The structure of interpersonal relations in the educational team. Features of interpersonal relations in the educational team. Methods for the study of interpersonal relations in the educational team
Introduction
1.2 Socio-psychological climate as an indicator of relationships in the student group
Chapter 1 Conclusions
2. Experimental study of interpersonal relations in the structure of the socio-psychological climate of the study group
2.1 Diagnostic methods for the study of interpersonal relations in the study group
Chapter 2 Conclusions
Conclusion
Bibliography
Introduction
Today, when the educational and disciplinary model of education is gradually giving way to a personality-oriented model, students begin to acquire, of course, in accordance with their age characteristics, the status of a more or less full-fledged subject. educational process. Under these conditions, the system of relations "student-student" becomes especially significant, and the nature of interpersonal interaction within its framework often turns out to be a decisive factor influencing the course of the process of personal development of an emerging person, his further professionalization and, in general, the entire life path, therefore, the topic "Interpersonal relations in the structure of the socio-psychological climate of the study group" is relevant.
The team is a time-stable organizational group of interacting people with specific governing bodies, united by the goals of joint socially useful activities and the complex dynamics of formal (business) and informal relationships between group members. The educational team has a dual structure: firstly, it is the object and result of the conscious and purposeful influences of teachers, curators, which determine many of its features (types and nature of activities, number of members, organizational structure, etc.); secondly, the educational team is a relatively independent developing phenomenon, which is subject to special socio-psychological laws. The educational team, figuratively speaking, is a socio-psychological organism that requires an individual approach. What "works" in relation to one study group is completely unacceptable to another. Experienced teachers are well aware of this "mysterious phenomenon": two or more parallel training groups gradually become individualized, as it were, acquire their own identity, as a result, a rather sharp difference appears between them. As the reason for these differences, teachers point out that the "weather" in the study group is made by certain students, who are hardly the official leaders of the educational self-government.
It is very important for a leader, teacher, curator to clearly see the structure of interpersonal relationships in a team in order to be able to find an individual approach to team members and influence the formation and development of a cohesive team. A real close-knit team does not appear immediately, but is formed gradually, passing through a series of stages.
Knowing the structure of informal relationships, what they are based on, makes it easier to understand the intra-group atmosphere and allows you to find the most rational ways to influence efficiency. group work. In this regard, special research methods are of great importance, which make it possible to reveal the structure of interpersonal relationships in a group, to single out its leaders.
Based on the foregoing, a contradiction arises between the need to help a teacher-psychologist in working with children with intellectual disabilities and the insufficient development of forms and methods for working on team building.
Scientific elaboration of the topic. Of great importance for pedagogical practice is the problem of the relationship of a person to members of his team (friendly, indifferent, dismissive, formal), leaving a wide scope for psychological and pedagogical research.
B.G. Ananiev, A.A. Bodalev, L.I. Bozhovich, L.P. Bueva, V.I. Zatsepin, A.B. Dobrovich, A.I. Dontsov, V.A. Kan-Kalik, Ya.L. Kolominsky, I.S. Kon, V.N. Kunitsina, A.N. Leontiev, M.I. Lisina, B.F. Lomov, A. Maslow, V.N., Myasishchev, N.N. Obozov, A.A. Oganesyan, B.D. Parygin, A.V. Petrovsky, S.L. Rubinstein and others.
The problem of determining the position of children in a group was given attention by O.Ya. Kolominskaya, Ya.L. Kolominsky, A.S. Morozov, Yu.M. Plyusnin and others.
The problem of attractiveness (attractiveness), strength and activity in interpersonal relationships, developed by L.Ya. Gozman, E.I. Kulchitskaya, N.N. Obozov, N.L. Selivanova, is closely connected with the direction of experimental research considering relationships based on feelings of "sympathy-antipathy". Within the framework of this direction, the study of significant relationships is predetermined by the development of the sociometric method (Ya.L. Kolominsky, I.P. Volkov, etc.).
Traditional pedagogy has always set the task of studying interpersonal relationships, in connection with which a number of methodological tools have been developed that involve the use of certain, non-integral methods for assessing the student's attitude towards his classmates, emotional sympathies, the maturity of the children's team and building educational programs on their basis.
N.V. Bakhareva, A.S. Gorbatenko, R. Ignyatovich, N.N. Lukovnikov, E.A. Mikhailychev, J. Moreno, M.E. Pavlova, L.N. Sobchik, P. Furster, V.V. Shpalinsky, U. Esser, Yu.V. Yanotovskaya, E. Arkin, P. Blonsky, A. Zaluzhny, S. Reeves, G. Fortunatov, N. Shulman, A.S. Makarenko, S.G. Shatsky, A.N. Leontiev, V.I. Slabodchikov, E.I. Isaev and others.
The object of the study is a study group of children of younger adolescence with intellectual disabilities.
The subject of research is interpersonal relations in the structure of the socio-psychological climate of the study group.
Purpose: to identify the features of interpersonal relations in the structure of the socio-psychological climate of the study group.
1. Conduct a theoretical analysis of the literature on the problem of interpersonal relations in a student group of younger adolescents
2. Select and conduct methods for diagnosing relationships in the structure of the socio-psychological climate of the study group
3. Analyze the results of the study and formulate conclusions
1. Theoretical aspects on the problem of interpersonal relations in a student group
1.1 Concepts about groups and collectives
A person constantly communicates with other people throughout his life. As a result of such interaction, his mood and perception of the surrounding reality change very significantly.
Many social psychologists consider the small group to be the main microelement of society. It is here that those socio-psychological processes are played out, on which the emotional well-being of everyone depends. individual person. What is a group?
In social psychology, there are different types groups, they are classified according to different bases.
Conditional and real groups. A conditional group is a community of people that exists nominally. People in this group may not only not meet, but may not know anything about each other. They stand out in a group on a certain basis, for example, a team of the best football players in the world, a symbolic team of the most interesting journalists of the year, etc.
A real group is an actually existing group, a community of people united by real relationships. As soon as several people enter into communication with each other, bonds arise between them that unite them into a group. Even fleeting communication between people gives rise to certain relationships between them.
Each person is included not only in such short-term associations, but also in more permanent groups: a member of the family, a sports team, a student group, a team, etc. The number of groups is enormous. They differ from each other in terms of meaning for a person, and in the duration of existence, and in the way they arise.
Groups specially organized by someone to perform a certain activity are called formal, and those that have arisen spontaneously are called informal.
Formal groups are created on the basis of official documents. For example, a class at a school, a student group at a university, the staff of a department, a laboratory, a team of workers, etc. Business contacts are established between the members of such a group, as provided for by the documents. They imply subordination or equality, greater or lesser responsibility for the task. Usually, business relationships are supplemented by personal, unforeseen instructions. The psychological closeness of the members of the group - sympathy, respect, friendship - helps in the work, negative relationships - antipathy, disrespect, enmity, envy - harm the success of the business.
An informal (informal) group arises on the basis of sympathy, closeness of views, beliefs, tastes, etc. In this case, official documents do not matter. This is how groups of comrades and like-minded people are formed. When the sympathies and affections of the members of the group disappear, the group breaks up.
In real life, it is not always easy to accurately diagnose a group - whether it is formal or informal.
A small group consists of up to 30-40 people.
The reference group is distinguished on the basis of the attitude of the individual to the norms of the group. This is a real or imaginary group whose views and norms serve as a model. Each person has his own reference group, in which he forms his ideals, beliefs, whose opinion he considers, whose assessment he values.
A person can be part of a group, valuable
Introduction
The interaction of a person as a person with the outside world is carried out in a system of objective relations that develop between people in their social life. A reflection of these objective relationships between group members are interpersonal relationships, understood as subjectively experienced relationships between people, objectively manifested in the nature and methods of mutual influences of people in the course of joint activities and communication.
The problem of interpersonal relations in a group is of great interest on the part of domestic and foreign researchers, which is confirmed by a large number of publications (B.D. Parygin, N.N. Obozov, E.M. Dubovskaya, A.V. Petrovsky, K.K. Platonov , G. A. Mochenov, K. Levin, Ya. L. Moreno, L. Festinger, F. Fidler, etc.). It is recognized that interpersonal relations are mediated by the content, goals, values and organization of joint activities and determine the socio-psychological climate in the team. At the same time, despite a significant number of studies, the analysis of available sources indicates the insufficient development of a number of general and particular issues affecting the problem of the specifics of interpersonal relations in individual professional teams. In particular, the impact that these relationships have on the success of the professional activities of trade workers, especially in the relatively “young” field of active sales, has not been sufficiently studied. Meanwhile, taking place in last years socio-economic transformations in our country and abroad indicate the need to clarify these issues and adapt existing knowledge to changed conditions. This determines the relevance of this study.
Object of study - interpersonal relationships.
Subject - interpersonal relationships in a group of sales managers.
Target - to study interpersonal relationships in a group of sales managers.
Tasks:
1. Conduct a theoretical analysis of domestic and foreign psychological literature on the problem of interpersonal relations in a group.
2. Spend pilot study interpersonal relationships in a group of sales managers using a set of psychodiagnostic tools, process and analyze the results.
Research methods: observation; survey; comparative analysis; testing with the help of psychological methods of sociometric measurement by J. Moreno, diagnostics of interpersonal relations by T. Leary, diagnostics of the psychological atmosphere in the team of F. Fidler.
The first chapter presents an analysis of domestic and foreign literary sources on the problem of interpersonal relations in a group, discusses the key concepts: "social group", "small group", "team", "interpersonal relations". The multilevel structure of interpersonal relations, their various types and main phenomena are considered. The influence of the nature of interpersonal relations in a group on the success of the leading activities of its members is discussed, in particular, an analysis of the specifics of the professional activity of a sales manager and its dependence on the nature of interpersonal relations in a group is presented.
The second chapter reflects the results of his own empirical research on the study of interpersonal relationships in a group of sales managers.
The data obtained can be used to modify the system of professional training, retraining and advanced training of specialists. Practical recommendations developed on the basis of the results obtained can be used in the development of group and individual psychological methods for optimizing interpersonal relationships in a given professional team to improve the quality of public service and prevent stress disorders and emotional burnout among sales managers.
Chapter 1. Theoretical analysis of literature on the problem of interpersonal relations in a group
1.1. Concepts of group and interpersonal relations in psychology
People have a strong need for connection: to enter into long-term close relationships with other people that guarantee positive experiences and results. The lifelong dependence of people on each other, being due to biological and social reasons, contributes to human survival: our ancestors were bound by mutual responsibility, which ensured group survival (both in hunting and in building dwellings, ten hands are better than one); the social connectedness of children and adults raising them mutually increases their vitality.
In psychology, various communities of people are designated by the concept of a social group. At the same time, a relatively small number of directly contacting individuals, united by goals and objectives, is designated by the concept of "small group". G.M. Andreeva understands a small group as a group in which social relations act in the form of direct personal contacts. Along with the concept of a small group, the concept of "collective" is often used, which refers to a small group that has reached a high (highest) level of socio-psychological maturity, meaning the degree of development of its social and psychological characteristics. This is an officially organized group, an association of people engaged in some kind of socially useful work; it is the highest form of social organization based on the ideological community and relations of comradely cooperation and mutual assistance of its members
Group activity consists of the interaction of individuals in the joint solution of certain problems (economic, industrial, etc.), the most important condition for which is interpersonal relations. Interpersonal relationships are subjectively experienced relationships between people, objectively manifested in the nature and methods of mutual influences exerted by people on each other in the process of joint activities and communication. This is a system of attitudes, orientations, expectations, stereotypes, and other dispositions through which people perceive and evaluate each other. These dispositions are mediated by the content, goals, values and organization of joint activities and underlie the formation of a socio-psychological climate in the team.
Interpersonal relationships are a prerequisite for the normal functioning of a community of people. When comparing the nature of interpersonal relations in different associations of people, the presence of similarities and differences is striking. The similarity is that interpersonal relationships are necessary condition their being, a factor on which depends the successful solution of the tasks facing him, their movement forward. At the same time, each community is characterized by the type of activity that prevails in it. So, for the labor collective it will be professional activity, for the study group it will be the acquisition of knowledge, skills and abilities, for the sports team it will be a performance designed to achieve the planned result in competitions, for the family it will be raising children, providing living conditions, organizing leisure activities, etc. Therefore, in each type of community, the predominant type of interpersonal relations is clearly visible, providing the main activity for it.
In the psychological literature, there are many points of view regarding the place interpersonal relations occupy in real system the life of people.
G.T. Khomentauskas and V.B. Bystrickas note that the understanding and evaluation of interpersonal relationships in different approaches is based on various mental determinants of personality.
From the point of view of V.N. Myasishchev, the main thing that defines a person is "... her relationship to people, which are at the same time relationships ...".
G.M. Andreeva notes that the most important specific feature of interpersonal relationships is their emotional basis. This means that they arise and develop on the basis of certain feelings that people have in relation to each other.
As noted by V.G. Romek [17] , despite the fact that with feelings are the content of interpersonal relations; this is not enough for the formation of interpersonal relations. Interpersonal relationships exist only when personal positions and feelings are of mutual interest to partners, when, in addition to the desire to talk about their feelings, there is also a desire to listen to a partner, an interest in his own opinions and feelings.
N.N. Obozov notes that interpersonal relationships are always “subject-subject” connections. They are characterized by constant reciprocity and variability.
The development of interpersonal relationships can be determined by such characteristics of the communicants as gender, age, nationality, temperament properties, health status, profession, experience of communicating with people, etc.
Numerous works devoted to the study of groups and collectives, group dynamics, etc., show the influence of the organization of joint activities and the level of development of the group on the formation of interpersonal relations, on the formation of cohesion, value-oriented unity of team members.
From the standpoint of the concept of activity mediation of interpersonal relations A.V. Petrovsky, interpersonal relations in any sufficiently developed group are mediated by the content and values of activity, while, realizing its goal in a specific subject of activity, the group improves its structure and transforms the system of interpersonal relations. The nature and direction of these changes ultimately depend on the specific content of the activity and its values, which are drawn from the wider social community.
1.2. The structure of interpersonal relationships and their types
Interpersonal relationships include three elements:
1) cognitive(gnostic, informational) element involves the knowledge, understanding and awareness of information involved in interpersonal relationships.
2) affective aspect is expressed in various emotional experiences of people about the relationships between them. The emotional content of interpersonal relationships changes in two opposite directions: from conjunctive (positive, bringing together) to indifferent (neutral) and disjunctive (negative, separating).
3) Behavioral(practical, regulatory) component of interpersonal relations is realized in specific actions.
N.N. Obozov believes that interpersonal relations are the mutual readiness of subjects for a certain type of interaction. Therefore, as the main criterion, he considers the measure, the depth of the involvement of the individual in the relationship. Based on such criteria as the depth of the relationship, selectivity in the choice of partners, the functions of relationships, the author proposes the following classification of interpersonal relationships: acquaintance, friendly, comradely, friendly, love, marital, kinship and destructive relationships. Highlighting several levels of characteristics in the personality structure (general species, sociocultural, psychological, individual), he notes that "... different types of interpersonal relationships involve the inclusion of certain levels of personality characteristics in communication ...".
V.B. Olshansky distinguishes between instrumental, functional, expressive and emotional interpersonal relationships.
By the nature of interaction, interpersonal relations in production groups Ya.L. Kolominsky subdivides into business and personal. Based on these relationships, a small group of 20-30 people is spontaneously divided into several informal micro-groups of 3-7 people.
THOSE. Konnikova, along with the business and personal component of interpersonal relations, also identifies a subsystem of humanistic relations. At the same time, personal relationships are understood here as developing spontaneously in a group, while humanistic ones reflect the result of the interaction of the first two components of the system.
Thus, along with the formal structure of communication, which reflects the rational, normative, obligatory side of human relationships, in any social group there is always a psychological structure of an informal or informal order, which is formed as a system of interpersonal relations (for example, structures of mutual support, mutual influence, popularity, prestige, leadership and etc.). A sign of a good organization of production groups is the predominance of a formal structure over an informal one. In turn, it is important to know on what value orientations informal relations in the group are built.
A.V. Petrovsky proposes the concept of activity mediation of interpersonal relations, in which these relations are modeled in the form of a three-layer sphere: emotional relations based on the likes and dislikes of the members of the team; values and norms accepted by group members as the second layer; and deep formations of a small group, characterized by joint activities and common goals. Let us consider from these positions such phenomena of interpersonal relations as conformity and group cohesion.
The phenomenon of conformity, considered by the classical socio-psychological concepts of group dynamics (K. Cartwright, M. Zander, K. Levin, etc.) as one of the main phenomena of interpersonal relations, expresses the type of interaction between the individual and the group: the group “puts pressure” on the individual, and she either obediently submits to the opinion of the group, turns into a compromiser, a conformist, or opposes the opinion of the group, and then she is characterized as a non-conformist. Theory of A.V. Petrovsky removes the imaginary dichotomy "conformism - non-conformism", postulating that behind these phenomena is the phenomenon of collectivist self-determination, which lies in the fact that the attitude of the individual to the influences from the group is mediated by values and ideals developed in the course of the joint activities of the team.
Group cohesion, according to L. Festinger, is "the result of all the forces acting on the members of the group in order to keep them in it" (quoted from). According to D. Cartwright, group cohesion is determined by the extent to which the members of the group wish to remain in it (quoted from).
According to A.V. Petrovsky, "cohesion as a value-oriented unity is a characteristic of the system of intragroup relations, showing the degree of coincidence of assessments, attitudes and positions of the group in relation to objects (persons, tasks, ideas, events) that are most significant for the group as a whole" .
One of the most significant manifestations of interpersonal relations in a team is its socio-psychological climate. The psychological climate is the moral (emotional) atmosphere that develops in the production group, comfortable or uncomfortable for group members. The content characteristic of the psychological climate is associated, as a rule, with the well-being of a person in a team - mood, satisfaction, psychological comfort (B.D. Parygin, K.K. Platonov, G.A. Mochenov, etc.). When the well-being of people is transferred to their attitude to work and other members of the team, to interpersonal relationships, to general relationships, then a socio-psychological climate develops. Consequently, the content characteristic of the socio-psychological climate expresses the relationship between members of the team.
1.3. The role of interpersonal relations in a group in the professional activities of sales managers
The work of a manager is characterized by high intensity, saturation of actions, frequent intervention of external factors, numerous social contacts of different levels, and the predominance of direct communication with other people. The profession of a sales manager belongs to the types "man - man" and "man - sign". The sales manager acts as an intermediary between manufacturers of goods (industrial, food and others) and the population. Unfavorable labor factors of a manager in the field of active sales are associated with heavy physical exertion, work on a rotating schedule or irregular working hours, and emotional intensity of activity.
In a market economy and fierce competition, the activities of a manager are saturated with many economic, organizational and socio-psychological stresses. Modern authors identify various types of stress that arise in the course of the labor activity of sales managers: work stress arising from reasons related to working conditions, organization of the workplace; professional stress associated with the profession itself, type or type of activity; organizational stress resulting from negative impact on the employee of the characteristics of the organization, the type of organizational culture.
In addition to purely production functions and the formal relations associated with them, the “human factor” and interpersonal relations in the team have a large share in managerial activity. The latter, in turn, taking into account the specifics of activities in the field of management (high intensity of professional contacts in the face of time pressure and the need to flexibly rebuild the model of behavior, focus on career growth and successful professional activity to occupy a high level in social hierarchy and the associated high competition, etc.) can be characterized by significant emotional tension. The immediate causes of mental tension and stress can be such events as a conflict with management, problem situations in the process of communication with clients and colleagues.
Currently, many retailers, especially in the non-food sector, are moving towards a system based on active sales, i.e. The seller becomes a consultant for the buyer. Thus, undoubtedly, the load on his emotional communicative and volitional sphere increases, and such professional communication is not always accompanied by a sense of psychological comfort for the sales assistant. In connection with professional duties, a manager needs to maintain restraint and tact, which does not always correspond to his internal state, increases the load on his emotional, communicative and volitional spheres and can create prerequisites for the emergence of work stress.
According to domestic researchers, a decrease in the productivity of professional activity and general performance, a predisposition to the development of non-specific stress syndrome and emotional burnout are most susceptible to employees who are characterized by a low level of communication and management skills and inflexibility of behavior patterns, inability to form their team (rally the team), emotional instability, low social activity and the use of a predominantly managerial style of avoidance (passive avoidance of conflict resolution).
At the same time, it is shown that a high level of communication skills, an orientation towards cooperation and compromise, high sociability in small groups, social courage, a creative approach to solving professional problems and interpersonal conflicts are among the personal factors of tolerance to stress and emotional burnout.
Chapter 1 Conclusions
The group activity of people consists of the interaction of individuals in the joint solution of certain problems, the most important condition for which is interpersonal relations. Interpersonal relationships as subjectively experienced, to varying degrees perceived relationships between people, are a rather complex phenomenon.
The complex multi-level structure of interpersonal relations in a team includes several layers: emotional relationships based on likes and dislikes of team members; values and norms accepted by group members as the second layer; and deep formations of a small group, characterized by joint activities and common goals.
Optimal interpersonal relationships are the key to the full flow of mental processes in a person and affect the success of all types of activities. The optimal level of interpersonal relations is possible under the condition of a favorable psychological climate in the team, and at the same time, he himself influences his character.
Interpersonal relations have a large share in the professional activity of a manager in a team and, taking into account the specifics of activity in the field of active sales (high intensity of professional contacts in the face of time pressure and the need to flexibly rebuild the behavior model, focus on career growth and successful professional activity to occupy a high level in social hierarchy and associated high competition, etc.), can be characterized by significant emotional tension, which can lead to a decrease in the efficiency of professional activity and overall performance and to the development of nonspecific stress syndrome and emotional burnout.
Chapter 2. An empirical study of interpersonal relations in a group of managers
2.1. Organization of the study
The study was conducted from May to June 2010 on the basis of OAO Svyaznoy (Chelyabinsk). The study involved 20 employees of the team (sales managers of Svyaznoy mobile phone stores) aged 19 to 27 years. Among the surveyed - 8 men and 12 women.
Preparatory work was carried out with the participants, during which the purpose of the survey was explained and the secrecy of the answers was guaranteed. All subjects were instructed to fill out questionnaires.
To achieve the goal of this study, psychodiagnostic methods (observation, conversation, testing), methods of mathematical statistics were used. The study of interpersonal relations in the team was carried out using the following methods: Method of sociometric measurement by J. Moreno, Questionnaire by T. Leary, Questionnaire by F. Fiedler "Assessment of the psychological atmosphere in the team."
Methods of sociometric measurement by J. Moreno allows you to evaluate interpersonal relationships of an informal type, likes and dislikes, attractiveness and preference, to identify a leader in a group. The sociometric procedure in a parametric form was carried out as follows: the subjects were asked to choose a strictly fixed number from all members of the group, namely, to make 3 choices. To do this, it is necessary to answer the questions: “Who would you like to choose as your immediate supervisor?”, “Who is the most sympathetic to you as a human being?”, “With whom from your team would you like to perform an official assignment?”. At the same time, each participant made three choices for each of the questions - from the most likely to the least likely, indicating the last name, first name and patronymic of the chosen one. On the basis of the data obtained, a socio-matrix was built: the received written answers to the relevant questions are entered in special tables - sociometric matrices (see Appendix 1), where the bottom line shows which of the group members received more or fewer elections. By summing up the number of elections received and mutual elections, the level of cohesion of the social group is determined (it is directly proportional to the attraction of participants to each other and inversely proportional to the spatial distance between them) and the sociometric status of the members of the collective (leaders, popular, less popular, rejected), which is measured by counting positive and negative choices of a person, carried out by all members of the group.
Methodology for diagnosing interpersonal relationships T. Leary is designed to study the subject's ideas about himself and to study relationships in small groups. With the help of this technique, the predominant type of attitude towards people in self-esteem and mutual evaluation is revealed. The questionnaire consists of 128 statements (see Appendix 2).
The study of the prevailing types of interpersonal relationships was carried out in two stages. At the first stage, each subject assessed himself by marking on the registration form with an X the numbers of those characteristics that correspond to his ideas about himself. Then, in a similar way, each of the participants was assessed according to the characteristics given in the questionnaire. To do this, according to the characteristics given in the questionnaire, the subject gave an assessment to each member of his group: in the cells of the registration sheet, he crossed out with an X the numbers belonging to those characteristics that correspond to his idea of the person being assessed by him. For each person being assessed, the respondent filled out one grid of the registration sheet using the above method, indicating his last name next to it. Further, the indicators of each subject, obtained from the results of his self-assessments, and the indicators based on the results of assessments by other group members were compared with each other in order to identify the correspondence / inconsistency of each subject's ideas about himself with the ideas of other group members about him.
The primary estimates obtained with the help of the “key” on 16 characteristics form 8 octants, which reflect one or another variant of interpersonal relations: domineering - leading; independent - dominant; straightforward - aggressive; incredulous - skeptical; submissive - shy; dependent - obedient; cooperating - conventional; responsible - generous. Characteristics that do not go beyond 8 points are characteristic of harmonious people. Indicators exceeding 8 points indicate an accentuation of the properties revealed by this octant. The level of 14-16 points indicates the difficulties of social adaptation.
Methodology "Assessment of the psychological atmosphere of the team" F. Fiedler is a standardized questionnaire (a sample questionnaire is presented in Appendix 3). It contains 10 pairs of words opposite in meaning, with the help of which the subject is asked to describe the psychological atmosphere in the team. The response of the subjects for each of the 10 items is evaluated from left to right from 1 to 8 points. The more to the left the “+” sign is located, the lower the score, the more favorable the psychological atmosphere in the team. If the subject scored in the range from 10 to 40 points, then a low level of favorable psychological atmosphere is stated; from 40 to 60 points - average level; from 60 to 80 points - high level. Further, the data for each of the scales obtained from all respondents are summed up and the average group value is determined. The average values on all scales form an average group profile, which makes it possible to describe the characteristics of the psychological atmosphere in the team.
2.2. Research results and discussion
2.2.1. Sociometric measurement results
According to the results of the selection of the subjects, reflected in the sociometric cards, a socio-matrix of interpersonal relations in the team was compiled (see Appendix 4). As shown by the results of sociometric research, presented in Table. 1, more than half of the employees - 11 people. (55%) - is preferred.
Table 1
At the same time, in this group there are only 5 mutual elections, which indicates the fragmentation and decentralization of business contacts. In addition, the percentage of employees who are the least successful in the team (rejected and accepted) is quite high - 7 people. (35%). Thus, we can say that more than a third of the team have certain problems in establishing business contacts with employees. It was also established that there are two informal leaders in the group, which can lead to their mutual opposition.
The results obtained on three questions that determine informal leadership, manifestations of sympathy and partnership are presented in Table. 2.
table 2
Status of employees in the field of interpersonal relations
Answering the question “Who would you like to choose as your immediate superior?”, the group members chose 3 people as their immediate superiors, of which 2 people. by the number of votes they got into the category of "leaders" and 1 person. - in the category of "close to the leaders." At the same time, 5 people (25%) fell into the category of "outsiders" for this indicator and 9 people. (45%) - "close to outsiders", which may indicate both the absence of even moderately expressed organizational skills in more than half of the team's employees (70%) in the opinion of their colleagues, and mutual distrust in the group.
According to human qualities and the sympathy of others (the question "Who is the most sympathetic to you as a human being?"), 1 "leader" and 3 "close to the leaders" were identified in the group, while 12 people. (60%) fell into the category of rejected by this indicator. It should be noted that in the rank of "leader" in this indicator was one of the group members who received the largest number of votes from colleagues as a desirable immediate supervisor.
Most of the group members named 4 people as their preferred partner (the question “Who from your team would you like to perform a service task with?”), 1 of them is the “leader” in terms of the number of votes received and 3 people. "close to the leaders", while 15 people. (75%) fell into the category of rejected by this indicator.
2.2.2. Results of the T. Leary Questionnaire
The results of the study of assessments and self-assessments of the type of interpersonal relationships using the T. Leary Questionnaire are presented in Table. 3.
According to the self-assessments presented in Table. 3, 45% of the subjects assess their predominant type of interpersonal relationships as cooperating-conventional, that is, they have an idea of themselves as a person who is friendly and kind to everyone, prone to cooperation, oriented towards acceptance and social approval, striving for the goals of the group.
Table 3
Distribution of types of interpersonal relationships among the subjects
|
Type of interpersonal relations |
Level by data self-assessments |
Level by data mutual assessments |
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|
Domineering-leading |
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|
independent-dominant |
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|
straight-aggressive |
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|
incredulous-skeptical |
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|
submissive-shy |
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|
dependent-obedient |
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|
collaborative-conventional |
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|
Responsible-generous |
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Another 30% of the subjects described their predominant type of interpersonal relationships as domineering-leading, i.e. have an idea of themselves as an authoritative leader, energetic, competent, successful in business, respected by others. 15% described their type of interpersonal relationships as responsible-generous. 5% of respondents rate their type of interpersonal relationships as straightforward-aggressive, the same number rate their type of interpersonal relationships as independent-dominant.
Analysis of the data of mutual assessments presented in Table. 3 showed that, according to the members of the study group, 40% of the subjects were dominated by a straightforward-aggressive type of interpersonal relationships. At the same time, ¾ of them (30% of the total number of subjects) received low scores (up to 8 points), that is, according to their colleagues, they are characterized by stubbornness, perseverance, perseverance and energy. In the remaining ¼ of all subjects, whose type of interpersonal relationships was rated by colleagues as straightforward-aggressive, the assessments of this indicator reached an average level (9-12 points), that is, according to colleagues, they are distinguished by straightforwardness and sharpness in assessing others, intransigence, inclination to the accusation of others, mockery, irritability. Also, according to mutual assessments, 35% are dominated by a collaborating-conventional type of interpersonal relationships, that is, according to colleagues, they are inclined to cooperate, take initiative in achieving the goals of the group, strive to be in agreement with the opinions of others, adhere to the rules of "good manners", show flexibility, focused on compromise in conflict situations.
Comparison of the self-assessments of each subject with the assessments of his colleagues revealed insignificant quantitative differences (no more than 4 points) in the vast majority (60%) of the subjects, which indicates the need for further personal growth and self-improvement. In another 35% of the subjects, these differences were significant (over 4 points), which indicates a pronounced deficit in reflection and the need for psychological correction. In general, more or less pronounced discrepancies between the indicators of self-assessments and mutual assessments were revealed mainly on the scales "cooperating-conventional" and "aggressive-straightforward", which indicates a distortion of ideas about the methods of effective management.
Also, the analysis of the data obtained allows us to draw conclusions about the presence in the study group of two informal leaders (subject B. and subject D.), whose psychograms are shown in Fig. 1 and 2.
Rice. 1 Psychograms of subject B., obtained on the basis of data
self-assessments and assessments of colleagues
As evidenced by the psychograms shown in Figure 1, subject B. has no significant discrepancies between the indicators of self-assessments and assessments of colleagues, which indicates a developed reflection and self-understanding. The interpretation of the data presented on the psychograms indicates that the subject B. is characterized by the majority of participants as energetic, competent, successful in business, proactive enthusiast in achieving the goals of the group, hyper-responsible, sacrifices his interests to the common cause, prone to cooperation, flexible and compromise when solving problems and in conflict situations.
Rice. 2 Psychograms of the subject D., obtained on the basis of data
self-assessments and assessments of colleagues
The psychograms presented in fig. 2, indicate a slight (no more than 4 points) mismatch between self-assessments and assessments of colleagues by the subject D. in terms of indicators I, III, VII and VIII octant. This indicates a mildly pronounced deficit of reflection and self-understanding in the following areas of interpersonal relations. Interpretation of the data presented on psychograms indicates that, in comparison with the assessments of colleagues, subject D. somewhat underestimates his leadership qualities, manifestations of constructive aggression and responsiveness (mismatch in octants I, III and VII, respectively) and somewhat overestimates his own manifestations of flexibility and inclination to cooperation (disagreement on octant VIII).
2.2.3. The results of the assessment of the psychological atmosphere of the team
The test results are shown in table. 4 and in fig. 2.
Table 4
The level of favorable psychological atmosphere in the team
Rice. 3 Group profile of the psychological atmosphere in the group
As the data in Table. 4, only 2 subjects (10%) rate the psychological atmosphere in the team as favorable. Whereas the vast majority of employees (18 people (90%)) do not consider the atmosphere in their team to be sufficiently favorable: 45% of the subjects assess the level of favorable psychological atmosphere as average and the same number of respondents assess it as unfavorable. After analyzing the obtained average group profile, presented in fig. 3, we can conclude that the psychological atmosphere in this team is characterized by disagreement, coldness and inconsistency.
On the basis of the data obtained, practical recommendations have been drawn up, presented in Appendix 5.
Chapter 2 Conclusions
Summarizing the study of interpersonal relations in the study group as a whole, the following can be noted.
1. Interpersonal relationships in the study group are largely polarized: 55% of employees are preferred, 35% of employees are the least successful in the team. According to the results of the parametric elections, 70% of the participants fell into the category of "rejected" by their organizational qualities, 75% - by their business qualities, 60% - by the personal sympathy of the evaluators. This indicates mutual distrust in the group and the presence of difficulties in establishing business contacts.
2. In 40% of the subjects, a straightforward-aggressive type of interpersonal relations prevails, and in 35% - a cooperating-conventional one. At the same time, 95% of the subjects revealed discrepancies in assessments and self-assessments, mainly on the scales of “cooperative-conventional” and “aggressive-straightforward” type of relationship, which indicates a distortion of ideas about the methods of effective management, a lack of reflection, the need for personal growth, self-improvement and psycho-correction.
3. According to sociometry data and the T. Leary Questionnaire, the presence of two informal leaders in the group was established, which indicates the fragmentation and decentralization of business contacts, disunity and lack of integrity of the studied team. At the same time, only one of the two informal leaders, according to the results of the elections of his colleagues, fell into the category of the “most preferred” in terms of his organizational qualities and the sympathy of those around him.
4. As the results of the assessment of the psychological atmosphere of the team showed, in general, employees characterize the psychological climate in their team as insufficiently favorable, noting the presence of pronounced disagreement, coldness in relations and inconsistency.
Conclusion
A significant number of works devoted to the problem of interpersonal relations in a small group (team) is an indicator of its relevance today. The developments of various authors in this area and the current general theoretical basis questions have their application in various areas of psychology, one of which is the psychology of work, the development of an organization and work with personnel. In this paper, we studied the features of interpersonal relations in a group of sales managers.
The object of study in this work were sales managers as a labor collective. The subject of the study was the interpersonal relations of sales managers as a labor collective. The aim of the study was to consider the theoretical and practical aspects of the problem of interpersonal relations in a group.
To achieve the goal of the study, appropriate research methods were selected, which, first of all, meet the requirements of scientific character. One of the most effective was the method of sociometry, which was used in the practical part of the work, since it met the tasks set.
The theoretical analysis of interpersonal relations as a socio-psychological problem has shown that there are ambiguous points of view on the nature, patterns and dynamics of interpersonal relations. Many authors agree that there are a large number of factors that influence interpersonal relationships. In the key of the problem of interpersonal relations in the workforce special meaning acquires the issue of group cohesion and socio-psychological climate. These factors are closely interrelated with the nature of interpersonal relations in the workforce, especially their business side.
The results of our own empirical research revealed significant violations of interpersonal relations in the study group: fragmentation of the group, decentralization of power, mutual distrust in the group, violation of the personal component of interpersonal communication in the group and the presence of difficulties in establishing business contacts with colleagues. The psychological climate in their team is characterized by employees as insufficiently favorable.
Possible reasons for the identified features of interpersonal relations are the predominance of a straightforwardly aggressive type of interpersonal relations in a group, distortion of ideas about the methods of effective management, a lack of reflection and the presence of two informal leaders, which leads to fragmentation and decentralization of business contacts, disunity and lack of integrity of the studied team.
The data obtained can be used to modify the system of professional training, retraining and advanced training of specialists. Practical recommendations developed on the basis of the results obtained can be used in the development of group and individual psychological methods for optimizing interpersonal relationships in a given professional team to improve the quality of public service and prevent stress disorders and emotional burnout among sales managers.
Literature
1. Andreeva G.M. Social Psychology. Textbook for higher educational institutions. – M.: Aspect Press, 1998. – 376 p.
2. Anikeev N.P. Psychological climate in the team. – M.: Enlightenment. 2009. - 319p.
3. Vodopyanova N.E. Occupational burnout and resources to overcome it // Health Psychology / Ed. G.S. Nikiforova.- St. Petersburg, 2003. - P.54-59.
4. Volkov I.P. Sociometric methods in socio-psychological research. - St. Petersburg: Publishing House of St. Petersburg State University. 2008. - 204p.
5. Zeer E.F. Psychology of professions: Proc. allowance. - Ekaterinburg: business book, 2003. - 336 p.
6. Kolominsky Ya.L. Psychology of relationships in small groups. – Minsk, BGU Publishing House. 2009. - 284 p.
7. A Brief Psychological Dictionary / Ed. A.V. Petrovsky and M.G. Yaroshevsky; editor-compiler L.A. Karpenko. - 2nd ed., expanded, corrected. and additional - Rostov-on-Don: Phoenix, 1998. - 512 p.
8. Mashkov V.N. Psychology of management. - M.: EKSMO-PRESS, 2008. - 254 p.
9. Moreno Ya.L. Sociometry: Experimental method and the science of society / Per. from English. – M.: Academic Project. 2005. - 320 p.
10. Myasishchev V.N. The concept of personality in the aspects of norm and pathology. // Psychology of Personality. T.2. Reader. - Samara: Ed. House "Bahrakh", 1999. - S. 197-244.
11. Nemov R.S. Psychology: Proc. for stud. higher ped. textbook institutions: In 3 books. Book 1: Basics general psychology. – M.: Humanit. ed. center VLADOS, 2009. - 688 p.
12. Obozov N.N. Psychology of interpersonal relations. - K .: Naukova Dumka, 2006. - 192 p.
13. General psychodiagnostics. Fundamentals of psychodiagnostics, non-medical psychotherapy and psychological counseling. / Ed. A.A. Bodaleva, V.V. Stolin. - M .: Publishing House of Moscow. un-ta, 1987. - 304 p.
14. Olshansky V.B. Personality and social values. – M.: Enlightenment. 2008. - 339 p.
15. Petrovsky A.V. Psychology. Tutorial. M.: Academy, 2009. - 512 p.
16. Petrovsky A.V. Personality. Activity. Collective. – M.: Knowledge. 2008. - 384 p.
17. Romek V.G. Development of confidence in interpersonal relationships // Journal of a practical psychologist, No. 12, 2000, p. 74-113.
18. Dictionary of practical psychologist. / Comp. S.Yu. Golovin. - Minsk: Harvest, 1998. - 800 p.
19. Sociology: Encyclopedia / Comp. A.A. Gritsanov, V.L. Abushenko, G.M. Evelkin, G.N. Sokolova, O.V. Tereshchenko. - M .: Publishing house "Book House", 2003. - 612 p.
20. Shtroo V.A., Melanina A.A. Reference relations in a group as a factor in organizational changes. Voprosy psikhologii. - No. 3. - 2008. S. 70-75.
Attachment 1
sociometric card
Instruction: Please answer the questions by choosing no more than three people from your work team, indicating their last name and first name. In this case, the first one you choose will be considered the most preferable, and so on. descending. This information will remain confidential. Enter your last name, first name and age. Thanks!
F.I. ______________________ Age ___________
Sample Sociometric Matrix
The “+” sign indicates the choice
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Who is chosen? p/n Who chooses? |
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1 test A. |
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2 subject B. |
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3 subject B. |
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4 test G. |
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Number of elections received: |
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Number of mutual elections: |
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Appendix 2
Questionnaire T. Leary
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1. Capable of cooperation, mutual assistance. |
65. Lack of initiative. |
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2. Self-confident. |
66. Capable of being harsh. |
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3. Is respected by others. |
67. Delicate. |
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4. Does not tolerate being commanded. |
68. Sympathizes with everyone. |
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5. Frank. |
69. Businesslike, practical. |
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6. Complainant. |
70. Overwhelmed with excessive sympathy. |
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7. Often resorts to the help of others. |
71. Attentive and affectionate. |
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8. Seeking approval. |
72. Cunning and prudent. |
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9. Trusting and eager to please others. |
73. Treasures the opinions of others. |
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10. Likes responsibility. |
74. Arrogant and self-satisfied. |
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11. Gives the impression of significance. |
75. Overly trusting. |
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12. Has a sense of dignity. |
76. Ready to trust another. |
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13. Encouraging. |
77. Easily embarrassed. |
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14. Grateful. |
78. Independent. |
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15. Evil, cruel. |
79. Selfish. |
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16. Boastful. |
80. Gentle, soft-hearted. |
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17. Selfish. |
81. Easily embarrassed. |
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18. Able to admit when you're wrong. |
82. Respectful. |
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19. Despotic. |
83. Makes an impression on others. |
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20. Knows how to insist on his own. |
84. Kind-hearted. |
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21. Generous and tolerant of shortcomings. |
85. Willingly accepts advice. |
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22. Commanding and commanding. |
86. Has a talent for leadership. |
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23. Strives to patronize. |
87. Easily gets into trouble. |
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24. Able to cause admiration. |
88. Long remembers grievances. |
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25. Lets others make decisions. |
89. Easily influenced by friends. |
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26. Forgives everything. |
90. Permeated with the spirit of contradiction. |
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27. Meek. |
91. Spoils people with excessive kindness. |
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28. Can show indifference. |
92. Too condescending to others. |
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29. Selfless. |
93. Vain. |
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30. Likes to give advice. |
94. Strive to win the favor of everyone. |
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31. Dependent, independent. |
95. Admiring, inclined to imitate. |
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32. Self-confident and assertive. |
96. Willingly obeys. |
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33. Expects admiration from everyone. |
97. Agrees with everyone. |
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34. Often sad. |
98. Cares about others to the detriment of himself. |
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35. He is hard to impress. |
99. Irritable. |
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36. Sociable and accommodating. |
100. Shy. |
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37. Open and direct. |
101. Too ready to obey. |
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38. Embittered. |
102. Friendly, benevolent. |
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39. Likes to obey. |
103. Kind, inspiring confidence. |
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40. Manages others. |
104. Cold, callous. |
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41. Capable of being self-critical. |
105. Aspiring to success. |
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42. Generous. |
106. Intolerant of the mistakes of others. |
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43. Always gracious in handling. |
107. Favorable to all indiscriminately. |
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44. Compliant. |
108. Strict but fair. |
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45. Shy. |
109. Loves everyone. |
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46. Likes to take care of others. |
110. Likes to be taken care of. |
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47. Thinks only of himself. |
111. Almost never object to anyone. |
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48. Compliant. |
112. Soft-bodied. |
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49. Responsive to calls for help. |
113. Others think favorably of him. |
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50. Knows how to dispose, order. |
114. Stubborn. |
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51. Often disappointed. |
115. Steadfast and tough where needed. |
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52. Relentless, but impartial. |
116. Can be sincere. |
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53. Often angry. |
117. Modest. |
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54. Critical of others. |
118. Able to take care of himself. |
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55. Always friendly. |
119. Skeptical. |
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120. Acerbic, mocking. |
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57. Able to show distrust. |
121. Intrusive. |
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122. Resentful. |
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59. Jealous. |
123. Likes to compete. |
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60. Likes to "cry." |
124. Strive to get along with others. |
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61. Timid. |
125. Insecure. |
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62. Touchy, scrupulous. |
126. Tries to console everyone. |
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63. Often not friendly. |
127. Self-flagellation. |
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64. Domineering. |
128. Insensitive, indifferent. |
Registration formto the T. Leary Questionnaire
"Key" to the T. Leary Questionnaire
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Octant number |
Question number |
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Appendix 3
Questionnaire for the methodology for assessing the psychological climate
in the team of F. Fiedler
F.I. filler: ______________________
Instruction: The table shows pairs of words that are opposite in meaning and can be used to describe the atmosphere in your team. The closer to the right or left word in each pair you put the “+” sign, the more pronounced this feature is in your team.
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1. Friendliness |
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1. Hostility |
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2. Consent |
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2. Disagreement |
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3. Satisfaction |
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3. Dissatisfaction |
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4. Productivity |
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4. Unproductive |
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5. Warmth |
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5. Coldness |
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6. Cooperation |
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6. Inconsistency |
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7. Mutual support |
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7. Malevolence |
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8. Passion |
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8. Indifference |
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9. Entertaining |
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10. Success |
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10. Failure |
Your task is to evaluate the severity of each indicator on an 8-point scale. The strong severity of the sign located on the left side is estimated at 1 point, and on the right - at 8 points.
Appendix 4
Sociomatrix of interpersonal relations in the study group
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Quantity |
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Relationship Circle |
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The “+” sign indicates the choice of the subject in favor of any employee.
The line "Number of choices" indicates the number of choices made in favor of this subject.
In the line "Circle of relations" the following letter designations:
"O-P" - rejected-accepted (from 0 to 4 points),
"D" - preferred (from 5 to 8 points),
"L" - leaders (9 points and above).
Annex 5
Work on optimizing interpersonal relations in a team should be carried out in three main areas:
1. Optimization of the correspondence between the requirements of the organization and the personal resources of employees. To improve this correspondence in modern psychology, technologies and methods of professional selection, placement and rotation of personnel are used, professional education and systematic professional development of personnel, expansion of behavioral repertoire, etc. Correction of the discrepancy between profession and personality also involves changing the organizational environment, developing organizational culture, improving the quality of organizational life of employees (the attractiveness of working in an organization).
2. Impact on the cognitive assessment of employees regarding their own capabilities (abilities, skills, resources) and readiness to overcome professionally difficult situations. Psychological assistance should be focused on optimizing labor motivation - reducing or increasing the importance of fulfilling the requirements set by the organization: professional, official, status-role, etc. In other cases, psychological assistance can be aimed at increasing the adequacy of employees' perception of situational requirements, taking into account the official status self-confidence and resources.
3. Management of responses to conflictogenic and stressful factors of professional activity and organizational environment. Here, an important aspect is the formation of an active position among employees in relation to organizational and professional stresses. For example, increasing the personal and social significance of coping with stress.
The restoration of the communicative component of interpersonal relations in a team involves several stages:
1. The stage of social interaction, that is, simple unstructured communication, which takes shape mainly at a picnic or during lunch, the very atmosphere of which unobtrusively plays the role of an ice breaker (it contributes to the labilization of the group by eliminating coldness).
2. The stage of exchange of opinions in the group: the facilitator smoothly transfers it into the mode of a more structured discussion, the topic of which is most often interpersonal communication in a professional team. The same principles apply to such work as to the standard T-group or encounter group.
Group sessions are ongoing, and the social communication skills that are created or restored become the basis for reducing stress and the risk of burnout.
Having determined at what stage of development the group of students is, however, one cannot consider the task of studying it solved. Psychological characteristics, the study of which makes it possible to establish the level of development of the team, represent only one side of the interpersonal interactions that take shape in the group. This is the so-called process of integration-unification, team building. Along with it, another process is constantly taking place - the differentiation of relationships between students, the allocation in the structure of the class of "stars", isolated ones, groupings, etc. The study of these phenomena is a task no less important than the study of cohesion, participation and other integrative characteristics.
Why does one student enjoy the sympathy of the majority of classmates, while the other is lonely? How can one explain the fact that the pioneer link, consisting of guys who are mainly engaged in “good” and “excellent”, is torn apart by contradictions and conflicts, while the other, “weak” (in terms of academic performance), is admired for its friendship and harmony? What is the reason for the distance of some students of the class from their classmates? How to bring them back to the team? This is only a small part of the questions that arise before the teacher in his daily work and require knowledge of the structure of interpersonal interactions. How to study this structure?
To study interpersonal relationships in a team can be used various forms sociometric method. Its essence lies in the students' choice of other members of the group for joint activities in some given conditions (sit at the same desk, prepare for tests, go to the cinema, etc.). The choice made by each child shows which of the classmates he prefers and whether he enjoys reciprocity, and statistical analysis data allows us to identify some quantitative characteristics: the reciprocity of choice, its awareness, the stability of interpersonal relationships, the degree of satisfaction with each student and the class as a whole.
Let us consider the research procedure using the sociometric method.
Method 3. Sociometry
Target: identifying interpersonal relationships in the classroom.
Progress. The experiment can take place in two forms: by choosing a party mate and by "choice in action." In the first case, students are invited to sign their sheet and write on it the names of their chosen classmates. The number of choices can be definite (3-5 students) and indefinite (it is proposed to indicate several names of schoolchildren in your class). In any case, it is desirable to follow the sequence of preferences (in the first (1), in the second (2) and in the third (3) order). Depending on the nature of the relationship being revealed, the questions may be different: “Who would you like to sit at the same desk with?”, “Who would you like to live in the same camping tent with?”, “Name three students in your class whom you would recommend for participation in discussions with members of youth organizations in other countries”, “Which of the students in your class would you like to prepare for a test in mathematics?”. Some questions (selection criteria) are aimed at identifying emotional ties, others are business ones.
Processing of received data. Based on the results, a matrix is compiled, where the list of the class is written, and in the top line - the numbers under which the names of the students appear. In each line, against the numbers of students chosen by this student, the numbers of choices (1,2 or 3) are put. For example, since Leonov chose 1) Vasiliev, 2) Uglov, 3) Klimov, then the corresponding choices are made at the intersection of the seventh row with columns 3.5 and 6.
If the students chose each other (for example, according to the given matrix, Antonova chose No. 4 Dyatlova, and Dyatlova chose No. 1-Antonova), then these two choices (with coordinates (1,4) and (4,1) are circled (mutual choice). In the table they are shown in italics. Boys' numbers are usually circled, girls' numbers are circles. Then a sociogram is drawn on a separate sheet.
Election Matrix
| Who chooses | Who is chosen |
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| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | ||
| 1 | Antonova | 3 | 1 | 2 | ||||||||||||
| 2 | Bulanova | 2 | 1 | 3 | ||||||||||||
| 3 | Vasiliev | 2 | 3 | 1 | ||||||||||||
| 4 | Dyatlova | 3 | 1 | 2 | ||||||||||||
| 5 | Needles | 1 | 3 | 2 | ||||||||||||
| 6 | Klimov | 1 | 3 | 2 | ||||||||||||
| 7 | Leonov | 1 | 2 | 3 | ||||||||||||
| 8 | Nikitin | 2 | 3 | 1 | ||||||||||||
| 9 | Orekhov | 2 | 1 | 3 | ||||||||||||
| 10 | Orfeev | 1 | 3 | 2 | ||||||||||||
| 11 | Pavlov | 2 | 1 | 3 | ||||||||||||
| 12 | Relatives | 1 | 2 | 3 | ||||||||||||
| 13 | Semenchuk | 3 | 2 | 1 | ||||||||||||
| 14 | Timofeeva | 2 | 3 | 1 | ||||||||||||
| 15 | Ustyugov | 1 | 2 | 3 | ||||||||||||
| Number of elections received | 3 | 0 | 7 | 6 | 6 | 1 | 8 | 0 | 0 | 0 | 1 | 3 | 6 | 4 | 0 | |
| Number of mutual elections | 3 | 0 | 3 | 3 | 2 | 1 | 3 | 0 | 0 | 0 | 0 | 1 | 2 | 3 | 0 | |
Rice. 2 Sociogram target
The sociogram (Fig. 2) consists of four concentric circles in which all the numbers of the students in the class are placed. In the first circle (central) are placed those who scored the largest number of positive choices (the so-called "sociometric stars", which have twice the average number of choices), in the second circle - "preferred" (having an average number of choices), in the third - "neglected" (the number of elections is less than average), in the fourth - "isolated" (who did not receive a single election). Mutual choice is indicated by a solid line between two corresponding numbers, non-reciprocal - by a solid line with an arrow (from the one who chose to the one he chose). For greater clarity or with a large number of students in the class, it is advisable to draw these lines in different colors. The numbers of formal leaders (headmen, etc.) are shaded.
Method 4. Sociometry (2nd option)
This technique can be used for the practical study of personal relationships that exist in the group, as well as to determine the place occupied by each member of the group in the corresponding system of relationships. The described version of the methodology is specially adapted for studying interpersonal relationships in the school classroom, although the technique itself is quite suitable for studying relationships in any other more or less stable environment. social group with the number of participants from 10 to 30 people.
Before the start of the study, group members who have gathered in a room receive instructions similar to the following:
Your group (class) has been around for a long time. During this time, you were able to get to know each other well and certain personal relationships such as likes and dislikes developed between you. Not everything, of course, goes smoothly in your life, and even now your relationship is far from ideal. With someone it’s good for you to be in the same group (class), with someone it’s not very good. Otherwise, as a rule, it does not happen. But, imagine that everything starts all over again and each of you is given the opportunity to again determine the composition of your group (class) at will. In this regard, answer the following questions by writing down your answers on a separate sheet of paper, which must first be signed at the top right (indicate your last name and first name):
1. Which member of your group (class) would you include in the newly created group (class)? List several people in order of preference.
2. Which member of your group would you not like to see in the newly created group (class)? List a few people in order of rejection.
The student (student) environment, the characteristics of the study group, which includes a person, the characteristics of other reference groups have a powerful socializing and educational impact on the personality of the student. group behavior student climate
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 members of the group due to the formation and subordination of group norms and values based on the mechanism of suggestibility, conformism, submission to authority, and the growth of opportunities to exert their response influence on group. In the study group, there are dynamic processes of structuring, forming and changing interpersonal relationships, distributing group roles and nominating leaders, etc. All these group processes have a strong influence on the personality of the student, on his success. learning activities And professional development on his behaviour. The teacher must know and understand the patterns of group processes, have a beneficial effect on their development.
Such individual characteristics the teacher, as his psycho-sociotype, character, leadership style can significantly affect the nature of the relationship with the study group and the very functioning of the student (student) team, contributing to or hindering the growth of its cohesion.
Such a feature of the group as the homogeneity of the age composition determines the age similarity of interests, goals, psychological characteristics contributes to group cohesion. The main activity of the study group is teaching, and the factors of educational cohesion are weaker than production ones, so sometimes a cohesive team does not work out.
In the student group, such socio-psychological phenomena are manifested as:
- - "collective experiences and moods" - the emotional reaction of the team to events in the team, in the world around them; the collective mood can stimulate or inhibit the activities of the team, leading to conflicts, there may be an optimistic, indifferent or dissatisfaction mood;
- - "collective opinions" - the similarity of judgments, views on issues of collective life, approval or disapproval of certain events, actions of group members;
- - phenomena of imitation, suggestibility or conformity;
- - the phenomenon of competition - a form of interaction between people who are emotionally zealous about the results of their activities, striving to succeed. Study group can develop from the type of "association" to the level of "collective" or change to the type of "corporation".
Association - a group in which relationships are mediated only by personally significant goals (a group of friends, acquaintances).
Cooperation is a group that is distinguished by a really operating organizational structure, interpersonal relations are of a business nature, subordinated to the achievement of the required result in the performance of a specific task in a certain type of activity.
The team is a time-stable organizational group of interaction of people with specific governing bodies, united by the goals of joint socially useful activities and the complex dynamics of formal (business) and informal relationships between group members.
The student group is a psychological center for the formation of a specialist. It is here that high moral qualities and the right attitude to learning are formed. The student group is able to significantly increase the effectiveness of the individual process of learning. But for this it is necessary that the student group become a collective (team), where everyone is ready to help everyone, where there is a cult of teaching and knowledge, an atmosphere of scientific research, or, in other words, a favorable socio-psychological climate is established in the group.
Meanwhile, there are ambiguous judgments about the influence of the socio-psychological climate of a student group on the process of teaching students in a higher educational institution.
Creating a favorable socio-psychological climate in the student group is not only a responsible, but also a creative matter, requiring knowledge of its nature and means of regulation. The formation of a good socio-psychological climate requires an understanding of the psychology of people studying at a university, their emotional state, relationships with each other, and the characteristics of individual and collective learning activities.
We proceed from the premise that student performance, their professional and personal growth depend on the socio-psychological climate of the student body, which influences the learning process through the channels of self-esteem, self-confidence, well-being, mutual responsibility, information exchange.
The concept of "socio-psychological climate" has long entered the language of social psychology and sociology, along with similar concepts such as "climate of the enterprise", "moral and psychological climate", "moral atmosphere", "psychological climate", "mood", atmosphere, spirit, environment, microclimate, situation, group ecology, social environment and others. The point is, in general, that, as V.B. Olshansky, "a person can experience inner satisfaction and be a good worker in one team and completely fall into disrepair in another."
There are many definitions and interpretations of the socio-psychological climate, common disadvantage which is the fact that the climate is explicitly or implicitly reduced to other socio-psychological phenomena, and sometimes simply identified with them. Comparison of various concepts of psychological (socio-psychological) climate shows that there is not a single socio-psychological phenomenon, not a single characteristic or property of a group that would not be attributed to climate. This, of course, calls into question the very problem of climate change.
To understand the nature of the climate, it is necessary to take into account not just what affects people, but, above all, the very fact of influence. When analyzing and understanding the climate, attention should be focused on the phenomenon of the influence of the group on the individual, on the channels and mechanisms of this influence, including infection, training, pressure, etc.
Simply put, the socio-psychological climate refers to everything in the psychology (culture) of a group that in one way or another affects the life and activities of the members of this group. Today we can assume that the climate of a group (organization) is those components of collective psychology that affect the well-being, health, development and activity of a person who is part of this group (organization). We are talking, first of all, about the socio-psychological conditions in which people live and work, and which are largely created by them.
The socio-psychological climate of the team is the totality of all the influences of the members of the team on each other, as well as the psychological conditions that allow or hinder the satisfaction of the social needs of its members. These conditions include:
intra-group information that satisfies the need for knowledge and orientation;
recognition (acceptance), respect for each other;
group factors that allow a person to realize his intellectual and emotional potential, to play the role for which he is capable and prepared;
the opportunity to feel free, to have a status that does not infringe on his self-esteem.
Climate is also group pressure and social control. If the collective forces a person to be a conformist, then the climate is perceived as unfavorable.
This is exactly how Yu.P. Platonov presents the socio-psychological climate: “The psychological climate is the qualitative side of interpersonal relations, manifested in the form of a set of psychological conditions that contribute to or hinder productive joint activity and the comprehensive development of the individual in a group.” True, the author does not emphasize this understanding, since on the next page he, in essence, repeats the traditional definition of climate as “a state of interpersonal and group relations in a team that reflects the business spirit, work motivation and degree of social optimism of the organization’s personnel.”
Climate is an indicator of the relationship "person - group". A person living and acting in a group experiences various influences from its side, including pressure, coercion, infringement. He can be proud of his team and cherish ... He can be afraid and hate him. A person can neglect the team in which he works, and not reckon with him. All these are vital manifestations of the collective climate. The psychological climate should be understood as the comfort of the group (organization, society) for the individual.
Table 1. Correlation between the self-assessment of the climate of the group and the characteristics of the learning behavior of students
|
Well-being and learning behavior of students |
||||
|
Climate self-assessment |
well-being |
Class attendance |
information exchange |
Level of responsibility for preparing group training sessions |
|
Good and rather good |
Confidence in their knowledge, active participation in discussions |
High attendance |
Covers the entire group |
Students take the initiative and carefully prepare a learning event for the group |
|
something in between |
Shyness, timidity |
Students try not to miss classes, but sometimes it happens |
Students only share important information with friends |
The task is carried out formally |
|
Bad and rather bad |
Students prefer to remain silent in seminars |
Classes are skipped quite often |
Information exchange is almost non-existent |
Evasion learning tasks, or failure to attend the seminar |
As can be seen, if a favorable socio-psychological climate has developed in the group, then most students feel confident in training sessions, boldly ask questions, and express their opinions, knowing that the group will support them; if the climate is not conducive to this, then the majority of students prefer to refrain from participating in the seminar discussion, fearing ridicule and tricky questions from their comrades.
Students who positively assessed the psychological climate of their group rarely miss classes; those who are often absent from training sessions, as a rule, evaluate the climate of their group less positively.
The situation is similar with respect to information exchange in a group - students exchange educational information more fully and comprehensively only in those groups where the climate is favorable for this.
There is also a connection between the level of favorable socio-psychological climate and the degree of responsibility of the student to the group. Students who receive an individual task from the teacher to prepare for the seminar prepare especially carefully and, by all means, will attend the lesson mainly in those groups where the climate is favorable. If the climate is not all right, then a significant part in such a situation may simply not come to class.
The mechanism of the influence of the socio-psychological climate on the progress of students is as follows: in an environment with a healthy climate, the student feels confident and freely expresses his opinion, takes part in discussions; there is a high level of mutual responsibility of students to each other; in the group there is an intensive exchange of educational, business and other information between students.
Relationships with other people are important and relevant for a person of any age. However, their significance is enhanced precisely in adolescence, when a person gradually turns from a small child into a young man. That is why the formation and development of interpersonal relations of adolescents should become one of the most relevant topics in modern psychology.
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TOPIC: interpersonal relations in a team of adolescents
PLAN
Introduction
- The role of family relations in the formation of communicative qualities of adolescents
- Interpersonal relationships among adolescents
2.1. Research on teen digs
2.2. Study of the psychological climate in a team of adolescents
Conclusion
Literature
Applications
INTRODUCTION
“One person… not a damn thing.” These dying words of the hero of E. Hemingway's novel "To have and not to have" are one of the axioms of human existence. Wherever we are and whoever we are, whatever position we take in the most complex coordinate grid of social relations, we are always among people, and even when we are completely alone, we nevertheless do not remain alone, because those around us are significant, close And Dear people continue to live in our consciousness, determining both its content and, accordingly, the whole structure of our behavior. Thus, relationships with other people are important and relevant for a person of any age. However, their significance is enhanced precisely in adolescence, when a person gradually turns from a small child into a young man. That is why the formation and development of interpersonal relations of adolescents should become one of the most pressing topics in modern psychology.
The object of our study is interpersonal relations in general, and the subject considered in detail in the context of the object is interpersonal relations in a team of adolescents.
The purpose of this study is to establish the factors influencing the development of the communicative qualities of the personality of adolescents, as well as to consider the forms of organization of communication in the adolescent environment.
1.1. The role of family relations in the formation of communicative qualities of adolescents
One of the main features of adolescence and early adolescence is the change of significant persons and the restructuring of relationships with adults.
"We and adults" is a constant theme of teenage and youthful reflection. Of course, the age “We” also exists in the child. But the child accepts the difference between the two worlds - children's and adults - and the fact that the relationship between them is unequal, as something indisputable, for granted. Adolescents stand somewhere "in the middle", and this intermediate position determines many properties of their psychology, including self-consciousness.
French psychologists (B. Zazzo, 1969) asked children from 5 to 14 years old whether they consider themselves "small", "large" or "medium" (not in height, but in age); at the same time, the evolution of the standards of "growth" themselves was revealed. Preschoolers often compare themselves to younger children and therefore claim that they are "big".
School age gives the child a ready-made quantitative standard of comparison - the transition from class to class; most children consider themselves "average", with deviations mainly towards "big". From 11 to 12 years old, the starting point changes; its standard is increasingly becoming an adult, "growing up" means becoming an adult.
Soviet psychologists, starting with L. S. Vygotsky, unanimously consider the feeling of adulthood to be the main neoplasm of adolescence. However, an orientation towards adult values and comparing oneself with adults often makes a teenager see himself again as relatively small, dependent. At the same time, unlike a child, he no longer considers this situation normal and strives to overcome it. Hence the contradictory feeling of adulthood - a teenager claims to be an adult and at the same time knows that the level of his claims is far from being confirmed and justified in everything.
One of the most important needs of the transitional age is the need for liberation from the control and guardianship of parents, teachers, elders in general, as well as from the rules and procedures established by them. How does this age-related tendency appear (not to be confused with relations between generations!) in the relations of high school students with the most significant concrete adults for them, who are not only older in age, but also authorized representatives of adult society as a whole - parents and teachers?
Of the factors of socialization, considered separately, the most important and influential was and remains the parental family as the primary unit of society, the influence of which the child experiences first of all, when he is most receptive. Family conditions, including social status, occupation, material level and level of education of parents, largely determine the life path of the child. In addition to the conscious, purposeful upbringing that parents give him, the whole family atmosphere affects the child, and the effect of this influence accumulates with age, being refracted in the structure of the personality.
There is practically no social or psychological aspect of the behavior of adolescents and young men that would not depend on their family conditions in the present or past.
True, the nature of this dependence is changing. So, if in the past the child's school performance and the duration of his education depended mainly on the material level of the family, now this factor is less influential.
According to the Leningrad sociologist E.K. Vasilyeva (1975), the proportion of children with high academic achievement (average score above 4) among parents with higher education is three times higher than in the group of families with parents educated below seven grades. This dependence persists even in high school, when children have the skills independent work and do not need direct parental assistance.
In addition to the educational level of parents, the composition of the family and the nature of the relationship between its members strongly influence the fate of adolescents and young men.
Unfavorable family conditions are characteristic of the vast majority of so-called difficult teenagers.
A significant influence on the personality of a teenager is exerted by the style of his relationship with his parents, which is only partly due to their social position.
There are several relatively autonomous psychological mechanisms through which parents influence their children. Firstly, reinforcement: by encouraging behavior that adults consider correct, and punishing for violation of established rules, parents introduce a certain system of norms into the mind of the child, the observance of which gradually becomes a habit and internal need for the child. Secondly, identification: the child imitates parents, focuses on their example, tries to become the same as them. Thirdly, understanding: knowing the inner world of the child and sensitively responding to his problems, parents thereby form his self-awareness and communicative qualities.
Family socialization is not limited to direct "paired" interaction between the child and his parents. Thus, the effect of identification can be neutralized by counter-role complementarity: for example, in a family where both parents know how to run the household very well, the child may not develop these abilities, because, although he has a good model before his eyes, the family does not need to show these abilities. qualities; on the contrary, in a family where the mother is homeless, this role can be taken over by the eldest daughter. The mechanism of psychological counteraction is no less important: a young man whose freedom is severely restricted can develop an increased craving for independence, and one who is allowed everything can grow dependent. Therefore, the specific properties of the child's personality, in principle, cannot be derived either from the properties of his parents (neither by similarity, nor by contrast), nor from individual methods of education (D. Baumrind, 1975).
At the same time, the emotional tone of family relationships and the type of control and discipline prevailing in the family are very important.
Psychologists represent the emotional tone of relations between parents and children in the form of a scale, on one pole of which there are the closest, warmest, benevolent relations (parental love), and on the other - distant, cold and hostile. In the first case, the main means of education are attention and encouragement, in the second - severity and punishment. Many studies prove the advantages of the first approach. A child deprived of strong and unambiguous evidence of parental love is less likely to have high self-esteem, warm and friendly relationships with other people, and a stable positive self-image. A study of young men and adults suffering from psychophysiological and psychosomatic disorders, neurotic disorders, difficulties in communication, mental activity or study shows that all these phenomena are much more often observed in those who lacked parental attention and warmth in childhood. Unkindness or inattention on the part of parents causes unconscious mutual hostility in children. This hostility can manifest itself both explicitly, in relation to the parents themselves, and covertly. Unaccountable, unmotivated cruelty shown by some teenagers and young men in relation to strangers who have done nothing wrong to them, often turns out to be the result of childhood experiences. If this impotent aggression is directed inward, it gives low self-esteem, feelings of guilt, anxiety, and so on.
The emotional tone of family education does not exist by itself, but in connection with a certain type of control and discipline aimed at the formation of appropriate character traits. Different methods of parental control can also be represented as a scale, on one pole of which there is a high activity, independence and initiative of the child, and on the other - passivity, dependence, blind obedience (G. Elder, 1971) .
Behind these types of relationships is not only the distribution of power, but also a different direction of intra-family communication: in some cases, communication is directed mainly or exclusively from parents to the child, in others - from the child to the parents.
Of course, the methods of decision-making in most families vary depending on the subject: in some matters, high school students have almost complete independence, in others (for example, in financial matters), the right to decide remains with the parents. In addition, parents do not always practice the same style of discipline: fathers are usually perceived as young men and in fact are more rigid and authoritarian than mothers, so the general family style is somewhat compromise. Father and mother can complement each other, or they can undermine each other's influence.
The best relationships between high school students and their parents usually develop when parents adhere to a democratic parenting style.
This style is most conducive to the education of independence, activity, initiative and social responsibility. The behavior of the child is directed in this case consistently and at the same time flexibly and rationally: the parent always explains the motives for his demands and encourages their discussion by the teenager; power is used only to the extent necessary; in a child, both obedience and independence are valued; the parent makes the rules and enforces them firmly, but does not consider himself infallible; he listens to the opinions of the child, but does not proceed only from his desires.
1.2. Interpersonal relationships among adolescents
One of the main tendencies of adolescence is the reorientation of communication with parents, teachers and elders in general to peers who are more or less equal in position.
The need to communicate with peers, who cannot be replaced by parents, occurs in children very early and increases with age. Already among preschoolers, the absence of peer society has a negative effect on the development of communication skills and self-awareness. The behavior of adolescents is inherently collective-group.
First, peer communication is a very important channel of information; from it, adolescents learn many things they need that adults do not tell them for one reason or another.
Secondly, it is a specific type of interpersonal relationship. Group play and other types of joint activities develop the necessary skills of social interaction, the ability to obey a collective initiative and at the same time defend their rights, correlate personal interests with public ones. Outside the society of peers, where interactions are fundamentally built on an equal footing and status must be earned and able to be maintained, the child cannot develop the communicative qualities necessary for an adult, the competitiveness of group relationships, which is not in relations with parents, also serves as a valuable life school.
Thirdly, it is a specific kind of emotional contact. The consciousness of group belonging, solidarity, comradely mutual assistance not only facilitates the adolescent's autonomy from adults, but also gives him an extremely important sense of emotional well-being and stability.
The psychology of communication in adolescence is based on the contradictory interweaving of two needs: isolation (privatization) and affiliation, that is, the need for belonging, inclusion in a group, community.
Isolation is most often manifested in emancipation from the control of elders. However, it also applies to relationships with peers.
There is a growing need not only for social, but also for spatial autonomy, the inviolability of one's personal space.
However, in addition to calm, peaceful solitude, there is painful and intense loneliness - longing, a subjective state of mental and spiritual isolation, incomprehensibility, a feeling of an unsatisfied need for communication, human closeness.
The feeling of loneliness and restlessness associated with age-related difficulties in the formation of a personality gives rise to an insatiable thirst in adolescents for communication and grouping with peers, in whose society they find or hope to find what adults deny them: spontaneity, emotional warmth, salvation from boredom and recognition of their own significance.
The intense need for communication and affiliation turns for many guys into an invincible herd feeling: they cannot not only spend a day, but an hour outside their own, and if they don’t have their own, any company. This need is especially strong in boys.
With the similarity of the external contours of social behavior, the deep motives behind the youthful need for affiliation are individual and diverse. One seeks reinforcement of self-respect, recognition of his human value in the society of his peers. Another important sense of emotional belonging, unity with the group. The third draws the missing information and communication skills. The fourth satisfies the need to dominate, command others. For the most part, these motives and interweavings are not recognized.
A typical feature of adolescent groups is an extremely high level of conformity. Fiercely defending their independence from their elders, adolescents are often completely uncritical about the opinions of their own group and its leaders.
It should be noted that the communicative features and communication style of boys and girls are not exactly the same. This also applies to the level of sociability and the nature of affiliation.
At first glance, boys of all ages are more sociable than girls. From a very early age, they are more active than girls in coming into contact with other children, starting joint games, etc. the sense of belonging to a peer group is more important for men of all ages than for women.
However, the differences between the sexes in the level of sociability are not so much quantitative as qualitative. The content of joint activities and their own success means more to boys than having sympathy for other participants in the game.
FROM early ages boys gravitate towards more extensive, and girls towards intensive communication; boys most often play in large groups, and girls play in twos or threes. Different ways of socialization of boys and girls that exist in all human societies, on the one hand, create and reproduce psychological gender differences. And we are talking not just about quantitative differences in the degree of sociability of boys and girls, but about qualitative differences in the structure and content of their communication and life.
Youth groups primarily satisfy the need for free communication unregulated by adults. Free communication is not just a way of spending leisure time, but a means of self-expression, establishing new human contacts, from which something intimate, exclusively one's own, gradually crystallizes.
Different types of communication can exist, performing different functions, their specific weight and significance changes with age. The preferred meeting places are also changing. For teenagers, this is most often a yard or their own street.
Different forms and places of communication not only replace each other, but also coexist, responding to different psychological needs.
If companies are formed mainly on the basis of joint entertainment, then human contacts in them, being emotionally significant, usually remain superficial. The quality of spending time together often leaves much to be desired.
Some of these companies develop into anti-social ones.
Youth groups and their rivalry is a common fact human history. The phenomenon is multilevel. Saami deep, universal its layer - opposition. "We" and "They" by the territorial principle - exist almost everywhere. However, the weakening of the influence of the family, especially the paternal principle, increases the degree of identification of the teenage boy and the group, creating what is called the “pack effect”.
2.1. study of teenage companies
Relationships with other people are both important and relevant for a person of any age. However, their role is especially significant for high school students - boys and girls aged 14-17, who just at this age master the complex world of human connections in interaction with their peers, comprehend the essence of their own "I" in accordance with the "mirror" effect and at the same time satisfy the needs in human connections, self-affirmation, attachment, self-awareness, as well as in the system of orientations and the object of worship. That is why the study of emerging interpersonal relationships of adolescents is one of the hot topics in modern relationship psychology.
It is necessary to investigate the companies of teenagers to complete the picture, and then the psychological climate prevailing in the team of teenagers.
To do this, adolescents were offered a questionnaire containing 14 questions. (the application form is attached).
Based on the results of the study, the following table was obtained
question | |||||||
Qty | |||||||
Every day | In one day | less often |
|||||
Where do you usually meet? | In the basement or roam the streets | On the site in front of the house or in the entrance | Someone's apartment |
||||
How many recognized leaders are there in the group? | One | Several | No one |
||||
What is the musical accompaniment of your sat? | Blatnoy musical folklore | Western and domestic bands | Guitar or do without music |
||||
Did you have to “walk the night away” with groups? | Yes | Until two in the morning | Not |
||||
How much alcohol does your group drink? | No limits | To a slight intoxication | Doesn't use |
||||
How many group members smoke tobacco? | Everything | Half | Nobody less than 10% |
||||
How many members of the group use weed or drugs? | all | Half | None |
||||
Do you think that being a member of a group makes it easier to satisfy sexual curiosity | Yes | Not sure | Not |
||||
Does your group participate in the defense of its territory | Yes | Some in other groups | Not |
||||
Are there any people with criminal experience among the members of the group? | Yes | Not sure but possible | Not |
||||
Does your company participate in collective fights | Yes | Some in the group | Not |
||||
What would your company do if in the evening, passed by a drunk | I would have robbed | I would have assessed the situation, I would not have touched it, but I laughed | Nothing |
||||
What would the group do if you announced your departure from the group? | I would have beaten | Remembered all the debts and services | Nothing |
||||
Based on the results of the survey, the following conclusions can be drawn: adolescent students spend their free time in group companies. More than half of teenagers meet less frequently than every other day, presumably on Saturday and Sunday evenings.
Usually teenagers gather in the yard or in the entrance, and only a few roam the streets or spend their time in the basement.
Many teenagers drink alcohol.
Teenagers often communicate with people who have had criminal experience.
Each group has its own territory and often participate in its defense.
2.2. Study of the psychological climate in teenage companies
The study was conducted by determining the psychological climate of a group of adolescents. In this case, a regular class was taken as a group, the number of students in which is 20 people.
To assess some of the main manifestations of the psychological climate of the class, we will use A.N. Lutoshkin. In it, on the left side of the sheet, those qualities of the team that characterize a favorable psychological climate are described, on the right - the qualities of the team with a clearly unfavorable climate. The degree of manifestation of certain qualities can be determined using a seven-point scale placed in the center of the sheet (the form of the questionnaire is given in the appendix) (from +3 to -3)
Using the diagram, you should first read the sentence on the left, then on the right, and after that mark with a “+” in the middle part of the sheet the assessment that best corresponds to the truth. It should be borne in mind that the ratings mean:
3 - the property always manifests itself in the team;
2 - the property manifests itself in most cases;
1 - the property appears quite often
0 - neither this nor the opposite property appears clearly enough, or both are manifested to the same degree;
1 - quite often the opposite property is manifested;
2 - the property manifests itself in most cases;
3 - the property always appears.
Based on the total score, one can determine the degree of well-being of the psychological climate in the team: 42-20 - a high degree of well-being; 19-0 - medium; -1- -20 - indifference; -21- -42 - low degree
To present a general picture of the psychological climate of the team, it is necessary to add up all the positive points. The result obtained will be a conditional characteristic of the psychological climate of a greater or lesser degree of favorableness.
Based on the data obtained, the following table was obtained:
Subjects | Number of points |
Summarizing the data, we get the following table:
Quantity | High degree of well-being | Average degree of well-being | Indifference | Low well-being |
Number of people | ||||
Thus, based on the results of the study, it was possible to establish that the majority of adolescents believe in high degree prosperous team. This is primarily due to the fact that interpersonal communication with peers begins to become significant, there is a change in the significance of communication with adults to communication with peers. In their team, children feel on equal terms with each other, which adults practically cannot provide for them.
CONCLUSION
Thus, based on the results of the study, it was possible to establish that the formation of interpersonal relationships in adolescence is greatly influenced by a number of factors, including the environment in which the teenager is located, the style of communication adopted in the relationship of both parents to children, and between the parents themselves. .
In adolescence, the autonomization of adolescents and the transfer of authority in communication from parents, teachers and adults in general to their peers is of increasing importance. This is primarily due to the fact that it is in this institution of socialization that equality in communication is possible. That is why stable companies of teenagers are beginning to form.
LIST OF USED LITERATURE
1. Bayard R.T., Bayard D., "Your restless teenager", M .: "Enlightenment", 1991
2. Blaga K., Shebek M., "I am your student, you are my teacher.", M .: "Enlightenment", 1991
3. Age and pedagogical psychology ed. Gamezo et al., M.: 1984
4. Volkova E.M., "Difficult children or difficult parents?", M .: "Profizdat", 1992
5. Gurevich K. M. Individual psychological characteristics of a schoolchild, M., Knowledge, 1988;
6. Kovalev S.V., "Psychology of the modern family.", M .: "Enlightenment", 1988
7. Kon I.S., "Friendship", M.: "Enlightenment", 1980
8. Kon I.S., "Psychology of early youth", M.: "Enlightenment", 1991
9. Lesgaft P.F., "Family education of the child and its meaning", M .: "Pedagogy", 1991
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12. Mudrik A. V. Student communication, M., Knowledge, 1987;
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14. Pankova L.M., "At the threshold of family life.", M .: "Enlightenment", 1991
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16. Polivanova L.B., "Psychological content of adolescence"
\\Questions of psychology N5 1992
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20. Remshmidt H., "Adolescence and youthful age" / / World 1994
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M.: "Pedagogy", 1986
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Appendix
- How often does your company meet?
A) every day
B) in a day;
B) less often.
2. Where do you usually meet?
A) in the basement or roam the streets;
B) on the site in front of the house or in the entrance;
C) at someone's apartment
3. How many leaders are in the group?
A) one;
B) several;
C) none.
4. What is the musical accompaniment of your gatherings?
A) criminal musical folklore;
B) Western and domestic groups;
C) guitar or do without music.
5. Have you ever walked with a group all night long?
A) yes;
B) until two in the morning;
C) no.
6. How much alcohol does the group drink?
A) no restrictions
B) to slight intoxication;
B) does not use.
7. How many group members smoke tobacco?
And all;
B) half;
B) nobody.
8. How many members of the group use weed or other drugs?
And all;
B) half;
B) nobody.
9. Do you think that being a member of a group makes it easier to satisfy your sexual curiosity?
A) yes;
B) not sure, but possible;
C) no.
10. Does your group participate in the defense of its territory?
A) yes;
C) no.
11. Are there people with criminal experience among the members of the group?
A) yes;
B) not sure, but possible;
C) no.
12. Does your group participate in collective fights?
A) yes;
B) some in other groups;
C) no.
13. What would your company do if you walked past a drunk person in the evening?
A) would choose
B) would have assessed the situation and not touched, but laughed;
C) nothing.
14. What would the band do if you announced your departure from it?
A) would have beaten;
B) would remember all the "debts and services";
C) nothing.
Appendix
POSITIVE FEATURES | Negative features |
|||||||
Cheerful and cheerful mood prevails | Depression prevails, pessimistic attitude |
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Goodwill prevails in relationships, mutual sympathy | Predominant conflict in relationships, aggressiveness |
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In relations between groupings within the team, there is mutual disposition and understanding. | Groups are in conflict |
|||||||
Team members like to be together, participate in joint activities | Team members show indifference to closer communication |
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Successes or failures of individual team members cause empathy | The successes and failures of team members leave others indifferent |
|||||||
Mutual support and approval prevails | Critical remarks are in the nature of overt and covert attacks |
|||||||
Team members respect each other's opinions | In the team, everyone considers his own opinion to be the main one and is intolerant of the opinions of his comrades. |
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In difficult moments for the team, there is an emotional unity according to the principle “one for all, all for one” | In difficult cases, the team "limp", there are quarrels, mutual accusations |
|||||||
The achievements or failures of the team are experienced by everyone as their own. | Achievements or failures of the team do not resonate with its representatives |
|||||||
The team is sympathetic and friendly to new members | Beginners feel superfluous, strangers |
|||||||
The team is active, full of energy | The team is passive, inert |
|||||||
The team is quick to respond when something needs to be done. | The team cannot be raised to a joint cause, everyone thinks only about personal interests |
|||||||
In the team there is a fair attitude towards all members of the team | The collective is divided into "privileged" and "neglected" |
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Team members have a sense of pride in their team if it is noted by leaders | The praise and encouragement of the team are treated indifferently here. |
