Expert assessment of the cohesion of the study group. Subject of study: the degree of cohesion of the student group

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Introduction
Conclusion
Literature

Introduction

Groups play a crucial role in human relationships. They influence our perceptions and attitudes, provide support in stressful situations, influence our actions and decisions.

The very first and one of the most important steps in the education of students is the formation of a cohesive group with developed socially significant goals, self-government bodies. It is the formed student group that has power and can become a source of transformation of modern reality.

M. Shaw defines a group as two or more persons who interact with each other in such a way that each person influences and is influenced by every other person. The essential features that distinguish a group from a simple accumulation of people are: interaction, a certain duration of existence, the presence of a common goal or goals, the development of at least a rudimentary group structure, awareness of the individuals included in it themselves as "we" or their membership in the group.

The cohesion of a small group has been repeatedly paid close attention by domestic and foreign experts (V.V. Shpalinsky, R.S. Nemov, A.I. Dontsov, V.A. Bogdanov, A.V. Petrovsky, etc.) . However, much remains unclear in the nature of this phenomenon to this day, and there is no unambiguous concept of cohesion in psychology.

The purpose of the study: to determine the degree of cohesion of the student group.

Object of study: group cohesion.

Subject of study: the degree of cohesion of the student group.

Research objectives:

· based on the analysis of domestic and foreign psychological literature to determine the essence of the concept of "group cohesion";

determine the features of the formation of cohesion of student groups;

· to diagnose the degree of cohesion of student groups;

Offer a training program to build group cohesion.

The study was carried out using the following methods: theoretical analysis of the problem using psychological, pedagogical literature, empirical: determination of the Sishore group cohesion index, determination of the value-oriented unity of the group (COE) (V.S. Ivashkin, V.V. Onufrieva).

Chapter 1. Theoretical analysis of the study of student cohesion

1.1 The concept of group cohesion

The beginning of a systematic study of group cohesion dates back to the end of the 40s, when the first special studies were carried out under the leadership of L. Festinger. L. Festinger owns the most common and used definition of group cohesion as "the result of all the forces acting on the members of the group in order to keep them in it."

Western authors consider the group formation mechanism to be those forces that ensure the constancy of a person's satisfaction from being in a group. Satisfaction itself is possible provided that the subjective value of the gains received by a person exceeds the subjective significance of the efforts expended. This means that the group satisfies the individual only if it ensures the superiority of gains over losses, and more than any other. The cohesive forces of a group have two generators (A.I. Dontsov believes): firstly, the degree of attractiveness of one's own group, and secondly, the force of attraction of other accessible groups. A group can be defined as a collection of individuals connected in such a way that each perceives the benefits of the association as greater than what can be obtained outside. From this it must be concluded that any group is initially cohesive.

Psychological unity in the group arises on the basis of the commonality of human values, the closeness of the ideas of the team members about what kind of labor behavior is acceptable and what is condemned, what should be the relations in the group, the style and methods of work, and other important aspects of its life.

cohesion student group training

This consistency concerns not only the mutual opinions of people, but also their relations, on events of a business or personal nature that are significant for the team and its members. What causes a violent reaction in some should not be perceived indifferently by others, otherwise it will inevitably cause mutual misunderstanding.

Another necessary component of cohesion is the consistency of the mutual actions of people, their behavior, but not within the framework of specific labor and labor actions, but against the background of various interactions. This side of the cohesion of the team is especially clearly manifested in its organization - the ability to self-organize, coherence, coordinated overcoming of emerging difficult situations, inherent moments in interaction, in other words, to joint effective activity and joint problem solving.

With a certain attitude of the members of the team to the perception of each other, it is impossible to get around the question of how it is maintained in time and what determines its constancy. In an attempt to solve it, the researchers set out to find a means to measure the current level of group cohesion and determine how it can be increased.

The cohesion of the team, according to a number of authors when describing its psychological characteristics, is called the leading collectivist orientation.

The cohesion of the team is determined by A.A. Gusalinova as an ideological, moral, intellectual, emotional and volitional unity of its members, developing on the basis of such an objective characteristic as organizational unity.

V.A. Bogdanov and V.E. Semenov consider cohesion as an essential and characterological feature of the primary team, while experimental methods for detecting the phenomenon of cohesion are associated with an analysis of the system of communications and interactions in the team.

V.V. Shpalinsky believes that when using traditional methodological procedures, the idea of cohesion as a communicative association of people more or less adequately reflects the real phenomenon of diffuse groups, but it turns out to be completely unproductive when they turn into a methodological basis for studying a team united primarily by the goals, objectives and principles of joint socially useful activity. The authors set the task of finding more informative parameters of group cohesion, which would include not only emotional and psychological, but, above all, meaningful socio-psychological characteristics.

As characteristics of cohesion, A.V. Petrovsky, based on the concept of activity-based mediation of group activity, proposed to single out value-oriented unity, collectivist identification and self-determination.

A hypothesis was put forward that in communities that unite people on the basis of joint, socially significant activities, relationships are mediated by its content and values. This feature of interpersonal relations reveals itself in the fact that a member of the team selectively treats any influences, accepting some and rejecting others, depending on the mediating factors - beliefs, principles, ideals, goals of joint activity. At the same time, as A.V. Petrovsky, the phenomena of value-oriented unity, collectivist self-determination and identification determine the most important socio-psychological characteristics of the living social organism of the collective.

The study of the phenomenon of group activity allowed R.S. Nemov to single out cohesion as one of the main characteristics of the group. At the same time, team cohesion is defined as the similarity of the participants' ideas about expectations and norms, about requirements and moral duty. It differs that the higher the unity of opinions of the members of the team on certain issues, on which the manifestation of excess activity depends in practice, the more activity should be expected from the members of this team. Under the excess activity of R.S. Nemov understands the highest criterion for the effectiveness of the socially useful activities of the team. Excessive activity is expressed in accordance with the behavior and performance of the team.

The theory of activity mediation of interpersonal relations in a team, proposed by A.V. Petrovsky, and the stratometric principle of hierarchization of subsystems of interpersonal relations in a team that follows from it, made it possible to take a new approach to characterizing the essence of socio-psychological phenomena in a team and their experimental study.

Mutual relations in the team, according to this theory, form three qualitatively unique levels or strata. The first, main stratum of the team is the relationship to the content of joint activities, primarily the relationship of the motivational plan. They form the core of the social psychology of the collective, are formed in the process of joint activity and act as a prerequisite for the formation of relations between 2 other strata, the second and third. The second psychological stratum of the team includes interpersonal relationships mediated by the content of the activity. Among them, collectivist self-determination, cohesion, understood as a value-oriented unity, effective group emotional identification, referentiality and a number of other phenomena are singled out and studied. Unlike the first, subject-motivational layer, they constitute actual interpersonal connections, and connections of a special kind. Their specificity lies in the genetic and functional mediation of the content of group activity. Interpersonal connections of the second layer arise and develop like the relations of the first layer; they cannot be formed on the basis of joint activity and outside it. In a developed team, the relations of the second layer dominate over the interpersonal connections of the third, superficial layer. Direct interpersonal connections constitute the third layer of intragroup activity. They are formed outside and independently of the joint activities of the team members on the basis of known mechanisms of interpersonal perception: the "mole effect", "implicit personality theory", etc. Forming a superficial, non-specific layer of the collective, these relations allow us to see in it signs of origin from a random, diffuse group. The relations of this layer, in contrast to the phenomena of the second layer, can be experimentally revealed in almost any group, and even in a random one.

1.2 Features of the formation of cohesion of student groups

The cohesion of the group is largely determined by the psychological level of group development.

A.V. Petrovsky identifies three main psychological levels of group development:

Lower on which the ease or difficulty of interpersonal contacts, compatibility or incompatibility in joint activities between individual members of groups, the coherence or disunity of their actions are due to the direct likes or dislikes of group members, the degree of their emotional attractiveness or unattractiveness to each other. If relations in the student group remain at this level, then they will be reduced to the formation of micro-groups according to sympathy, and there can be no talk of any development of the team.

Average the level of development is characterized by a system of interpersonal and personal relationships mediated by the content of collective activity and basic group values. These values are similar among group members, so personal likes and dislikes fade into the background.

Higher the level of group development is characterized by the fact that the core of interpersonal and personal relations is mediated by connections and relationships to the subject of collective activity, its meaning. At this level, the cohesion of the group is the most highly developed and stable. This level is characterized by a common unity of life goals and life plans of group members, mutual understanding and mutual support.

The formation of the team of the student group and its cohesion depends on:

the nature of the organization of educational and cognitive activity of students, control over it and its evaluation;

the degree of clarity of the functions, tasks and program of the group's activities, from group norms and the features of the refraction of general social norms in them;

frequency of contacts and features of communication between members of the group and the features of pedagogical communication in the "teacher-student" system;

Features of microgroups in the group (whether it contributes to the cohesion of the group or opposes itself to the group);

The nature of the involvement of each member of the group in the performance of group tasks, on the quality of cooperation of forces in the performance of socially significant tasks facing the group;

the size of the group and the time of its existence;

· qualities of leaders-mentors, interpersonal relations in the "teacher-student" and "student-student" systems.

In the scientific psychological and pedagogical literature, one can find many diverse characteristics of the criteria for the level of development of student study groups, ranging from the unity of the worldview orientation and value orientations in them to such features as "coincidence of formal and informal structure", "high academic performance" and even the absence of conflicts in groups . From this set of criteria, the most significant groups can be distinguished:

1. the level of social significance of the objective activity of the student group, the fulfillment of the main student function, the impact on the harmonious development of the personality of a member of the team;

2. the level of cohesion as a value-oriented unity of the group;

3. the level of organizational unity of the group;

4. the level of satisfaction of group members with the state of affairs and relationships in the group;

5. the level of her emotional culture;

6. the level of all types of group social activity;

7. the level of group self-awareness and the need for its development.

The first, main and most general criterion for evaluating a group should be an assessment of its substantive activity: assessment of the group's performance of the main social function, mastery of deep knowledge, preparation for future highly skilled work, assessment of the group's ability to contribute to the full-fledged harmonious development of the personality of each group member, its active inclusion into various activities.

Sometimes the assessment of the performance of the main social function by the team is reduced to an analysis of performance in periods of intersessional and sessional control of knowledge. Therefore, some university staff consider the percentage of progress and the number of good and excellent grades in exams to be the main criterion for a prosperous psychological climate of the student group and successful educational work on the course. In fact, the percentage of progress not only cannot in itself be the main criterion for the well-being of the psychological climate in a group or course, it cannot even reliably testify to the depth and strength of student knowledge. The level of absolute and qualitative progress of students can be only one of the indicators for assessing the subject activity of a student group. The second criterion of social maturity of a student group, directly related to the first, is its cohesion as a value-oriented unity, which manifests itself:

in the frequency of coincidence of assessments, opinions and judgments in relation to objects that are essentially significant for the group as a whole;

in an effort to collectively act or solve various issues as often as possible, helping each other;

· in the growth of principled benevolent exactingness towards each other in relation to educational and labor activities, the development of moral and volitional qualities and a culture of behavior, responsibility not only for one's behavior, but also for the behavior of comrades.

One of the significant criteria for the high development of the group is its organizational unity. Its presence is usually judged by whether there is an authoritative and authorized active center in the group, whether it enjoys respect, the sympathies of the overwhelming majority of the group, or whether it possesses the necessary business qualities.

An important criterion for the social maturity of a student group is the satisfaction of group members with the state of affairs and relationships in it, the core of which is the level of emotional culture.

One of the important criteria for a successful psychological climate of the student team and the level of its social maturity is the degree of group social activity, understanding the meaning of participation in various types of social activities.

The activity aimed at the formation of a student group is inherently creative, therefore it is impossible to give universal ways to implement it. The art of leading a group and educating it requires possession of skills in organizational work and knowledge of the basics of the science of communication, the basics of psychology, pedagogy and ethics, the ability to change the style of leadership depending on the stages of development of the team, to show dynamism and flexibility in actions and continuously learn leadership skills.

Chapter 2 2.1 Diagnostics of the cohesion of the student group

An important aspect of a group structure is how cohesive it is. Group cohesion is understood as a property of a group that binds together its members, contributing to sympathy between members of the group.

Based on the data on the phenomenon of group cohesion, available in theory, we conducted a study of cohesion in a student group.

The study was carried out in a student group of SF YURGI consisting of 10 people.

Diagnostics was carried out using the following methods:

Olimiteniavalue orientationunitygroups (COE) (AT.WITH.Ivashkin,AT.AT.Onufrieva). Designed to determine the degree and nature of the COE of the studied team.

Required material: A questionnaire that includes 35 personality traits that are manifested in the main areas of activity of students:

1. Discipline 18. Diligence

2. Erudition 19. Demanding on oneself

3. Consciousness of public duty 20. Criticality

4. Wits 21. Spiritual wealth

5. Well-read 22. Ability to explain the problem

6. Diligence 23 . Honesty

Ideological conviction 24. Initiative

6. Ability to control work 25. Attentiveness

9. Moral education 26. Sense of responsibility

10. Self-criticism 27. Integrity

11. Responsiveness 28. Self-reliance

12. Social activity 29. Sociability

Ability to work with a book 30. Judgment

Curiosity 31. Modesty

15. Ability to plan work 32. Awareness

16. Purposefulness 33. Fairness

Collectivism 34. Originality

35. Self-confidence

Job progress:

Each researcher selects from the questionnaire the 5 most important, from his point of view, personality traits necessary for the successful implementation of joint educational activities.

Data processing

1. The results obtained (for each student) are summarized in a table of the results of the experiment.

2. "C" is calculated - a coefficient characterizing the degree of value-oriented unity of students

1.4n-N

C = - ------------------

6 N

N - the number of students participating in the experiment, n - the sum of the choices per five personality traits that received the maximum number of choices

If C " 0.5 (i.e. equal to or greater than 0.5), then the studied group has reached the level of the collective.

If C is within 0.3-0.5, then the class, group are regarded as intermediate in terms of development.

If C "O. Z, then this group is not sufficiently developed as a team

"Key" for 35 personality traits in their distribution by areas of activity

Attitude towards learning:

discipline (1), purposefulness (16), attentiveness (25), diligence (18), diligence (6).

General style of behavior and activity:

social activity - (12), consciousness of public duty - (3), adherence to principles - (27), ideological conviction - (7), moral education - (9)

Qualities that characterize knowledge:

erudition - (5) awareness - (32), curiosity - (14), erudition - (2), spiritual wealth - (21).

Mind Qualities:

originality - (34), ingenuity - (4), initiative - (24), prudence - (30), practicality - (20).

Qualities that characterize educational and organizational skills:

the ability to control work - (8), the ability to work with a book - (15), the ability to explain the task - (22), the ability to plan work - (13), a sense of responsibility - (26).

Attitude towards comrades:

sociability - (29), honesty - (23), justice - (33), responsiveness - (11), collectivism - (17).

Self attitude:

self-criticism - (10), modesty - (31), independence - (28), self-confidence - (35), self-demanding - (19).

DefinitionindexgroupcohesionSishora. Group cohesion - an extremely important parameter showing the degree of integration of a group, its cohesion into a single whole - can be determined not only by calculating the corresponding sociometric indices.

It is much easier to do this with the help of a methodology consisting of 5 questions with several answers to each. Answers are coded in points according to the values given in brackets (maximum +19 points, minimum - 5). You do not need to enter scores during the survey.

1. How would you rate your belonging to the group?

a) I feel like a member of it, part of a team (5)

b) Participate in most activities (4)

c) Participate in some activities and not others (3)

d) I don't feel like I'm a member of a group (2)

e) I live and exist separately from her (1)

2. Would you move to another group if the opportunity presented itself (without changing other conditions)?

a) Yes, I would love to go (1)

b) Would rather move than stay (2)

c) I don't see any difference (3)

d) Most likely would have stayed in his group (4)

e) Would love to stay in my group (5)

f) I don't know, find it difficult to answer (1)

3. What is the relationship between the members of your group?

c) Worse than most groups (1)

d) I don't know, find it difficult to answer (1)

4. What is your relationship with management?

a) Better than most teams (3)

b) Approximately the same as in most teams (2)

d) Don't know (1)

5. What is the attitude towards business (study) in your team?

a) Better than most teams (3)

b) Approximately the same as in most teams (2)

c) Worse than most teams (1)

d) Don't know (1)

Levels of group cohesion

15.1 points and above - high;

11.6 - 15 points - above average;

7 - 11.5 - medium;

4 - 6.9 - below average;

4 and below - low.

The results obtained by COE are summarized in Table 1 of the results of the experiment.

Table 1.

personality traits

test subject

The sum of the elections

C (coefficient characterizing the degree of COE - value-oriented unity of a group of 10 people) is 0.53

This group of students has reached the level of a collective. And since the most valuable personality traits in it are: responsiveness (11), social activity (12), purposefulness (16), a sense of responsibility (26), sociability (29), it can be assumed that the students of this group are successful in their joint work. educational activities are associated with them, i.e. with a positive attitude towards learning and with the nature of comradely relationships.

The Seashore Cohesion Index is 17.9. This indicates a high level of group cohesion.

Based on the primary interpretation of the data obtained, we can say that the cohesion of the group depends to a greater extent on value-oriented unity. Thus, the group is the value itself.

2.2 Student Cohesion Training Program

The cohesion of the student group is an important aspect of its activities. However, often the group is cohesive, but not to achieve educational goals, but to meet a variety of non-educational needs. The situation becomes especially tense when the cohesion of the group is directed against one of its members. Therefore, it is necessary to organize and conduct special events to develop group cohesion of the student team with a positive development vector of its direction.

For this purpose, it is necessary to conduct a socio-psychological training "Development of the cohesion of the student group."

Purpose of the training:

· increasing the cohesion of the group, the development of the team as an integral group subject.

Training sessions develop the following skills and abilities:

goodwill, interest and ability to build trusting relationships with each other;

Emotionally empathize with a classmate;

cooperate and work together;

coordinate their actions with others and jointly solve tasks;

Resolve conflict situations

All this contributes to the rapprochement and development of a sense of "We" in the student team.

The content of the training program "Development of cohesion of a student group" is based on the solution of problems that are close and understandable to students: how to build relationships in a team and resist pressure; how to understand another person during a conversation, and how important it is to be able to convey your thoughts and feelings to the interlocutor. Thus, communicative competence is formed, and group cohesion dynamically develops on its basis.

We have developed a training program aimed at forming the cohesion of the student group.

1. Lesson. self esteem.

1 ) Acquaintance. Establishment contact.

Participants sign badges. The facilitator introduces himself and says a few words about what will happen.

2 ) rules work in group.

Then the facilitator establishes certain rules for working in a group, which are necessary for all participants to feel comfortable and safe. The rules are written out in advance on a piece of drawing paper, and after the group has accepted them, they are fixed in a conspicuous place. During all subsequent classes, the rules of the group are in the same place and are reminded by the leader at the beginning of the lesson.

List of rules:

1. Listen carefully to each other.

2. Do not interrupt the speaker

3. Respect each other's opinions

4. I am a statement

5. Non-judgmental judgments

6. Activity

7. Rule "stop"

8. Privacy

Each of the points of the rules is explained by the moderator.

3 ) Warm up. " swapin places"

Description exercises

Participants sit on chairs in a circle. The driver goes to the middle of the circle and says the phrase: - "Change places" those who. (knows how to fry eggs). "At the end, some sign or skill is called. The task of those who have this skill or sign is to change places. The leader's task is to have time to sit in any vacant seat. The one who did not have time to sit down becomes the new driver.

Psychological meaning exercises

Warm-up, creating conditions in order to get to know each other better, to understand how much they have in common, to increase the interest of the participants in each other.

4 ) Main an exercise. " Good onesandbaddeeds"

Description exercises

Participants are divided into two teams randomly. Each team is given a piece of drawing paper, felt-tip pens or markers and A4 paper. The task of one team is to write as many actions as possible that allow a person to respect himself more. Accordingly, the task is different - to write as many actions as possible, because of which a person's self-respect is lost. If desired, each team can reinforce the words with drawings of the corresponding actions.

Discussion

Each team presents its own topic. Then there is a general discussion, at the end the leader summarizes everything that has been said. It is very important to pay attention to the fact that everyone has a choice between these and other actions, but each time, choosing this or that behavior, we gain or lose respect for ourselves.

Psychological meaning exercises

Children's awareness of the connection between actions and self-esteem. Identification of the very concept of self-esteem and the discovery of its connection with mutual respect. And this is a necessary condition for full-fledged communication, without which the development of cohesion is impossible.

5 ) Final an exercise. " Thanks!"

Description exercises

The participants stand in a circle, and the facilitator invites everyone to mentally put on their left hand everything that they came with today, their luggage of mood, thoughts, knowledge, experience, and on their right hand - what they received in this new lesson. Then, all at the same time strongly clapped their hands and shouted - YES! or THANK YOU!

Psychological meaning exercises

Final ritual. Allows you to think about the content and result of the past lesson, as well as complete it beautifully on a positive emotional note.

Lesson 2. " Beautiful garden"

1 ) Warm up. An exercise " say hello"

Description exercises

The host invites everyone to shake hands, but in a special way. You need to greet with two hands with two participants at the same time, while you can release one hand only when you find someone who is also ready to say hello, i.e. hands should not remain idle for more than a second. The task is to greet all the members of the group in this way. There should be no talking during the game.

Psychological meaning exercises

Warm up. Establishing contact between participants. The handshake is a symbolic gesture of openness and goodwill. It is also important that eye contact occurs - this contributes to the emergence of intimacy and a positive internal attitude. The fact that the action takes place without words increases the concentration of the group members and gives the action the charm of novelty.

2 ) Main an exercise. " Beautifulgarden"

Description exercises

The participants sit in a circle. The host offers to sit quietly, you can close your eyes, and imagine yourself as a flower. What would you be? What kind of leaves, stem, and maybe thorns? High or low? Bright or not so bright? And now, after everyone has submitted this - draw your flower. Everyone is given paper, felt-tip pens, crayons.

Next, the participants are invited to cut their own flower. Then everyone sits in a circle. The facilitator spreads a canvas of any fabric inside the circle, preferably plain, distributes a pin to each participant. The fabric is declared a garden clearing to be planted with flowers. All participants take turns coming out and attaching their flower.

Discussion

It is proposed to admire the "beautiful garden", capture this picture in memory so that it shares its positive energy. It should be noted that although there are many flowers, there was enough space for everyone, everyone occupied only his own, the one he chose. To see, surrounded by different, unlike flowers, yours grows. But there is something in common - someone has a color, someone has the size or shape of the leaves. And without exception, flowers need sun and attention.

Psychological meaning exercises

In itself, art therapy is a very powerful tool that is used for psychological correction and serves to explore feelings, to develop interpersonal skills and relationships, to strengthen self-esteem and self-confidence. In this case, the exercise allows you to understand and feel yourself, to be yourself to freely express your thoughts and feelings, as well as to understand the uniqueness of everyone, to see the place that you occupy in the diversity of this world and to feel like a part of this beautiful world.

Final an exercise. " Thanks!"

Lesson 3. Development communicative abilities. non-verbal communication

1 ) Warm up. An exercise " Let's line up"

Description exercises

The facilitator offers to play a game where the main condition is that the task is performed silently. It is impossible to talk and correspond at the same time, you can communicate only with the help of facial expressions and gestures. "Let's see if you can understand each other without words?" In the first part of the exercise, the participants are given the task to line up by height, in the second part the task becomes more complicated - you need to line up by date of birth. In the second option, at the end of the construction, the participants alternately voice their birthdays, while checking the correctness of the exercise

Psychological meaning exercises

Warm up. Demonstration of the possibility of an adequate exchange of information without the use of words, development of expression and non-verbal communication skills. The unusual conditions that the participants find themselves in include interest, makes them find ways to convey their thoughts more accurately to another person, to contact each other in order to achieve a common goal.

2 ) Main an exercise. " Pictureon theback"

Description exercises

Participants are randomly divided into three teams and lined up in three columns in parallel. Each participant looks at the back of his friend. The exercise is performed without words. The facilitator draws some simple picture and hides it. Then the same picture is drawn with a finger on the back of each last member of the teams. The task is to feel and convey this drawing as accurately as possible further. At the end, those who stand first in teams draw what they felt on sheets of paper and show it to everyone. The presenter takes out his picture and compares.

Participants are invited to discuss in teams the mistakes and findings that were made during the exercise. Draw conclusions, then, taking into account these conclusions, repeat the exercise. In this case, the first and last members of the teams change places.

Discussion

Discussion in a general circle. What helped to understand and convey feelings? How did the first and last members of the teams feel in the first and second cases? What prevented you from doing the exercise?

Psychological meaning exercises

Development of communication skills, responsibility, cohesion within the team. Realize how important it is to tune in to understanding another person, as well as the very desire to understand another. Demonstration of the possibility of an adequate exchange of information without the use of words, development and skills of non-verbal communication

Final an exercise. " Thanks!"

Lesson 4. Teambuilding

At the beginning of the lesson, a training is held, everyone tells what mood they came in and what they expect from the lesson.

1 ) Warm up. An exercise " findandtouch"

Descriptionexercises

The facilitator suggests moving around the room and touching different objects and things with his hands. For example, find and touch something that is cold, rough, something that is about 30 cm long, something that weighs half a kilogram.

Psychological meaning exercises

Warm up exercise. Develops sensitivity to others, but at the same time activates both observational and analytical abilities. Participants contact each other, paying attention to different aspects of reality.

2 ) Main exercises " bumps"

Description exercises

Each participant is given a sheet of A4 paper. Everyone gathers at one end of the room and the leader explains that ahead is a swamp, the sheets are bumps, all the participants are frogs, and the leaders are crocodiles. The task of the group is to get to the opposite end of the room without losing a single frog. You can only step on bumps. Crocodiles can drown (pick up) bumps left unattended. You can only step on bumps. If the frog stumbled, or not all the frogs were able to cross to the other side, because there were no bumps left, then the crocodiles won, and the game starts all over again.

Discussion

Discussion in a general circle. Participants talk about what helped or, conversely, interfered with the task. What did those frogs who went first feel, and what did those who closed the chain feel.

Psychological meaning exercises:

· Development of communication skills, cohesion of group members;

· Awareness of the importance of these qualities for the effective work of the group;

· Develops the ability to make concessions, cooperate and work together.

3 ) Final an exercise " Balloons"

Description exercises

The participants, united in triplets, receive the task: first, inflate 3 balloons as quickly as possible, and then make them burst, squeezing them between their bodies. At the same time, you can not step on them, use any sharp objects, nails, clothing details.

Psychological meaning exercises

Cohesion, breaking of spatial barriers between participants.

Discussion

A short exchange of impressions will suffice.

Lesson 5. Collage on the topic " Friendship"

At the beginning of the lesson, a training is held, everyone tells what mood he came to the class with and whether something has changed in his relationship with his classmates and in general the atmosphere in the group after our classes.

1 ) Atexercise Collage " Friendship"

Description exercises

The group is randomly divided into teams of 5 people and each team is given a piece of paper. Also issued a pack of magazines, brochures, postcards, suitable for the subject. The facilitator announces the topic of the lesson and explains what is meant by collage.

Discussion

After the teams have completed their collage, each team presents it to everyone else. The facilitator praises each team, summarizes and offers to combine all the works in order to create a general picture of the group's friendship and become a kind of talisman for it.

Psychological meaning exercises

Expressing feelings, expanding the idea of oneself and others as talented, unique individuals, establishing closer emotional contact, developing cohesion, the ability to coordinate one's actions with other team members, as well as comprehending and consolidating the experience gained during the training.

Conclusion

In the course of the work carried out, literary sources on the problem of studying the cohesion of a student group were analyzed. A group can be defined as a collection of individuals connected in such a way that each perceives the benefits of the association as greater than what can be obtained outside. The student environment and the characteristics of the student group have a powerful socializing and educational impact on the personality of the student. It is known that the behavior of people in a group has its own specifics in comparison with individual behavior, there is both unification, an increase in the similarity of the behavior of group members due to the formation and submission to group norms and values based on the suggestibility mechanism, and an increase in the ability to exert their response influence on the group. In the student group, there are dynamic processes of structuring, forming and changing interpersonal relationships, distributing group roles and nominating leaders. All these group processes have a strong influence on the personality of the student, on the success of his educational activities and professional development. A significant criterion for the high development of the group is its organizational unity. Its presence is usually judged by whether there is an authoritative and authorized active center in the group, whether it enjoys respect, the sympathies of the overwhelming majority of the group, or whether it possesses the necessary business qualities. The students of our group associate success in their joint educational activities precisely with a positive attitude towards learning and with the nature of friendly relations. An important criterion for the social maturity of a student group is the satisfaction of group members with the state of affairs and relationships in it, the core of which is the level of emotional culture.

Literature

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2. Bolshakov V.Yu. "Psychotraining". St. Petersburg, 1994.

3. Grivtsov A.G. Creativity training for high school students and students.: Peter, 2007.

4. Dontsov A.I. "Psychological Unity of the Collective". M., 1982.

5. Dontsov A.I. "Problems of group cohesion". M., 1979.

6. Krichevsky R.L., Dubovskaya E.M. Psychology of a small group. 1991.

7. Makarenko A.S. "The team and the education of the individual." Chelyabinsk, 1988.

8. Marisova L.I. "Student team: bases of formation and activity". Kyiv, 1985.

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Introduction to the thesis (part of the abstract) on the topic "Cohesion of the study group as a factor in the student's social identification"

The relevance of the problem of identification is objectively determined by the special state of society, characterized by the high dynamism of the changes taking place in it, their significance, the destruction of previously stable structures and, at the same time, the development of new spaces for a person to see himself, the world and himself in the world.

Thanks to the identification of individuals with groups, their norms and rules, the stability of the behavior of different social strata, professional groups, cultural associations and relations of a person, his personal and professional growth is ensured, there is a deeper understanding of reality in which he acts as a social subject.

The study of the identification process opens up opportunities for a more effective impact on a person, assuming mastery of methods for changing the position of an individual, and can provide significant assistance in overcoming moral egocentrism, the possibility of influencing the negative aspects of individual activity through a group, increasing the effectiveness of social control, and developing the ability to take the position of another in interpersonal communication.

Therefore, modern society needs individuals with a developed ability for social identification, especially in the current situation of erosion of attitudes and norms, changes in values, the collapse of old groups and the formation of new ones. Particular attention should be paid to the formation of social identification among students as a social community, the most active in the development of social reality, intensively socializing as future professionals.

The problem of social identification is not new. This concept, introduced into scientific circulation by Z. Freud, was first studied in foreign psychology by representatives of the psychoanalytic approach, paying attention to the period of infancy and the role of parents in the formation of identification (M. Klein, R. Spitz, A. Freud, E. Erickson, J. Marcia, P.Priz), behaviorism as a copy of optimal forms of behavior (A.Bandura, P.Berger, T.Lukman, M.Sheriff), cognitive approach as certain categorization structures (G.Tashfel, J.Turner, S.Moscovici, T. Shibutani).

In domestic psychology, identification as a mechanism of mutual influence of an individual and a social group, assimilation, the emergence of a sense of community and cohesion of the group was studied by B.F. Porshnev, B.D. Parygin, N.N. Obozov, V.S. Ageev, G.M. Andreeva . Identification was studied in the aspect of personality development (V.S. Mukhina, V.V. Stolyarov), emotional (N.N. Avdeeva, V.S. Sobkin), moral (V.A. Bratchikov), semantic (E.Z. Basin, F.R. Malyukov) behavior regulator. The categories of identification of the Russian society and consciousness were studied by G.V. Akopov, V.A. Yadov, T.G. Stefanenko, S.G. Klimova, T.Z. Kozlova, E.N. Danilova.

In the educational and professional sphere, identification is studied as a multilevel and multidimensional phenomenon from the point of view of professional identity (L.B. Schneider, E.F. Zeer, E. Ibarra, V.P. Mokhonko,

A.A. Shatokhin, L.M. Mitina, A.K. Markova) and the level of identification (L.B. Schneider, E.M. Petrova), the correlation of personal and social identification in various education systems (F.R. Malyukova , O.S. Balykina, Yu.V. Mokerova), from the standpoint of normative and affective commitment to the organization (S.A. Lipatov, J. Lipponen).

Identification acts as a professionally important quality (A.A. Rean) of a student as a future specialist (L.V. Menshikova, N.M. Peisakhov, V.A. Yakunin), promotes adaptation in a group, unity and integrity of interpersonal relationships (V. S. Ageev, N.M. Peysakhov,

V.I. Andreev). A number of researchers pay attention to identification as a social component of the developing educational environment (V.A. Yasvin,

L.V.Popova, T.N.Martynova, L.V.Menshikova, M.S.Kozlitin, V.S.Zavyalova, V.V.Abramov, Yu.A.Azarov).

However, the structure and factors of the identification process and their dynamics in the process of formation have not been sufficiently studied so far, especially in the student group, in which the social and professional development of a young specialist is carried out, socially and professionally important qualities, teamwork skills, cooperation, leadership elements are formed. The feeling of community with the group develops responsibility and the desire for mutual assistance. Through introducing oneself to society, considering oneself among "others", one's problems are identified with similar problems of other people.

Despite the numerous studies on the influence of various factors on the process of identification, the issues related to the justification of the means and methods of forming identification, leading to the "shaping" of the student as a future specialist, corresponding to the content and requirements of professional activity, have not been sufficiently developed. According to G. M. Andreeva, one of such means can be the development of group cohesion.

An analysis of the scientific literature on the topic of the study made it possible to identify a significant contradiction between the existing need for the purposeful formation of a future specialist's ability to identify with other people and the insufficient development of the means of forming this ability in a social group.

The desire to find ways to resolve this contradiction determined the research problem. In theoretical terms, this is the substantiation of the dependence of the formation of a student's social identification at a university on the cohesion of the student group. In practical terms - the definition of means for developing the cohesion of the study group as a factor of social identification.

The object of the study is the student's social identification with his study group and the image of a professional.

The subject of the study is the cohesion of the study group as a factor in the student's social identification.

The purpose of the study is a theoretical and experimental substantiation of the relationship between the cohesion of the study group and the social identification of the student at the university.

Research hypothesis. The factor of social identification of a student with his study group is the cohesion of the group, the formation of which is possible with the help of a program of socio-psychological training aimed at: awareness of the individual characteristics of one's own and classmates (cognitive aspect of cohesion); increasing the emotional attractiveness of the group (the emotional aspect of cohesion); manifestation of options for cooperation, coordination of actions (behavioral aspect); the search for common values in the group, the formation of an atmosphere of respect for the opinions of group members (the value aspect of cohesion).

Research objectives:

1. clarify the content of the concept of "cohesion" of the study group;

2. specify the content of the concept of "social identification" of a student with a study group and the image of a professional;

3. to identify the criteria for assessing and interconnecting the development of the cohesion of the study group at different levels of the group structure and social identification of the student;

4. to develop and test a program of socio-psychological training for the development of the cohesion of the study group as a factor in the student's social identification.

The methodological basis of the study was: the concept of various structural levels of interpersonal relations and the corresponding manifestations of group cohesion (G.M. Andreeva, A.I. Dontsov, Ya.L. Kolominsky, A.V. Petrovsky, V.V. Shpalinsky); position on the unity of social and psychological factors in the dynamics of group processes (G.M. Andreeva, A.I. Dontsov, R.L. Krichevsky, L.A. Petrovskaya,

A.A. Sventsitsky); position on the leading role of joint activity and communication in the development of the group as an integrity (B.F. Lomov, N.N. Obozov, I.P. Volkov); theory of personality development in the context of social relations (V.M.Miniyarov, A.V.Petrovsky, A.Adler, E.Erikson); theories of "social learning" (G.V. Akopov, M.V. Demidenko, A.L. Zhuravlev, A.G. Leaders, B.M. Masterov, V.I. Panov, D.I. Feldstein, G. A. Zuckerman, A.S. Chernyshev,

V.A. Yasvin, I.S. Yakimanskaya); works on the student environment, group, functions and stages of development (B.G. Ananiev, M.I. Dyachenko, V.T. Lisovsky, N.N. Obozov, O.I. Perkova); works devoted to the study of social identification as a phenomenon (A.A. Bodalev, A.I. Dontsov, R.L. Krichevsky, B.D. Parygin, N.N. Obozov, B.F. Porshnev, V. ADtsov, S .Moskovichi, Z.Freud, K.Jung, E.Erikson, P.Berger, T.Lukman); works devoted to the methodology of socio-psychological training (L.A. Petrovskaya, N.I. Frumina, G.N. Zuckerman, J. Piaget, K. Whitaker, K. Levin, K. Rudestam, K. Fopel).

To solve the tasks and test the hypothesis, we used a set of methods that are adequate to the subject of the study:

1. Theoretical analysis of the problem using psychological, pedagogical and philosophical literature.

2. Organizational: the method of "contrasting groups" for comparing the level of identification and criteria for cohesion of control and experimental student groups.

3. Empirical - a) social identification test TSI-M (A.V. Bulgakov); b) the method of semantic differential; c) questionnaire "Image of a professional"; d) mini-questionnaire for the perception of training exercises; e) non-parametric sociometric survey with dual criteria; f) V.V. Shpalinsky (COE degree); g) questionnaire "Morphological test of life values" (MTZhTS) V.F. Sopov, L.V. Karpushin; h) the methodology for identifying microgroups, taking into account the coefficient of interpersonal compatibility (A.V. Kaptsov, N.N. Obozov).

4. Experimental: stating and forming experiment.

5. Methods for determining the level of reliability and significance of the results obtained: a) Mann-Whitney criteria; b) Fisher's angular transformation; c) Wilcoxon test; d) the method of rank correlation of Spearman and Kendall with the calculation of correction factors; e) cluster analysis using the single link method; f) regression analysis (linear multiple regression). The results were processed using the SPSS 12.0 for Windows software package.

Scientific novelty of the research:

The content of the concept of "cohesion" of the study group is clarified, which is interpreted as a three-level phenomenon, at the first level manifested in the reciprocity of the choices of classmates based on emotional relationships; at the second level - in coincidence among members of the group of value orientations related to joint educational activities (COE); on the third - in the formation of the motivational core of the group as the adoption of common, worldview values of a more abstract level;

The content of the concept of "social identification" of a student is concretized, which is expressed in the ability to identify oneself with classmates in terms of such qualities as intellectual, emotional-volitional, motivational, expressing the attitude towards other people, to the work performed and the image of a professional;

Criteria have been identified that allow evaluating the development of the cohesion of the study group as a three-level phenomenon: at the first level - by increasing the reciprocity of choices in situations of joint performance of educational tasks and rest, cognitive, emotional, behavioral and value aspects of cohesion; on the second - in increasing the degree of coincidence of value orientations related to joint activities; on the third - the enlargement of the motivational core of the group as a coincidence of worldview values; the formation of social identification is assessed by qualitative and quantitative changes in identifications with members of the study group and the image of a professional; interrelations of indicators of social identification and cohesion of the group were revealed;

A program of socio-psychological training for the development of student group cohesion has been developed and tested. The program includes such sections as preparatory (analysis and justification of the need to develop the cohesion of the study group, comparing the effectiveness of various forms of classes and interactions between the teacher and students), practical (including four blocks of training aimed at reducing psychological tension, expanding perceptual experience, stimulating the activity of participants, gaining experience in group interaction, forming an attitude towards the image of a professional) and final (assessment of the results of the development of group cohesion, summarizing the opinions of program participants).

Theoretical significance of the study. The results of the study make it possible to implement a broader approach to solving the problem of using group psychological mechanisms (cohesion and social identification) in a university, expand scientific understanding of the course of identification processes in the study group of a university and the means of their formation through group cohesion, serve as the basis for new scientific developments aimed at to improve the quality of training of future specialists.

The practical significance of the study lies in the fact that it is aimed at improving educational activities, taking into account the development of cohesion of the student group to increase the effectiveness of group teaching methods, in determining the means that contribute to the development of cohesion and social identification of the student. The development and approbation of the cohesion development program became a prerequisite for creating an active educational environment (the social component of education and upbringing), which contributes to the socialization of the student as a future specialist and professional.

Organization and stages of the study.

The study was carried out on the basis of the Samara State University of Architecture and Civil Engineering and was carried out in stages.

The first stage (1998-2004). Studied and analyzed domestic and foreign literature on various aspects of the problem under study; the main directions in the study of the cohesion of student groups and the social identification of students are identified. The main contradictions are formulated that determine the need to use the socio-psychological mechanisms of the study group in the theory and practice of teaching in higher education. The analysis of theoretical positions, thematically close to our study, made it possible to determine the problem, object, subject and purpose of the study, formulate a hypothesis and research objectives, and choose research methods.

The second stage (2004 - 2005). A set of methods has been selected to determine the aspects of the cohesion of student groups at the levels of direct emotional contacts, the coincidence of value orientations regarding joint educational activities and a more abstract level, and the level of identification of a student with his study group. The study involved 27 educational student groups of various specialties of universities in Samara (587 people).

An empirical study was conducted in five student groups of the 1st year of engineering specialties who participated in the cohesion development program (considered as an experimental group, a total of 128 people, of which 42 were girls) and in five student groups of the same specialties, course and university, who did not participate in cohesion development program (considered as a control group, a total of 120 people, of which 40 were girls). Using the methods of qualitative and quantitative analysis of the obtained results, the obtained data are analyzed and summarized. A program of socio-psychological training for the development of the cohesion of the study group, which acts as a factor in the formation of the student's social identification with his study group and the image of a professional, has been developed.

The third stage (2005-2006) In the course of the experimental work, combined with a theoretical analysis of the problem of the formation of social identification through the implementation of psychological and pedagogical means of developing the cohesion of the student group in the educational process of the university, the research hypothesis was tested and refined. The effectiveness of the experimental work was analyzed. The results were systematized , conclusions are formulated, confirming a number of theoretical provisions of the study.

The reliability of the research results is ensured by the validity of the methodology and its compliance with the problem; the implementation of research at the theoretical and practical levels; the use of a set of research tools that are adequate to the purpose and subject of the study; statistical verification of the significance of experimental data; the possibility of introducing the results of the study into the practice of educational work of educational institutions of higher education.

Testing and implementation of research results

The results of the study are reflected in articles, abstracts of reports published by the author, and were also discussed at the All-Russian Scientific and Technical Conference “Actual Problems in Construction and Architecture. Education. The science. Practice" (Samara, 2005), All-Russian scientific and practical conference "Actual directions of work of the psychological service in the educational environment" (Balashov, 2005), All-Russian INTERNET-conference (Tambov, 2005), All-Russian scientific and practical conference "Professional and personal self-determination of youth in the period of socio-economic stabilization of Russia" (Samara, 2005), regional scientific and methodological conference "Actual problems of multilevel higher professional education" (Samara, 2005), All-Russian scientific and practical conference "Motivation in Management Psychology" (Samara, 2006), in reports made at the Department of Social Sciences and Humanities of the SGASU (2002-2006), the Department of Psychology of the SAGA (2004-2006) and the Department of Educational Psychology of the SSPU (2006).

The research materials have been introduced into the practice of the educational process of the Samara State University of Architecture and Civil Engineering, the Samara Humanitarian Academy.

The work was carried out within the framework of the Russian Foundation for the Humanities, grant No. 07-06-26604 a/B

The structure of the dissertation corresponds to the logic of the study. The work consists of an introduction, three chapters, a conclusion, a bibliography and an appendix. The text of the work is illustrated with diagrams, tables, diagrams.

Dissertation conclusion on the topic "Social psychology", Kolesnikova, Ekaterina Ivanovna

Conclusions on Chapter III:

1. Diagnostics at the stage of the ascertaining experiment shows that study groups can be characterized at the level of emotional contacts as uncohesive, not referential, with an equally low level of development in terms of the degree of coincidence of value orientations (COE) and a positive level of identification with the image of a professional. The feeling of belonging to a group, the degree and level of identification with classmates is low.

2. The homogeneity of the study sample is confirmed by the absence of significant differences between groups, the further correlation analysis showed the presence of significant relationships between the intensity of identification and the measure and magnitude of cohesion, interpersonal compatibility and stratification of the group. Regression analysis revealed the primacy of cohesion in relation to identification, and an increase in compatibility and a decrease in group stratification contributes to an increase in identification. The established dependencies serve as a rationale for developing a program of socio-psychological training for the development of cohesion, the effective implementation of which in the experimental groups will allow us to study the features of the purposeful formation of cohesion and social identification in comparison with the spontaneous nature of formation in control groups

3. The spontaneous formation of cohesion and identification in the study group of the university is characterized by such features as the remaining low cohesion at the level of emotional contacts and the disunity of the value-orientation space of the group in relation to joint educational activities, also does not change and remains at a low level, the degree and intensity identification, a sense of belonging to one's study group. There was and remains a disunity of views, attitudes regarding worldview values, there are multiple groupings.

4. In the experimental groups that participated in the program for the development of the cohesion of the study group at the level of emotional contacts, the coefficients of cohesion, reference and interpersonal compatibility increase, the group stratification coefficient, i.e. the study group becomes more cohesive and homogeneous in composition. There is an increase in the degree of coincidence of value orientations related to joint educational activities and a more abstract order, from the existing groupings, closely related formations arise - motivational cores, the composition of which coincides with the microgroups identified by us on the basis of a positive status and interpersonal compatibility coefficient by 60-80%. The degree, level of identification and the feeling of belonging to the study group increase, there is an increase in the intensity of identification.

5. In the selected microgroups, the initial degree of coincidence of value orientations regarding joint educational activities is higher than in the group as a whole, but is at a low level (0.3 - 0.5). Repeated diagnostics shows the absence of significant changes in the CFU of the microgroups of the control groups, their attitude towards the image of a professional and future professional activity remains the same or worsens. In the microgroups of the experimental groups, there is an increase in the degree of coincidence of value orientations, a more positive attitude towards the future profession and the image of a professional. The number of rejected members in the experimental groups changed from 75% to 10% compared to the control groups, where the number of rejected members increased by 75-95%.

So, we recorded changes in the structure of groups and microgroups according to the criteria and aspects of cohesion and indicators of identification of a student with his study group and the image of a professional, different for control groups (spontaneous) and experimental (purposeful formation of social identification processes through cohesion).

Thus, the features of development and the nature of the flow (spontaneous or formed) of cohesion as a factor are accompanied by the features of the formation of the analyzed indicators of the student's social identification in the study group of the university.

CONCLUSION

Social identification is the process of identification by an individual with a model, a standard representative of those social groups to which the individual belongs or strives to belong. The identifying self must have a real or imaginary standard offered from outside, or set by itself. These can be separate individuals, a social group, a professional ideal, ideological beliefs, etc.

An analysis of the literature on the research topic showed that identification can be understood as a mechanism for categorization, the formation of self-awareness and the semantic sphere of a person, as an emotional, moral and behavioral regulator of a person, can accompany the development of a person and a group or slow it down. Identification serves as an important mechanism for interpersonal communication, cognition and interaction of people, ensuring the stability of human behavior in social groups, and therefore is of great importance for the theory and practice of higher education as an institution for the socialization of a student - a future specialist and professional.

However, despite the numerous theoretical approaches and empirical studies of identification, there remains a contradiction between the need of society for individuals with a high degree of social identification and insufficient development of the means of its formation.

The theoretical analysis of scientific approaches to the study and formation of social identification in the study group of the university made it possible to concretize the content of this concept, which is expressed in the ability to identify oneself with classmates in terms of such qualities as intellectual, emotional-volitional, motivational, expressing attitudes towards other people, to the work performed and the image of a professional, as well as to identify a number of factors influencing the features of the course of this process, among which an important place is occupied by the cohesion of the group.

The revealed theoretical provisions made it possible to put forward a hypothesis that the features of the development of cohesion influence the formation of the student's social identification with the study group and the image of a professional.

We interpret the cohesion of the group as a three-level phenomenon, at the first level manifested in the reciprocity of the choices of classmates based on emotional relationships; on the second - in coincidence among the members of the group of value orientations regarding joint educational activities; on the third - the formation of a motivational core as the acceptance of common, worldview values of a more abstract level. By the development of cohesion, we mean the development of intra-group ties at these levels.

The studied socio-psychological phenomena are considered by us in their spontaneous manifestation and purposefully formed.

Therefore, in the experimental study, a stating experiment was carried out (the actual state and relationships of cohesion and social identification in the study group of the university were determined) and a formative one, which consisted in the development and implementation of a program of socio-psychological training for the development of cohesion. The proven effectiveness of the program (cohesion due to purposeful influences differs from spontaneous change), the identified differences and the study of relationships in the group and microgroups using the control group method will allow you to expand and enrich the scientific understanding of the development of cohesion as a factor in the student's social identification with his study group (the number of successful identifications with classmates) and the image of a professional (a clearer idea of the chosen profession, the pleasure of comparing with professionals, taking an example from them).

In accordance with the goals and objectives of the study, we have formed a set of psychodiagnostic tools that allow us to determine the cohesion of the study group (nonparametric sociometric survey with dual criteria at the level of emotional contacts, V.V. (J1.V. Karpushina, V.F. Sopov) with subsequent clustering of the results to study the coincidence of values of a more abstract level), identification with classmates (TSI test by A.V. Bulgakov based on the repertoire grid) and the image of a professional using a questionnaire.

The study involved 10 student groups of first-year students of engineering specialties of the Samara State University of Architecture and Civil Engineering, comparable to each other in terms of numerical / tender composition, level of social status, place of residence, studying according to the same curriculum. The homogeneity of the sample is confirmed by the absence of statistically significant differences in indicators significant for the study. The first diagnostic cut was carried out a month after the start of studies at the university, due to the use of a sociometric survey.

At the stage of the ascertaining experiment, all the studied groups can be characterized at the level of emotional contacts as uncohesive, not referential, with a low level of coincidence of value orientations related to joint learning activities. The greatest cohesion and reference, the least stratification is noted in a situation of joint rest; At the same time, the value-orientation space of the groups is comparable (there are no differences - the Mann-Whitney criterion Mmp = 6.0 with calf< 1): успех совместной деятельности большинство связывают с положительным отношением к учебе и к своим товарищам и такими качествами, как целеустремленность, общительность, чувство юмора, коллективизм. Менее всего оказались важными качества, характеризующие знания и отношение к себе как субъекту учебного процесса (начитанность, принципиальность и скромность).

In all the studied groups, the degree, the level of identification with classmates, the feeling of belonging to the group have low values. Identification with the image of a professional is at a low level.

The conducted correlation analysis (rank correlation according to Spearman) revealed the relationship between the intensity of identification and the measure and value of cohesion, interpersonal compatibility and stratification of the group, as well as the degree of coincidence of value orientations regarding joint educational activities. Regression analysis (linear multiple regression) showed the primacy of cohesion in relation to identification and the greatest influence of the coefficients of interpersonal compatibility and group stratification: an increase in compatibility and a decrease in group stratification contributes to an increase in identification.

The revealed patterns served as a rationale for developing a program of socio-psychological training for the development of cohesion and make it possible to study cohesion as a factor of social identification in all manifestations of the nature of its formation - spontaneous and purposefully formed.

The activation of the mechanism of interpersonal relations in the process of implementing the training program for the development of cohesion, according to our hypothesis, will change the structure of the group at all its levels, which will lead to an increase in emotional contacts, the coincidence of the value orientations of the process of joint educational activity and a more abstract level, to an increase in the student's identification with his educational group and a more positive attitude towards the image of a professional in the chosen specialty.

To test the hypothesis, the groups studied at the stage of the ascertaining experiment were randomly divided into experimental groups participating in the program of socio-psychological training for the development of cohesion (5 training groups with a total number of 128 people, 42 of them were girls) and control groups that did not take part in the training (5 training groups). groups, 120 people in total, 40 of them girls). Approbation of the training program for the development of cohesion of the study group was carried out as part of the learning process with real study groups and included four blocks of 4 hours.

The program of socio-psychological training for the development of cohesion of the study group included three sections: preparatory, practical and final. With the help of a system of methods that purposefully contribute to the emergence of similar opinions, orientations, attitudes towards significant events, emotional relationships, actions and values, the selected exercises targeted the cognitive, emotional, value, behavioral aspects of cohesion, which included eliminating the lack of information about the participants training and the manifestation of the individuality of each member of the group, the removal of emotional stress, the development of empathy and emotionally positive relationships, the coordination of the actions of participants in solving group problems, stimulating the emergence of group values, coordinating positions on issues important to the group.

To assess changes under the influence of experimental exposure and differences between the control and experimental groups, the mathematical-statistical Mann-Whitney, Wilcoxon, sign test, multifunctional Fisher test were used, the Spearman and Kendall rank correlation coefficients were calculated, cluster analysis of the results of the MTLC questionnaire was carried out using the single link method , correlation and regression analysis using the computer statistical package SPSS for Windows version 12.0.

Re-diagnosis and comparison with the initial values showed that in the control groups with spontaneously becoming cohesion and identification in terms of cohesion at the first level - emotional contacts, the changes are chaotic and generally tend to decrease, especially referentiality and interpersonal compatibility; most of the coefficients do not change (criterion f * emp<1,4 при ф*кр >1.56); at the second structural level (COE degree), the choice of qualities that reflect the attitude towards oneself has increased (Wilcoxon criterion W3Mn<3 при WKp=5 для р <0,05). Группы по-прежнему остаются на низком уровне развития, для них характерна разобщенность ценностно-ориентационного пространства.

Changes in the experimental groups with purposefully developed cohesion will be characterized at the first level as multiple and varied (out of 49 cohesion coefficients calculated in each group, they significantly changed from 31 to 39% compared to the control ones, in which changes occurred from 6 to 16%); tending to increase (100% compared to 4% in control groups). In all groups, the degree and measure of cohesion in terms of the emotional component increased, i.e. the groups began to trust each other more, the coefficients of sociometric cohesion, reference and interpersonal compatibility increased in a situation of joint recreation, and in 4 out of 5 experimental groups - in a situation of joint study. In 96% of cases, the group stratification coefficient increased, i.e. the study group has become much more homogeneous;

At the second structural level in the experimental groups in the degree of COE, due to a decrease in the number of choices of qualities that reflect attitudes towards classmates, the choice of qualities that generally characterize learning activity has increased, there is a sharp increase (almost two times) in the degree of COE, the groups are approaching a high level of development , the value-orientation space is more homogeneous (Wilcoxon \ Wamp criterion<2,5 при WKp=5 для р <0.05).

Summarized results of the study are given in Annex 12.

The analysis of changes at the third structural level as a result of the cluster analysis carried out using the single link method is clearly represented by changes in the motivational core of the studied groups. In the control groups, there was and remains a disunity of views, attitudes regarding worldview values, there are multiple groupings. In the experimental groups, the development of cohesion is accompanied by the fact that from the existing groupings, closely related formations arise - motivational cores, while their composition coincides with the microgroups identified by us according to a sociometric survey based on a positive status and interpersonal compatibility coefficient by 60-80%.

Characterizing the changes in identification indicators, let's say that in all control groups no differences and changes were revealed, the degree and level of identification (Wilcoxon criterion W3Mn > 8 with Wkp<5 для р<0,05) по-прежнему, очень малы, так же как и ощущение принадлежности к группе. Исключение составляет возросшая степень единства групповых семантических представлений по критерию «дружелюбный-неприветливый» (критерий Вилкоксона W3Mn <4,5 при Wkp <5 для р<0,05).

In the experimental groups, the development of cohesion is accompanied by an increase in the level, intensity of identification and a sense of belonging to a group, the index of semantic unity has increased according to the criterion of friendliness (Wilcoxon criterion W3Mn<4

To study changes in the structure of the group, we used the method of identifying microgroups, taking into account the positive status and coefficient of interpersonal compatibility according to a sociometric survey (A.V. Kaptsov, N.N. Obozov). At the stage of the ascertaining experiment in the selected microgroups, the degree of coincidence of value orientations in joint educational activities is higher than in the group, but also at a low level (0.3-0.5).

Repeated measurement of COE shows the absence of significant changes in the spontaneous development of cohesion in the control groups, and in the experimental purposeful development of their cohesion, an increase in the degree of COE brings the groups to a higher level of development (more than 0.5). These changes are accompanied by an increase in the homogeneity of the value-oriented space of ideas about classmates, their behavior, empathy abilities, similarity of views and opinions.

In the microgroups of the control groups, there is a tendency either to the absence of changes (such are the majority), or to a less favorable attitude towards the image of a professional and future professional activity. In the microgroups of the experimental groups, there is also a general group tendency towards a more positive attitude towards the future profession and the image of a professional. The number of rejected members has changed from 75% to 10% for some components compared to the control groups, where the number of deviations for these components is 75-95%.

So, we recorded changes in the structure of groups and microgroups according to the criteria and aspects of cohesion and indicators of identification of a student with his study group and the image of a professional, different for control groups (spontaneous) and experimental (purposeful development of cohesion and social identification).

Thus, the features of development and the nature of the course (spontaneous or formed) of cohesion as a factor influence the formation of the student's social identification in the study group of the university.

The data obtained are of great importance for understanding the socio-psychological processes taking place in the study group of the university. High instability in the experimental groups gives any member of the group more chances to show such traits that would be recognized by classmates, relying on which he, the curator or teachers can not only improve the situation in the system of educational and personal relationships in the group, but also contribute to self-realization and a more vivid manifestation of the student's individuality in the educational process and leisure situations of student life. And despite the fact that a number of scientists recognize the group as a self-organizing system (V. Alkunin, V. A. Yasvin), it must be recognized that a small push is needed to optimize group processes, for example, trainings to develop the cohesion of the study group.

The change in the intensity of identification at the level of microgroups is significantly higher than in the group as a whole. This once again confirms the opinion of A.A. Rean and

Ya.L. Kolominsky about the allocation of microgroups in any real group, in which all group processes are much more intense.

The result obtained for the pedagogical process at the university cannot be underestimated: we can say that teachers and curators should not only be professionals in their field as teachers, but also observe the emerging structure of the group, microgroups, focus on them, and, if necessary, correct them. This situation is especially important for a technical university, where most of the teaching staff of the departments of the university are not graduates of pedagogical universities, so it is important to organize advanced training in the first place in the psychological and pedagogical field of knowledge, skills.

The results obtained can be used in the practice of psychological service at the university to improve teaching and educational work, to enhance the personal and professional potential of future specialists. They will make it possible to implement a broader approach to solving the problems of improving the quality of training of higher education graduates.

The study makes a significant contribution to the development of the problem of the formation of social identification in the university. However, the results and conclusions obtained do not claim to cover all aspects of this complex problem. Outside the field of consideration of our work were the personal characteristics of the students of the studied groups. It is promising to study the identification of a student with other reference social groups, to establish the place of a student study group among them, to implement a program for the development of cohesion in study groups of secondary vocational education, with students of older courses, humanitarian specialties. It is valuable to study the factor of commitment as an element of the corporate culture of the organization and a resource for improving the efficiency of employees in any professional groups, including university employees.

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"Formation of cohesion of the study group"

Each student entering college enters a completely new world of relationships with the group, course and teaching staff. All the time of college education involves constant interpersonal communication of young people in classrooms - in the classroom, in places of cohabitation, as well as interpersonal contacts in their free time. The success of a student in learning, personal development depends on how much he was able to join the group, adapt to new people for him. After all, the more united and friendly the group, the more effectively it works for the development of each individual, therefore the problem of cohesion of student groups, as well as the question of how satisfied students are with the nature of interactions in their groups, are relevant today.

The very first and one of the most important steps in the education of students is the formation of a cohesive group with developed socially significant goals, self-government bodies. It is the formed student group that has power and can become a source of transformation of modern reality.

A real close-knit student group does not arise immediately, but is formed gradually, passing through a series of stages:

The first stage corresponds to the first and partially second courses, the second - partially to the second and third, and the third is typical for the fourth course.

At the first organizational stage, the group of college students is not a team in the full sense of the word, since it is made up of students entering the college with different life experiences; views, different attitudes towards collective life. The first stage is characterized by industrial and socio-psychological adaptation, i.e. active adaptation to the educational process and growing into a new team. Freshmen learn the elementary requirements, norms and traditions of the college, on the basis of which group traditions and norms of behavior will later be created. The organizer of the life and activities of the study group at this stage is the curator, he makes demands on the behavior and mode of activity of students. At this organizational stage, the leader must carefully study each member of the group, his character, personality traits, gradually highlighting those who are more sensitive to the interests of the team, are an asset, the leader of the group.

The second stage is characterized by the prevailing public opinion, a workable asset, systematic work to master the future specialty, and the involvement of all students in organizational work. By the end of the second stage, friendly and demanding relations are established between students, interest in common affairs, readiness for joint actions, versatile awareness of the affairs of the faculty and the university, thanks to which the team can solve its own affairs on its own, without the help of a teacher. The leader at the second stage of the development of the team must objectively study and analyze the interpersonal relationships of the members of the team.

At the third stage, each member of the team becomes the spokesman for social demands. This is the most fruitful period in the scientific, professional and civic education and self-education of the team and the individual. Each student strives to fulfill the collective, and, consequently, personal task - to provide maximum assistance to his comrades in achieving the intended goal.

On the example of my group, I want to talk about this problem. At the beginning of the academic year in the first year in the group there was no unity of the team, there were only separate groupings according to sympathy, common interests, etc., the positive activity of students is limited only by the scope of their microgroup. The group had its own informal leaders, who quite steadily occupy high positions in the group, there were quite a lot of them for a group consisting of 28 people, namely 8 students. Most of the group were "rejected" and "isolated". But gradually, thanks to painstaking work, by the 4th year we came up with the following results: 2 microgroups stood out in the group. The first group consists of “urban” students, and the second group consists of out-of-town students. Observing the behavior of the students in the group, no conflicts or discrimination were noticed. Microgroups interact well with each other. And it is worth noting that the overall and qualitative performance of students has improved significantly.

Throughout this time, to unite the group, I have used the following forms and methods: conversations, trainings, games, joint trips to the cinema, theater and museum, tea parties dedicated to "Mother's Day", thematic class hours "Traditions of my family", etc. d.

The following conclusion can be drawn: the sooner the student group is studied for group cohesion, the sooner work on the formation of the team will begin and the team will be created. After all, it is the team that is the most favorable environment for the development and training of students.

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Introduction

Groups play a crucial role in human relationships. They influence our perceptions and attitudes, provide support in stressful situations, influence our actions and decisions.

The very first and one of the most important steps in the education of students is the formation of a cohesive group with developed socially significant goals, self-government bodies. It is the formed student group that has power and can become a source of transformation of modern reality.

The purpose of the study: to determine the degree of cohesion of the student group.

Object of study: group cohesion.

Subject of study: the degree of cohesion of the student group.

Research objectives:

· based on the analysis of domestic and foreign psychological literature to determine the essence of the concept of "group cohesion";

determine the features of the formation of cohesion of student groups;

· to diagnose the degree of cohesion of student groups;

Offer a training program to build group cohesion.

The study was carried out using the following methods: theoretical analysis of the problem using psychological, pedagogical literature, empirical: determination of the Sishore group cohesion index, determination of the value-oriented unity of the group (COE) (V.S. Ivashkin, V.V. Onufrieva).

Chapter 1. Theoretical analysis of the study of student cohesion

1.1 The concept of group cohesion

1.2 Features of the formation of cohesion of student groups

The cohesion of the group is largely determined by the psychological level of group development.

A.V. Petrovsky identifies three main psychological levels of group development:

Average the level of development is characterized by a system of interpersonal and personal relationships mediated by the content of collective activity and basic group values. These values ​​are similar among group members, so personal likes and dislikes fade into the background.

The formation of the team of the student group and its cohesion depends on:

the nature of the organization of educational and cognitive activity of students, control over it and its evaluation;

the degree of clarity of the functions, tasks and program of the group's activities, from group norms and the features of the refraction of general social norms in them;

frequency of contacts and features of communication between members of the group and the features of pedagogical communication in the "teacher-student" system;

Features of microgroups in the group (whether it contributes to the cohesion of the group or opposes itself to the group);

The nature of the involvement of each member of the group in the performance of group tasks, on the quality of cooperation of forces in the performance of socially significant tasks facing the group;

the size of the group and the time of its existence;

· qualities of leaders-mentors, interpersonal relations in the "teacher-student" and "student-student" systems.

1. the level of social significance of the objective activity of the student group, the fulfillment of the main student function, the impact on the harmonious development of the personality of a member of the team;

2. the level of cohesion as a value-oriented unity of the group;

3. the level of organizational unity of the group;

4. the level of satisfaction of group members with the state of affairs and relationships in the group;

5. the level of her emotional culture;

6. the level of all types of group social activity;

7. the level of group self-awareness and the need for its development.

in the frequency of coincidence of assessments, opinions and judgments in relation to objects that are essentially significant for the group as a whole;

in an effort to collectively act or solve various issues as often as possible, helping each other;

· in the growth of principled benevolent exactingness towards each other in relation to educational and labor activities, the development of moral and volitional qualities and a culture of behavior, responsibility not only for one's behavior, but also for the behavior of comrades.

An important criterion for the social maturity of a student group is the satisfaction of group members with the state of affairs and relationships in it, the core of which is the level of emotional culture.

One of the important criteria for a successful psychological climate of the student team and the level of its social maturity is the degree of group social activity, understanding the meaning of participation in various types of social activities.

Chapter 2

2.1 Diagnostics of the cohesion of the student group

An important aspect of a group structure is how cohesive it is. Group cohesion is understood as a property of a group that binds together its members, contributing to sympathy between members of the group.

Based on the data on the phenomenon of group cohesion, available in theory, we conducted a study of cohesion in a student group.

The study was carried out in a student group of SF YURGI consisting of 10 people.

Diagnostics was carried out using the following methods:

Olimiteniavalue orientationunitygroups (COE) (AT.WITH.Ivashkin,AT.AT.Onufrieva). Designed to determine the degree and nature of the COE of the studied team.

Required material: A questionnaire that includes 35 personality traits that are manifested in the main areas of activity of students:

1. Discipline 18. Diligence

2. Erudition 19. Demanding on oneself

3. Consciousness of public duty 20. Criticality

4. Wits 21. Spiritual wealth

5. Well-read 22. Ability to explain the problem

6. Diligence 23 . Honesty

Ideological conviction 24. Initiative

6. Ability to control work 25. Attentiveness

9. Moral education 26. Sense of responsibility

10. Self-criticism 27. Integrity

11. Responsiveness 28. Self-reliance

12. Social activity 29. Sociability

Ability to work with a book 30. Judgment

Curiosity 31. Modesty

15. Ability to plan work 32. Awareness

16. Purposefulness 33. Fairness

Collectivism 34. Originality

35. Self-confidence

Job progress:

Each researcher selects from the questionnaire the 5 most important, from his point of view, personality traits necessary for the successful implementation of joint educational activities.

Data processing

1. The results obtained (for each student) are summarized in a table of the results of the experiment.

2. "C" is calculated - a coefficient characterizing the degree of value-oriented unity of students

1.4n-N

C = - ------------------

6 N

N - the number of students participating in the experiment, n - the sum of the choices per five personality traits that received the maximum number of choices

If C " 0.5 (i.e. equal to or greater than 0.5), then the studied group has reached the level of the collective.

If C is within 0.3-0.5, then the class, group are regarded as intermediate in terms of development.

If C "O. Z, then this group is not sufficiently developed as a team

"Key" for 35 personality traits in their distribution by areas of activity

Attitude towards learning:

Average the level of development is characterized by a system of interpersonal and personal relationships mediated by the content of collective activity and basic group values. These values are similar among group members, so personal likes and dislikes fade into the background.

It is much easier to do this with the help of a methodology consisting of 5 questions with several answers to each. Answers are coded in points according to the values given in brackets (maximum +19 points, minimum - 5). You do not need to enter scores during the survey.