manifestations. At the end of the exercise, participants in threes share their thoughts and experiences, paying attention to what was said easily and freely, where there could be fears and prohibitions. Then there is an exchange of roles in triplets.

Exercise "Strengths"

Each member of the group should talk about his strengths - about what he loves, appreciates, accepts in himself, about what gives him a sense of inner confidence and trust in himself in different situations. It is not necessary to talk only about positive character traits, it is important to note what is, can be a fulcrum at various points in life. It is important that the speaker "do not quote" his words, do not refuse them, do not belittle his merits, so that he speaks directly, without any "but", "if", etc. This exercise is aimed not only at determining one's own strengths, and the ability to think positively about yourself. Therefore, while doing it, you must avoid any statements about your shortcomings, mistakes, weaknesses. The leader and all other members of the group must watch this carefully and stop every attempt at self-criticism and self-judgment.

So, the first person is called. He can talk about his strengths for 3-4 minutes and even if he finishes earlier, the remaining time still belongs to him. This means that the other members of the group remain only listeners, they cannot speak out, clarify details, ask for clarification or evidence. Maybe a significant part of the time will pass in silence. A person who talks about himself is not obliged to substantiate or explain why he considers one or another of his qualities to be a strength. It is enough that he himself is sure of it.

After 3-4 minutes, the next member of the group, sitting to the right of the previous speaker, begins to speak, and so, after everyone speaks, everyone takes turns. The leader keeps track of time and gives a signal when it is the turn of the next member of the group.

After everyone has spoken, the leader distributes sheets of paper and pencils, inviting everyone to try to “take an inventory” of their strengths and rewrite them on a piece of paper. The leader suggests listing not only what has already been said about himself, but also other strengths that everyone is aware of in themselves at the present time.

When the “inventory” of strengths is completed, the leader distributes to everyone leaflets with a list of qualities that are important for interpersonal communication, which were compiled by everyone in the first lesson. Opposite each quality, a number is written, with the help of which each participant assessed himself. The manager asks everyone to re-evaluate the same qualities, that is, put down a new mark.

After that, the participants form groups of 2-3 people. Each of them finds a place where you can talk without disturbing the others. Participants should discuss how they could build on their strengths and do something of real value beyond their individual interests and needs. This takes about 30 minutes. Then the participants return to the general circle and tell each other about how they are going to use their strengths.

Questioning is carried out according to the same scheme as in the first lesson. The leader issues a new homework:

“In continuation of the first homework, remember and write down what affectionate names, nicknames, nicknames your relatives, relatives, children, parents, friends, etc., call you.”

If the group already has some farewell ritual, don't forget about it.

THIRD LESSON

The purpose of this lesson is the development of non-verbal means of communication, the destruction of patterns of everyday communication, active self-disclosure, overcoming psychological barriers, further development of interactive communication.

Approximate lesson content

Before the start of the lesson, the ritual of individual greeting, and then in the circle, the ritual of greeting the group.

Reflection of the past lesson

In principle, the scheme is the same, but one more position can be added - “If I were the leader of the group, I would ...”

Probably, it is not necessary to follow a rigid scheme when conducting reflection, let everyone express their opinion on the issues that they have, the main thing is that there should not be indifferent to those "Processes that are going on in the group.

Psychological warm-up "Hello, can you imagine ..."

Group members greet each other in a circle with this phrase, describing some interesting, funny incident (episode) that occurred when communicating with any person between the past and this lesson.

Exercise "Affectionate name"

Just like in the second lesson, check homework. Participants must speak sincerely, intoning affectionate names, and the group monitors the frankness and confidence of the statement.

Exercise "Gifts"

All participants in a circle speak out: “What would I like to give to the person sitting next to me?” It is called what, in the opinion of the speaker, could really please the person who was given such a gift.

Then the one who was “given” thanks and explains whether he would really be happy with this gift. And why?

Exercise "Empathy"

One of the group members leaves the room. The rest of the participants characterize it, naming features, properties, habits, some manifestations, i.e. e. express their opinion about what came out, and only in a positive way. Someone from the group keeps a "protocol", writes down the content of the statement and the author.

Then the departing person is invited, and a list of opinions is read to him, but without indicating the authors. The main task of the newcomer is to determine who could say such a thing about him. After listening to the statement, he tries to understand whose plea it is, and calls someone from the group. So, all statements are worked out (but not more than 10).

At the end of the exercise, the “secretary”, who kept the protocol, reads out the entire list again, but with the names of the authors.

The next person comes out and the procedure is repeated.

Exercise "Without a mask"

All participants take turns taking cards that lie in a pile in the center of the circle, and immediately, without preparation, continue the statement that was started in the card. The statement must be sincere, at the limit of frankness, "openness" of communication. The group listens to the intonation, the speaker's voice, etc., assessing the degree of sincerity. If it is recognized that the statement was sincere, then the person sitting on the left takes his card and also, without preparation, continues the sentence he has begun. If the group acknowledged that the statement was “stuck”, “template”, then the participant has one more attempt, but after all.

“What I really want sometimes is...” “I especially don't get poisoned when...” “I know the acute feeling of loneliness. I remember…” “I really want to forget that…” “It used to happen that close people caused me almost hatred. One day, when...” “Once I was very frightened that...” "AT In an unfamiliar society, I usually feel ... "" I have a lot of shortcomings. For example…” “Even close people sometimes don't understand me. Once…” “In the company of people of the opposite sex, I usually feel like…” “I remember the case when I became unbearably ashamed, I…” “I happened to show cowardice. Once, I remember…” “I am particularly annoyed by the fact that…”

Exercise "Confusion"

Purpose: stress relief through non-verbal interaction.

Instructions: Participants stand in a circle, close their eyes and extend their right hand in front of them. When they meet, their hands join. Then the participants extend their left arms and again look for a partner. Participants open their eyes. They must unravel without separating their hands. As a result, such options are possible, either a circle is formed, or several linked rings of people, or several independent circles or pairs. The game is stopped at the request of the participants.

Exercise "Last meeting"

Instruction. “Sit in a circle, close your eyes and imagine that the group has already finished. You are going home. Think about something that you have not yet said to the group, to any of the participants, but would very much like to say.

After 2-3 minutes, open your eyes and... say it!” The manager conducts a survey that has already become traditional

Then homework: “Describe your “kind manifestations” to someone close to you. What exactly did you do in relation to him, in what way did you help?

Don't forget the ritual of farewell to the group.

FOURTH LESSON

The purpose of this lesson is to consolidate the skills of self-disclosure, a playful communication style, further mastering the means of non-verbal communication, studying various styles of communication, moving on to analyzing the negative aspects of the personality, retrospective self-observation, strengthening psychological penetration into the world of a significant other, as well as reflection after completing each task.

Approximate lesson content

The work of the group traditionally begins with the performance of greeting rituals, reflection of the past lesson and psychological warm-up:

"Hello, I'm glad to see you..."

The group members turn to each other in turn, ending this phrase: “Hello, I'm glad to see you ...” It is necessary to say something good, pleasant, but always from the bottom of my heart, sincerely.

Checking homework

All participants talk about one of their “kind manifestations” in relation to any of the surrounding people, say what exactly this good deed consisted of, and be sure to focus on their feelings from this good deed.

Exercise "Life prospects"

Purpose: developing the ability to set goals and plan their achievement, develop the ability to make decisions and be responsible for your choice.

Instructions: In the previous exercise, you talked about your desires. In fact, it was about a multitude of goals that can be realized. To achieve the desired, it is necessary to streamline them, assess their degree of importance, plan the necessary actions and understand what personal resources will be needed for this.

Take a piece of paper, divide it into four columns and label them "My Goals", "Their Importance to Me", "My Actions", "My Resources". Consistently fill in the columns, start from the first and write down what you want right now, during the week, month, six months, year. Set more distant goals, for example, what you would like to achieve in five, ten years. In the second column, rate the list of your goals in terms of their importance to you, using a scale from 10 (most important) to 1 (least important). In the third column, indicate the actions that need to be taken to achieve each goal. In the fourth column, you need to write down your personal qualities, abilities, the resources that you need to achieve your goals.

Next, work is organized in pairs, where group members help each other to realize and accept the most important goal. The result of the work should be the formulation of a statement about the most important goal. A statement is a short statement about what a person wants. Then in the circle, everyone talks about their most important goal.

Exercise "Future"

Purpose: participants' awareness of their life prospects and the possibility of influencing personal characteristics on their life path.

Instructions: Close your eyes. Imagine yourself as far into the future as possible. Where are you? What do you do? What are you? Who else is here besides you? Gradually open your eyes and return to the circle, ”(time 5-7 minutes)

After that, the facilitator offers to describe the emerging images. Further, participants with similar ideas about the future are united in microgroups. They should come up with the name or motto of the group, in 10-15 minutes make a “video clip” advertising the “spirit and essence” of the group, its motto and play their clip on stage.

The discussion begins with the questions of the group members on the clips of other groups, if something was not clear. Then each member of the group talks about their feelings.

Exercise "Psychological portrait"

Each member of the group makes a description of the character traits, properties and qualities of someone from the group; one cannot directly point to signs, especially external ones, by which it is very easy to identify the person being described. In such a psychological characteristic there should be at least 10-12 features.

The writer then reads their work aloud, and the group decides who it is.

After the exercise, analyze who had the best psychological portrait and what exactly was the depth and accuracy of penetration into the personality?

Until now, the group has worked only in the "+" mode, i.e. the main tasks were to update and focus on the positive characteristics of the individual, everyone helped to find something good in each other that one could rely on, helped to develop it in oneself etc. The group will continue to work in this mode, but with the next exercise, the actualization of the negative that is in each of the participants begins. It is necessary to understand well that no one, except the members of the group, wishes, perhaps, so sincerely good and success to each other in interpersonal communication, that one must be ready to accept this negative information about oneself.

Claim List Exercise

All participants on standard sheets of paper without a signature write down their already accumulated claims to other members of the group, including the leader, to the group as a whole. This list of anonymous claims is given to the manager, only to him. He mixes them up and then reads them aloud to the whole group.

If someone does not understand the meaning of what was said - he claims, the head reads again. Everyone must express their attitude to the received claim, which is addressed to him personally, give a justification why he intends (or not) to change, agrees or not, etc.

Traditional questionnaire and homework

“Describe your “kind display” in relation to a person who is extremely unsympathetic to you. Do something good, kind for this person.” Then the ritual of farewell is carried out.

FIFTH LESSON

The purpose of the lesson is to further develop the ability to perceive and understand oneself and others in the process of communicating with them, active self-disclosure, identifying the weaknesses of group members, practicing non-verbal means of communication, mastering the skills of speaking and accepting feedback, communicating at the limit of frankness, active empathy and expression sympathies Approximate lesson content

Traditional rituals of meeting, starting classes, reflection of the past lesson, psychological warm-up:

Exercise "Count"

One of the participants calls any number from 1 to the number of members in the group present at this lesson, including the leader. In the group, each time, exactly as many people as the number was named should quickly stand up without any prior agreement. This is repeated several times, until finally the named number and the number of those who rise coincide.

Checking homework

All participants talk about what they managed to do “good” for a subjectively not very pleasant person. How did you manage to do it? And most importantly, how did you feel about it?

Exercise "Rejected"

One of the group leaves the room, the rest give 5-7 reasons why the exiting participant can (or should) be “rejected”. For example, too arrogant, rude, withdrawn, etc.

A “secretary” is selected in the group, who records the statements, this time without indicating the source, since the opinion should be a group one. Then the person who came out is invited, first he himself must try to name 3-4 reasons that, in his opinion, the group could name in relation to him. After that, the "protocol" is read. The participant has the right to 1 question if something is not clear to him in this list.

Exercise "Prosecutor and lawyer"

Participants are divided into two groups (arbitrarily). One plays the role of "prosecutor", the other - "lawyer". Someone from the group sits in a circle by lot or according to their psychological readiness. The group begins to speak out, the “lawyers” focus on the positive aspects of the person sitting in the center, reinforce them, give supporting examples, and the “prosecutors” argue the opposite. The main thing is the psychological justification of the position.

When the next participant sits in the center, a role exchange between subgroups is required.

Exercise "My Weaknesses"

The execution procedure is the same as for the exercise "Strengths" (see lesson No. 2). For 3-4 minutes each member of the group speaks about his weaknesses, focusing on mistakes, shortcomings in the field of interpersonal communication.

After all participants have spoken, the facilitator distributes sheets of paper to take an "inventory" of these weaknesses, and then collects what the group members have written for work in the last session.

Exercise "Communication in pairs"

The whole group is divided into pairs and performs several tasks.

“Stand (sit) back to back and try to have a lively dialogue about something important to you for 2-3 minutes, of course, you can’t turn around. Then share your experiences.

“One of you sits on a chair, the other continues to stand. The dialogue begins again, for 2-3 minutes talk about your problems. Then switch positions and continue the dialogue.

"Establish eye contact, communicate without words for 2-3 minutes."

Then a verbal exchange of impressions, their feelings.

Couples can be either permanent or not.

Exercise "Hot chair"

In the center is an empty "hot seat". To the extent of psychological readiness, one of the participants sits down in this chair and names the first member of the group - a significant other from whom he would like to receive full feedback. The one to whom the hot seat has approached must, with complete frankness, answer one single question: “How do I feel about you?” This must be done most fully and sincerely.

After the answer of the first person to whom the person sitting in the center addressed, the same feedback is given by all other members of the group in a circle.

The person sitting in the center of the circle must try

Listen as carefully as possible, do not argue, do not interrupt, do not start discussions, do not try to clarify what is being said to him, do not demand objective evidence of people's subjective experiences.

The Hot Seat variant himself asks 3-4 people who are significant to him, and then he is replaced by another member of the group.

Regulation on feedback

Feedback is a message addressed to another person about how I perceive him, what I feel in connection with our relationship, what feelings his behavior leaves me.

Particular importance should be attached to the fact that the person giving feedback should rely on his subjective feelings, and not talk about what the person he is addressing is like. There is a very big difference between the words "I feel annoyed, even angry at times when I see you looking at me and whispering something to another" and the words "You are against me, you are an irritable and angry person." Try to have group members mainly use statements of the first type, not use the second type at all.

Be guided by the following rules:

1. Talk about what exactly this person does when his actions make you feel certain feelings.

2. If you talk about what you don’t like about this person, try to basically note what he could change in himself if he wanted to.

3. Don't give ratings or advice .

Remember: feedback is not information about who this or that person is, it is more information about you in connection with this person.

Talk about what you like and what you don't like.

In conclusion, the head conducts a survey and issues homework:

“Remember your relationship with the most unpleasant person for you, with whom you may have already broken all ties, parted a long time ago, etc. And now, using a retrospective analysis of interpersonal relationships, try to find in his character, behavior, his psychological manifestations at least 5-6 positive qualities. And write them down."

SIXTH LESSON

This session continues to reinforce those skills and abilities that the group members have already acquired during previous meetings.

Approximate lesson content

The rituals and reflection of the past lesson have already become familiar, but we must not forget about them.

Psychological workout. Exercise "Best Quality"

All participants in a circle express to the person sitting on the right the best quality that he has, according to the speaker:

In the course of checking homework, each participant talks about what he remembered positively in a very unpleasant person for him.

Exercise "Reading marriage announcements"

All group members complete the following task:

“You read a newspaper with a lot of marriage ads. One of them caught your attention so much that you immediately wanted to reply to this person.

So, what can this announcement be, that is, it is necessary, to make a psychological portrait of your "ideal" -. The requirements are the same - at least 10-12 characteristics, personality traits, etc. ”

After completing the task, all group members read their announcements aloud.

If the “Hot Seat” exercise was not completed in the last lesson, then it must be completed at this meeting.

Exercise "Loneliness"

The leader gives this task: “Remember the time when you were the most alone in your life. Try for 1- 2 minutes to resurrect this feeling, relive it again "

Then an exchange of their experiences is organized, if necessary, the group provides psychological support.

Exercise "Competition of speakers".

One of the participants makes a speech for 5-6 minutes on any topic. The group plays the role of an audience that does not perceive this speaker. The task of the latter is to establish contact at all costs.

At the end of the lesson, the leader conducts a survey and gives homework: all members of the group must describe the problem that seems to be the most serious for each in the field of interpersonal communication.

SEVENTH LESSON

This is the final lesson, and the leader needs to be especially attentive in relation to the participants. Be sure to monitor their emotional state, orient the group to provide psychological support, if anyone needs it.

Approximate lesson content

Rituals of the meeting, the beginning of the lesson, reflection of the last meeting and psychological warm-up.

Exercise "Decisive refusal"

In a circle, the participants speak about what words and habits in communicating with people they would like to give up. Moreover, all this needs to be updated, that is, to speak out to demonstrate to the group, again working at the limit of frankness.

The main exercise of this lesson, which is the last in the work of the group, is called "Suitcase".

One of the participants leaves the room, and the rest begin to collect a “suitcase” for him on a long journey (after all, parting is really coming soon, you need to help a person in his future life among people). This “suitcase” is filled with what, according to the group, helps a person in communicating with people, and all other positive characteristics that the group especially appreciates in him. But it is also necessary to indicate what hinders this person, what are his negative manifestations, what he needs to actively work with.

As a rule, this negative part of the “suitcase” is difficult to collect, in this case the sheets describing the weaknesses of the personality of each participant that the leader has, as they were collected in the fifth lesson, can help.

In practice, this is usually done in this way: a “secretary” is selected, he takes a sheet of paper, divides it vertically with a line in half, puts a “+” sign on one side at the top, and a “-” sign on the second. Under the “+” sign, the group collects everything positive, and the secretary writes down everything negative, under the “-” sign.

The opinion must be supported by the majority of the group, if there are objections, doubts, it is better to refrain from recording a questionable quality. For a good "suitcase" you need at least 5-7 characteristics both from the top and from the other side.

Then the participant who left and all the time while the group was collecting his “suitcase” remained in the corridor, this list is read out and handed over. He has the right to one question if something is very unclear.

The next participant leaves<по мере психологической готовности), и вся процедура повторяется. И так пока все члены группы не получат свой «чемодан». Работа трудная, но очень нужная для всех участников, и ее необходимо сделать.

After completing the "Suitcase" exercise, a short musical pause is needed. Then the group members make an agreement (contract) with themselves, answer the following questions:

1. What did I learn about myself during the group sessions? _______________

2. What have I learned about other people?__________________________

3. What would I like to change in myself as a result of working in a group? ________

4. How am I going to do this?______________________________

The agreements drawn up are put into pre-prepared envelopes, which indicate the exact postal address of the person who signed this “contract” with himself. All envelopes are handed over to the head. He will send them to the indicated addresses in a month. And the participants will have another opportunity to “meet themselves” as each of them sees himself now, at the end of the group work.

Exercise "Sunflower"

Purpose: to help participants accept the breakup as a natural event in the development of the group through a symbolic expression of the rise and fall of the group.

Instructions: stand in a wide circle, then sit on the floor and close your eyes... Think back to the first time you came to the training... now open your eyes and slowly rise. Feel that you have gradually turned into a group and become closer to each other. Narrow the circle to stand close to each other and put your hands on the shoulders of your neighbors. Imagine that you are all a sunflower flower that is slowly swaying in the wind (30 seconds).

As you continue to move, open your eyes and look at the rest of the group. Make eye contact with everyone (2 minutes). Now gradually stop, close your eyes again and remove your hands from the shoulders of your neighbors. Realize that the sunflower has already matured, and each has turned into a seed.

Take a few steps back with your eyes closed and slowly turn around. Feel that the wind is now taking you away from the sunflower, that you are alone again, but at the same time you carry the energy of the sunflower. Try to feel this energy in your body. Tell yourself. “I am filled with vitality and I have the energy to grow and develop (1 minute). Now open your eyes...

Our group's work has been completed. The leader conducts the last survey and addresses the group: “We have the last opportunity to find out what especially torments and worries everyone ... This is really the last circle in this composition ... If you want to say something, speak, the group listens to you. .. Everyone can turn to anyone in the group, the leader, the group as a whole ... Success and happiness to you in this life among people!

Both series of human relations - both public and interpersonal - are revealed and realized precisely in communication. Thus, the roots of communication are in the very material life of individuals. Communication is the realization of the whole system of human relations. "" Under normal circumstances, a person's relationship to the objective world around him is always mediated by his relationship to people, to society "", i.e. included in communication. Here it is especially important to emphasize the idea that in real communication not only interpersonal relations of people are given, i.e. not only their emotional attachments, hostility, etc. are revealed, but social ones are also embodied in the fabric of communication, i.e. impersonal in nature, relationships. Diverse relationships of a person are not covered only by interpersonal contact: the position of a person outside the narrow framework of interpersonal ties, in a broader social system, where his place is not determined by the expectations of individuals interacting with him, also requires a certain construction of a system of his connections, and this process can also be realized only in communication. Without communication, human society is simply unthinkable. Communication acts in it as a way of cementing individuals and, at the same time, as a way of developing these individuals themselves. It is from here that the existence of communication follows at the same time both as a reality of social relations and as a reality of interpersonal relations.

Each series of relations is realized in specific forms of communication. Communication as a realization of interpersonal relationships is a process more studied in social psychology, while communication between groups is more studied in sociology. Communication, including in the system of interpersonal relations, is forced by the joint life of people, therefore it must be carried out in a wide variety of interpersonal relationships, i.e. given both in the case of a positive and in the case of a negative attitude of one person to another. The type of interpersonal relationship is not indifferent to how communication will be built, but it exists in specific forms, even when the relationship is extremely aggravated. The same applies to the characterization of communication at the macrolevel as the realization of social relations. And in this case, whether groups or individuals communicate with each other as representatives of social groups, the act of communication must inevitably take place, is forced to take place, even if the groups are antagonistic. Speaking as a representative of a certain social group, a person communicates with another representative of another social group and simultaneously realizes two types of relations: both impersonal and personal.

Structure, content, forms and mechanisms of communication.

– communicative side- consists in the exchange of information between communicating individuals;

– interactive side- consists in organizing interaction between communicating individuals, i.e. in the exchange of not only knowledge, ideas, but also actions;

– perceptual side- the process of perception of each other by communication partners and the establishment of mutual understanding on this basis.

By their own forms and types of communication is extremely diverse. You can talk about direct and indirect communication, direct and indirect, verbal (verbal) and non-verbal, etc.

In social psychology, there are three types of interpersonal communication:

Dialogical communication- this is an equal subject-subject interaction, aimed at mutual knowledge, self-knowledge of partners in communication. It is carried out when the interlocutors are positively disposed towards each other and perceive themselves as equal partners. This type of communication is always personally oriented to the interlocutor and personified, i.e. it is conducted by individuals in their own name. At the same time, the true feelings and desires of the subjects are open. Communicators are tuned to the current state of each other at the current time. Such communication allows to achieve deep mutual understanding, self-disclosure and self-actualization. Therefore, it can also be defined as humanistic. Dialogue communication excludes games, postures, unnatural behavior and promotes the development of people's trust in each other and in themselves.

monologue communication- is implemented with unequal positions of partners and is a subject-object relationship. Monologic communication can be imperative and manipulative.

imperative communication- this is an authoritarian, directive form of interaction with a communication partner in order to achieve control over his behavior, attitudes and thoughts, forcing him to certain actions or decisions. In this case, the communication partner is considered as an object of influence, acts as a passive, "passive" side. The peculiarity of the imperative is that the ultimate goal of communication - coercion of a partner - is not veiled. Orders, instructions and demands are used as means of exerting influence. These areas include: military statutory relations, relations "boss - subordinate". In such areas of interpersonal relations as intimate-personal and marital, child-parent contacts, as well as pedagogical relations, this form of communication is inappropriate.

manipulative communication- this is a form of interpersonal communication, in which the impact on a communication partner in order to achieve one's intentions is carried out covertly, resorting to a game, pretense, hypocrisy, etc. In manipulative communication, the partner is perceived not as an integral unique personality, but as a carrier of certain properties and qualities "necessary" for the manipulator.

In the process of communication, there must be mutual understanding between the participants in this process, therefore, the fact of how the communication partner is perceived is of great importance, in other words, the process of perception by one person of another is an obligatory component of communication and can conditionally be called the perceptual side of communication.

Social perception is the process of perceiving so-called social objects, which means other people, the person himself, social groups, large social communities, etc. Social perception includes interpersonal perception, self-perception and intergroup perception. In a narrower sense, social perception is considered as interpersonal perception: the process of perceiving the external signs of a person, correlating them with his personal characteristics, interpreting and predicting his actions on this basis. The social perceptual process has two sides: subjective (the subject of perception is the person who perceives) and objective (the object of perception is the person who is perceived). In interaction and communication, social perception is mutual. People perceive, interpret and evaluate each other, and the correctness of this assessment is not always obvious.

Social perception is defined as the perception of external signs of a person, their correlation with his personal characteristics, interpretation and prediction on this basis of his actions. It necessarily contains an assessment of the other and the formation of an attitude towards him emotionally and behaviorally.

To mechanisms interpersonal perception include mechanisms:

– knowledge and understanding of each other by people – identification, empathy, attraction;

- self-knowledge in the process of communication - reflection;

- predicting the behavior of a communication partner - causal attribution.

Identification- this is a way of knowing another person, in which an assumption about his internal state is based on an attempt to put himself in the place of a communication partner. That is, there is an assimilation of oneself to another. When identifying with another, its norms, values, behavior, tastes and habits are known.

Empathy also defined as a special way of understanding another person. Only here we mean not a rational understanding of the problems of another person, but rather the desire to emotionally respond to his problems. Empathy must be opposed to understanding in the strict sense of the word; the word "understanding" is used in this case only metaphorically: empathy is affective "understanding". Its emotional nature is manifested precisely in the fact that the situation of another person, for example, a communication partner, is not so much "thought out" as "felt". The mechanism of empathy is in certain ways similar to the mechanism of identification: both here and there there is the ability to put oneself in the place of another, to look at things from his point of view. However, looking at things from someone else's point of view does not necessarily mean identifying with that person. If a person identifies himself with someone, this means that he builds his behavior the way this “other” builds it. If a person shows empathy for him, he simply takes into account the line of his behavior (treats her sympathetically), but he can build his own in a completely different way. In both cases, there will be "taking into account" the behavior of another person, but the result of our joint actions will be different: it is one thing to understand a communication partner, taking his position, acting from it, another thing is to understand him, accepting into account his point of view, even sympathizing with it, but acting in his own way. Both aspects are important.

attraction- a special form of perception and cognition of another person, based on the formation of a stable positive feeling towards him. Thanks to positive feelings of sympathy, affection, friendship, love, etc. between people there are certain relationships that allow you to know each other more deeply.

Attraction as a mechanism of social perception is usually considered in three aspects:

- the process of forming the attractiveness of another person;

- the result of this process;

- the quality of the relationship.

The result of this mechanism is a special kind of social attitude towards another person, in which the emotional component predominates.

Attraction can exist only at the level of individual-selective interpersonal relations, characterized by the mutual attachment of their subjects. There are probably various reasons why we treat some people with more sympathy than others. Emotional attachment can arise on the basis of common views, interests, value orientations, or as a selective attitude to a person’s special appearance, behavior, character traits, etc. It is curious that such relationships allow you to better understand the other person. With a certain degree of conventionality, we can say that the more we like a person, the more we know him and better understand his actions.

Perceiving and interpreting the surrounding world and other people, a person also perceives and interprets himself, his own actions and motives. The process and result of a person's self-perception in a social context is called reflection . As a mechanism of social perception, social reflection means understanding by the subject of his own individual characteristics and how they manifest themselves in external behavior; awareness of how it is perceived by other people. It should not be thought that people are able to perceive themselves more adequately than those around them. So, in situations where there is an opportunity to look at oneself from the outside, many remain very dissatisfied with the impression made in their own way. This is because people have a somewhat distorted image of themselves. Distorted ideas even concern the appearance of the perceiving person, not to mention the social manifestations of the internal state.

Interacting with others, each person sees a large number of people's reactions to himself. These reactions are ambiguous. And yet, the characteristics of a particular person predetermine some features of the reaction of others around him. In general, everyone has an idea of how people around him generally relate to him, on the basis of which part of the image of the "social I" is formed. The subject can be quite clearly aware of exactly which of his features and personality manifestations are the most attractive or repulsive for people. He can also use this knowledge for certain purposes, correcting or changing his image in the eyes of other people.

Causal attribution- a mechanism for interpreting the actions and feelings of another person, the desire to clarify the causes of the subject's behavior. See the next question for more details on this.

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Hosted at http://www.allbest.ru/

Communication and interpersonal relationships

Introduction

Man is a social being, His life and communication is impossible without interaction with people. Social psychology studies how people communicate and interact with each other. What they think of each other, how they influence each other and how they relate to each other reveals how social conditions affect people's behavior.

At present, it is no longer necessary to prove that interpersonal communication is an absolutely necessary condition for the existence of people, that without it it is impossible for a person to fully form a single mental function or mental process, not a single block of mental properties, personality as a whole.

For interpersonal communication, such a situation is typical when the participants in communication, entering into contacts, pursue in relation to each other goals that are more or less significant for them, which may coincide in their content, or may differ from each other. These goals are a consequence of the action of certain motives that the participants in communication have, their achievement constantly involves the use of various ways of behavior that each person develops as he develops the qualities of the object and subject of communication. All this means that interpersonal communication, according to its main characteristics, is always a type of activity, the essence of which is the interaction of a person with a person. It is about interpersonal communication, as one of the main factors in the formation of personality, that I would like to tell further.

1. Functions and structure of communication

Communication is a non-specific form of human interaction with other people as members of society; in communication social relations of people are realized.

There are three interrelated sides in communication: the communicative side of communication consists in the exchange of information between people; the interactive side is the organization of interaction between people; the perceptual side of communication includes the process of perception of each other by communication partners and the establishment of mutual understanding on this basis.

The following stages are distinguished in the communication procedure: the need for communication - encourages a person to make contact with other people; orientation for the purpose of communication, in a situation of communication; orientation in the personality of the interlocutor; planning the content of his communication - a person imagines what he will say; unconsciously, a person chooses specific means, phrases that he will use, decides how to speak, how to behave; perception and assessment of the specific reaction of the interlocutor, control of the effectiveness of communication based on the establishment of feedback; adjustment of the direction, style, methods of communication.

If any of the links in the act of communication is broken, then the speaker fails to achieve the expected results of communication - it will turn out to be ineffective.

The following communication strategies are distinguished: open - closed communication, monologue - dialogical, role-playing (based on the social role) - personal (heart-to-heart communication).

Types of communication:

- "Contact of masks" - formal communication, when there is no desire to understand and take into account the personality of the interlocutor, they use the usual masks - a set of facial expressions, gestures, standard phrases that allow you to hide true emotions, attitude towards the interlocutor. In the city, the contact of masks is even necessary in some situations so that people do not “hurt” each other unnecessarily in order to “isolate themselves” from the interlocutor.

Primitive communication, when they evaluate another person as a necessary or interfering object: if necessary, they actively make contact, if it interferes, they will push away or aggressive rude remarks will follow. If they get what they want from the interlocutor, then they lose interest in him and do not hide it.

Formally, steering communication, when both the content and means of communication are regulated, and instead of knowing the personality of the interlocutor, they manage with knowledge of his social role.

Business communication, when they take into account the characteristics of the personality, character, age, mood of the interlocutor, but the interests of the case are more significant than possible personal differences.

Spiritual. Interpersonal communication of friends, when you can touch on any topic and it is not necessary to resort to the help of words - a friend will understand you by facial expressions, movements, intonation. Such communication is possible when each participant has an image of the interlocutor, knows his personality, interests, beliefs, attitude, can anticipate his reactions.

Manipulative communication is aimed at extracting benefits from the interlocutor using various techniques (flattery, intimidation, “splurge”, deceit, demonstration of kindness) depending on the personality of the interlocutor.

Secular communication. The essence of secular communication is its pointlessness, i.e. people do not say what they think, but what is supposed to be said in such cases; this communication is closed, because the points of view of people on a particular issue do not matter and do not determine the nature of communications.

2. Place and nature of interpersonal relationships

In the socio-psychological literature, different points of view are expressed on the question of where interpersonal relations are "located", primarily in relation to the system of social relations. Sometimes they are considered on a par with social relations, at their foundation, or, on the contrary, at the highest level, in other cases - as a reflection in the consciousness of social relations in the system of psychology, etc. It seems (and this is confirmed by numerous studies) that the nature of interpersonal relations can be correctly understood if they are not put on a par with social relations, but if they are seen as a special series of relations that arise within each type of social relations, not outside them (be it "below", "above", "side" or whatever). Schematically, this can be represented as a section by a special plane of the system of social relations: what is found in this “section” of economic, social, political and other varieties of social relations is interpersonal relations.

With this understanding, it becomes clear why interpersonal relations, as it were, "mediate" the impact on the personality of a broader social whole. Ultimately, interpersonal relations are conditioned by objective social relations, but in the final analysis. In practice, both series of relations are given together, and the underestimation of the second series prevents a truly deep analysis of the relations and the first series.

The existence of interpersonal relations within various forms of social relations is, as it were, the realization of impersonal relations in the activities of specific individuals, in the acts of their communication and interaction.

At the same time, in the course of this realization, relations between people (including social ones) are again reproduced. In other words, this means that in the objective fabric of social relations there are moments emanating from the conscious will and special goals of individuals. It is here that the social and the psychological collide directly. Therefore, for social psychology, the formulation of this problem is of paramount importance.

The proposed structure of relations generates the most important consequence. For each participant in interpersonal relationships, these relationships may appear to be the only reality of any relationship at all. Although in reality the content of interpersonal relations is ultimately one or another type of social relations, i.e. certain social activities, but the content and even more so their essence remains hidden to a large extent. Despite the fact that in the process of interpersonal, and hence social relations, people exchange thoughts, are aware of their relations, this awareness often does not go beyond the knowledge that people have entered into interpersonal relations.

Separate moments of social relations are presented to their participants only as their interpersonal relationships: someone is perceived as an "evil teacher", as a "cunning merchant", etc. At the level of everyday consciousness, without a special theoretical analysis, this is exactly what happens. Therefore, the motives of behavior are often explained by this, given on the surface, picture of relations, and not at all by the actual objective relations that stand behind this picture. Everything is further complicated by the fact that interpersonal relations are the actual reality of social relations: outside of them there are no “pure” social relations somewhere. Therefore, in almost all group activities, their participants act as if in two qualities: as performers of an impersonal social role and as unique human personalities. This gives grounds to introduce the concept of "interpersonal role" as a fixation of a person's position not in the system of social relations, but in the system of only group relations, and not on the basis of his objective place in this system, but on the basis of individual psychological characteristics of the individual. Examples of such interpersonal roles are well known from everyday life: individual people in a group are said to be a "shirt-guy", "one on the board", "scapegoat", etc. The discovery of personality traits in the style of performing a social role causes responses in other members of the group, and, thus, a whole system of interpersonal relations arises in the group.

However, in social psychology, it is the third component of this scheme that is usually characterized - feelings, and the term is not used in the strictest sense. Naturally, the "set" of these feelings is unlimited. However, all of them can be reduced to two large groups:

Conjunctive - this includes all sorts of people that bring people together, uniting their feelings. In each case of such an attitude, the other side acts as a desired object, in relation to which a readiness for cooperation, joint actions, etc. is demonstrated;

Disjunctive feelings - this includes feelings that separate people, when the other side appears as unacceptable, maybe even as a frustrating object, in relation to which there is no desire for cooperation, etc. The intensity of both kinds of feelings can be very different. The specific level of their development, of course, cannot be indifferent to the activities of the groups.

At the same time, the analysis of these interpersonal relations alone cannot be considered sufficient to characterize the group: in practice, relations between people do not develop only on the basis of direct emotional contacts. The activity itself defines another series of relations mediated by it. That is why it is an extremely important and difficult task of social psychology to simultaneously analyze two series of relations in a group: both interpersonal and those mediated by joint activity, i.e., ultimately, the social relations behind them.

3. Communication in the system of interpersonal and public relations

An analysis of the connection between social and interpersonal relations makes it possible to place the right emphasis on the question of the place of communication in the entire complex system of human relations with the outside world. However, first it is necessary to say a few words about the problem of communication in general. The solution to this problem is very specific within the framework of domestic social psychology. The term "communication" itself has no exact analogue in traditional social psychology, not only because it is not quite equivalent to the commonly used English term "communication", but also because its content can be considered only in the conceptual dictionary of a special psychological theory, namely the theory of activities.

Both series of human relations - both public and interpersonal - are revealed, realized precisely in communication. Thus, the roots of communication are in the very material life of individuals. Communication is the realization of the whole system of human relations. “Under normal circumstances, a person’s relationship to the objective world around him is always mediated by his relationship to people, to society, i.e. included in communication. Here it is especially important to emphasize the idea that in real communication not only interpersonal relations of people are given, i.e. not only their emotional attachments, hostility, etc. are revealed, but social ones are also embodied in the fabric of communication, i.e. relationships are inherently impersonal. Diverse relationships of a person are not covered only by interpersonal contact: the position of a person outside the narrow framework of interpersonal ties, in a broader social system, where his place is not determined by the expectations of individuals interacting with him, also requires a certain construction of a system of his connections, and this process can also be realized only in communication. Without communication, human society is simply unthinkable. Communication acts in it as a way of cementing individuals and, at the same time, as a way of developing these individuals themselves. It is from here that the existence of communication follows at the same time both as a reality of social relations and as a reality of interpersonal relations. Apparently, this made it possible for Saint-Exupery to draw a poetic image of communication as "the only luxury that a person has."

Naturally, each series of relations is realized in specific forms of communication. Communication as the realization of interpersonal relationships is a process more studied in social psychology, while communication between groups is more studied in sociology. Communication, including in the system of interpersonal relations, is forced by the joint life of people, therefore it must be carried out in a wide variety of interpersonal relationships, i.e. given both in the case of a positive and in the case of a negative attitude of one person to another. The type of interpersonal relationship is not indifferent to how communication will be built, but it exists in specific forms, even when the relationship is extremely aggravated. The same applies to the characterization of communication at the macrolevel as the realization of social relations. And in this case, whether groups or individuals communicate with each other as representatives of social groups, the act of communication must inevitably take place, is forced to take place, even if the groups are antagonistic. Such a dual understanding of communication - in the broad and narrow sense of the word - follows from the very logic of understanding the connection between interpersonal and social relations. In this case, it is appropriate to appeal to Marx's idea that communication is an unconditional companion of human history (in this sense, we can talk about the importance of communication in the "phylogenesis" of society) and at the same time an unconditional companion in everyday activities, in everyday contacts with people. In the first plan, one can trace the historical change in the forms of communication, i.e. changing them as society develops along with the development of economic, social and other social relations. Here the most difficult methodological question is solved: how does a process appear in the system of impersonal relations, which by its nature requires the participation of individuals? Speaking as a representative of a certain social group, a person communicates with another representative of another social group and simultaneously realizes two types of relations: both impersonal and personal. A peasant, selling a product on the market, receives a certain amount of money for it, and here money is the most important means of communication in the system of social relations. At the same time, this same peasant bargains with the buyer and thus "personally" communicates with him, and the means of this communication is human speech. On the surface of phenomena, a form of direct communication is given - communication, but behind it is communication, forced by the very system of social relations, in this case, the relations of commodity production. In socio-psychological analysis, one can abstract from the "second plan", but in real life this "second plan" of communication is always present.

4. Factors Determining Interpersonal Communication

In the vast majority of cases, interpersonal interaction of people, referred to as communication, almost always turns out to be woven into the activity and acts as a condition for its implementation. So, without people communicating with each other, there can be no collective work, teaching, art, games, and the functioning of the media. At the same time, the type of activity that communication serves invariably leaves its mark on the content, form, and course of the entire process of communication between the performers of this activity.

Interpersonal communication is not only a necessary component of activity, the implementation of which involves the interaction of people, but at the same time an indispensable condition for the normal functioning of a community of people.

When comparing the nature of interpersonal communication in different associations of people, the presence of similarities and differences is striking. The similarity appears in the fact that communication turns out to be a necessary condition for their existence, a factor on which the successful solution of the tasks facing it, their movement forward depends. At the same time, each community is characterized by the type of activity that prevails in it. So, for a study group, such an activity will be the acquisition of knowledge, skills and abilities, for a sports team - a performance designed to achieve the planned result in competitions, for a family - raising children, providing living conditions, organizing leisure, etc. Therefore, in each type of community, it is clear the predominant type of interpersonal communication is visible, providing the main activity for this community.

At the same time, it is clear that the way people communicate in a community is influenced not only by the main activity for this community, but also by what this community itself is.

If we take a family, then its daily goals - raising children, doing household chores, organizing leisure activities, etc. - directionally program the interpersonal communication of family members with each other. However, how it turns out in reality depends on the composition of the family, whether it is a complete or incomplete family, “three or two” or “one-generation”. Specific characteristics of intra-family interpersonal communication are also associated with the moral and general cultural image of the spouses, with their understanding of their parental responsibilities, the age and health of children and other family members. As in any other community, the features of interaction in the form of interpersonal communication and in the family are also largely determined by how family members perceive and understand each other, what emotional response they mainly evoke in each other, and what style of behavior they have towards each other. allow to a friend.

The communities to which a person belongs form the standards of communication that a person gets used to following. Bearing in mind the persistent influence of the type of activity and the characteristics of the community of people in which interpersonal communication unfolds, it is necessary in the analysis to make allowances for the constant variability of the process of activity and the community of people. All these changes, taken together, necessarily affect the interpersonal communication of the performers of this activity.

In the interaction of people, each person constantly finds himself in the role of an object and subject of communication. As a subject, he gets to know other participants in communication, shows interest in them, and maybe indifference or hostility. As a subject solving a certain problem in relation to them, he influences them. At the same time, he turns out to be an object of knowledge for everyone with whom he communicates. It turns out to be an object to which they address their feelings, which they try to influence, to influence more or less strongly. At the same time, it should be specially emphasized that this stay of each participant in communication simultaneously in the role of an object and a subject is characteristic of any type of direct communication between people.

Being in the position of the object (subject) of communication, people differ greatly from each other in the nature of their role. First, "doing" can be more or less conscious. As an object, a person can show other people his physical appearance, expressive behavior, appearance design, his actions, naturally without thinking at all about what kind of response they evoke in those with whom he communicates. But he may try to determine what impression he makes in others throughout his communication with them or at some particular moment, purposefully do everything in his power to form in others exactly the impression of himself that he would like them to have. It was. Secondly, differing in the degree of complexity of their personal structure, which characterizes their individual identity, people present different opportunities for successful interaction with them.

At the same time, being the subjects of communication, people differ from each other in the ability inherent in each of them to penetrate into the mentioned originality of another personality, to determine their attitude towards it, to choose the most appropriate, in their opinion, for the purposes of their communication, ways of influencing this personality.

At present, the phenomenon of the so-called compatibility or incompatibility of people is being widely studied in psychology. The facts collected at the same time show that the named greater or lesser compatibility makes itself felt most strongly in the communication of people, directly determining how they manifest themselves as objects and subjects of communication.

Now it is very important for psychological science, using comparison, to develop a typology of communication of individuals who are similar to each other in certain parameters or differ from each other also in certain parameters.

5. Communication and personality formation

Recently, scientists representing various fields of psychological science have shown an increased interest in a range of problems that, after being solved all together, will make it possible to fairly comprehensively cover the laws of the mechanism of communication.

Their efforts have enriched psychology with a number of general and more particular facts, which, being considered from the standpoint of a holistic theory of human development as an individual and as a person, convincingly show the extremely necessary role of communication in the formation of many important characteristics of mental processes, states and properties throughout a person's life.

We must consistently consider all these facts and try to trace how and why communication, along with labor, is an obligatory personality-forming factor and how to strengthen its significance in education.

If by activity we mean the activity of a person aimed at achieving certain goals that he realizes with the help of methods learned by him in society and stimulated by equally specific motives, then activity will be not only the work of a surgeon, a painter, but also the interaction of people with each other in the form of communication.

After all, it is clear that, entering into communication with each other, people also, as a rule, pursue some goal: to make the other person like-minded, to achieve recognition from him, to keep him from doing the wrong thing, to please, etc. In order to implement it, they more or less consciously use their speech, all their expression, and encourage them to act in such cases in exactly this way, and not otherwise, their needs, interests, beliefs, value orientations.

At the same time, characterizing communication as a special type of activity, it is necessary to see that without it, the full development of a person as a person and a subject of activity, as an individuality, cannot take place.

If the process of this development is not considered one-sidedly and realistically assessed, then it turns out that the objective activity of a person in all its modifications and his communication with other people are intertwined in life in the most intimate way.

While playing, the child communicates. Long-term learning necessarily involves fellowship. Work, as you know, in the vast majority of cases requires constant interaction of people in the form of communication. And the results of substantive practical activity of the people involved in it depend on how communication proceeds, how communication is organized. In turn, the course and results of this activity constantly and inevitably affect many characteristics of the communicative activity of people involved in the objective activity.

Both the formation of a number of stable characteristics of mental processes, states and properties of a person’s personality, and the formation of the structure of these properties, are influenced by objective activity and communication activity in combination, with different effects depending on their ratio.

If the moral norms according to which people communicate in their main work activity do not coincide with the norms underlying their communication in other types of activity, then the development of their personality will be more or less contradictory, the formation of a whole personality for everyone will be difficult .

Trying to find out the reasons that make communication one of the strongest factors involved in the formation of personality, it would be simplistic to see its educational value only in the fact that in this way people get the opportunity to transfer to each other the knowledge they possess about the reality around them, as well as skills and abilities. skills required by a person for the successful performance of subject activities.

The educational value of communication lies not only in the fact that it expands the general outlook of a person and contributes to the development of mental formations that are necessary for him to successfully perform activities of an objective nature. The educational value of communication also lies in the fact that it is a prerequisite for the formation of a person’s general intellect, and above all, many of his mental and mnemonic characteristics.

What requirements do the people around a person make to his attention, perception, memory, imagination, thinking, when they communicate with him on a daily basis, what kind of “food” is given to him, what tasks are set for him and what level of his activity they cause - from this in to a greater extent depends on the specific combination of different characteristics that the human intellect carries.

Communication as an activity is of no less importance for the development of the emotional sphere of a person, the formation of his feelings. What experiences are predominantly provoked by people communicating with a person, evaluating his deeds and appearance, responding in one way or another to his appeal to them, what feelings he has when he sees their deeds and actions - all this has a strong influence on the development in his personalities of stable emotional responses to the impact of certain aspects of reality - natural phenomena, social events, groups of people, etc.

Communication has an equally significant impact on the volitional development of a person. Whether he gets used to being collected, persistent, resolute, courageous, purposeful, or the opposite qualities will prevail in him - all this is largely determined by how favorable the development of these qualities are those specific situations of communication in which a person finds himself every day.

Serving objective activity and contributing to the formation of typical for a person general characteristics of his horizons, the ability to handle objects, as well as his intellect and emotional-volitional sphere, communication to an even greater extent turns out to be an indispensable condition and a necessary prerequisite for the development of a complex of both simpler and more complex qualities that make him able to live among people, coexist with them and even rise to the realization of high moral principles in his behavior.

The completeness and correctness of a person's assessment of other people, the psychological attitudes that manifest themselves in the perception of others and the manner of responding to their behavior bear the stamp of a specific communication experience. If on his life path he met people who were similar to each other in virtues and shortcomings, and he had to communicate day by day with a small number of people who did not represent different age, gender, professional and national-class groups of people, then this limited personal impressions from meetings with people cannot but have a negative impact on the formation of evaluative standards in a person, which he begins to apply to other people, and on the result of his emotional reactions to their behavior, on the nature of the ways of responding to the actions of people with whom he, for one reason or another communicates now.

Own experience is only one of the ways in which a person develops the qualities he needs for successful communication with other people. Another way that complements the first one is the constant enrichment of it with theoretical information related to various areas of human knowledge, penetration into new layers of the human psyche, comprehension of the laws governing his behavior through reading scientific and genuine fiction, watching realistic films and performances that help penetration into the inner world of man, understanding the mechanisms that ensure his existence. The enrichment of people coming from different sources with generalized knowledge about the main manifestations of a person as a person, stable dependencies that connect its internal characteristics with his actions, as well as with the surrounding reality, makes these people more sighted in relation to the personal essence and, so to speak, the momentary state of each of those specific individuals with whom these people have to interact.

It is necessary to raise another issue that is directly related to educating a person's ability to interact with other people at a psychologically competent level - this is the formation of a setting for creativity in communication. A person, especially if he is an educator, manager, doctor, must be able to carry out an individual approach to each of those with whom he has to work, overcome formalism in communication and, moving away from evaluative stereotypes, identify, stepping over old behavioral patterns, seek and try the most educational methods of treatment suitable for this case.

To achieve tangible results in covering all areas of the process of personality formation in communication, it is necessary to raise new questions and look for scientifically convincing answers to them. These include the development of ways to manage communication in order to increase its educational impact on the individual and, in this regard, the definition of a directed correction of communication of a person with these specific properties; clarification of the characteristics of communication most favorable to the comprehensive development of the personality, its goals, means, actualization of motives, taking into account the age, gender and profession of those communicating; search for an educationally optimal organization of communication when people perform various types of activities; creation of reliable diagnostic tools to establish the degree of formation in the personality structure of the traits that form the "communicative block".

communication interpersonal personality educational

Conclusion

All of the above illuminates one idea: since communication is one of the main activities of people, it not only reveals the most significant characteristics of them as objects and subjects of communication, but depending on how it proceeds, what requirements it imposes on their cognitive processes, emotionally - the volitional sphere and how much it generally corresponds to the ideal of communication that each of them has, in different directions affects the further formation of their personality and most clearly on such blocks of properties in it, in which its attitude to other people and to itself is expressed. And the changes that take place in them under the influence of one way or another (with a positive or negative result for the goals of each participant) of unfolding communication, in turn, more or less strongly affect such basic personality properties, which express its attitude to various social institutions and communities of people, to nature, to work.

It is necessary to correctly evaluate the role of communication in a timely manner in order to stimulate the optimal emotional mood of the individual, to maximize the manifestation of his socially approved inclinations and abilities, and, finally, to form it as a whole in the direction necessary for society, it is necessary because communication as a value in the system of values that most people have very high place.

Bibliography

1. Stolyarenko L.D. Fundamentals of psychology. Tutorial. - Rostov n / a: Phoenix, 2006, 672.

2. Ilyin E. Psychology of communication and interpersonal relations. - St. Petersburg: Piter, 2011, 573 p.

3. Nemov R.S. "General Foundations of Psychology". Moscow, 1994

4. Andreeva G.M. Social Psychology. M: 1998.

Hosted on Allbest.ru

Portal for the student. Self-training

Interpersonal relationships in the process of communication. Types of communication by goals

Interpersonal relationships and communication

Psychology of interpersonal communication

Interpersonal communication in the youth environment

Culture of interpersonal communication

Send your good work in the knowledge base is simple. Use the form below

Similar Documents

Portal for the student. Self-training

Interpersonal relationships and communication

Psychology of interpersonal communication

Interpersonal communication in the youth environment

Culture of interpersonal communication

Send your good work in the knowledge base is simple. Use the form below

Similar Documents

RELATED ARTICLES