Interpersonal relations in the student body

Andreeva L.M. Speshilov S.A.

The problem of interpersonal relationships in adolescence is that at this age the characteristics of the individual’s relationships with others are determined, which influence its formation and development, as well as the development of individuality; in the actions of the individual, a set of norms, rules and forms of behavior is formed, the individual asserts his place in society.

Purpose of the study : consideration of theoretical and practical aspects of the problem of interpersonal relations in the student body

Object of study: interpersonal relationships

Subject of study: formation of interpersonal relationships

Hypothesis: if corrective classes are conducted to build team cohesion, the level of interpersonal relationships will increase

Research objectives:

• Conduct an analysis of domestic and foreign literature covering interpersonal relationships
• To measure the degree of cohesion in a student group, to identify the status of group members based on signs of sympathy and antipathy, to detect microgroups
• Analyze practical issues of interpersonal relationships among students using the example of first-year students
• Develop recommendations for the formation of interpersonal relationships

To solve the problems, the following research methods were used:

• Comparative method
• Ascertaining and forming experiments
• Method of analysis of primary and secondary data processing

The study was carried out in four stages:

• Selection of literature and search for experimental base
• Comparative experimental and diagnostic studies of interpersonal relationships in adolescence
• Conducting classes aimed at developing interpersonal relationships
• Formative experimental and diagnostic studies

The methodological basis of the study is a set of philosophical, socio-psychological principles that reveal the essence of the psychology of interpersonal relationships

The theoretical part of the study is that it allows us to expand and clarify the idea of ​​interpersonal relationships in adolescence. The theoretical and experimental results are significant for personality psychology.

The practical significance lies in the fact that the data obtained in it make it possible to determine the ways of forming the problem of interpersonal relationships in society. The results of the study can be used in the practice of psychologists in secondary educational institutions to diagnose the characteristics of interpersonal relationships.

First-year students from the experimental 621 and control 623 groups took part in the study. The techniques were carried out on one day, which made it possible to exclude the influence of temporary situational factors. These organizational measures made it possible to increase the reliability of the results obtained.

The following techniques were used in the ascertaining experiment:

• Questionnaire “Motivation for Going to College”; "Motive for choosing a medical specialty"
• Sociometry"Method of sociometric measurements"
• Drawing test “Non-existent animal”

Identifying the motivation for entering college and the motives for choosing a profession allows you to find out what exactly prompted a person to choose this type of profession. To carry out the methodology, students were offered questionnaires

Having carried out statistical processing of the results obtained, data were obtained on a moderate connection between the motivation for entering college and the motive for choosing a medical specialty.

For a more clear comparison and detailed analysis of changes in the results obtained above, a formative experiment was conducted with the experimental and control groups.

Conclusions.

The results of the study allow us to state that interpersonal relationships determined using “questioning” methods; "sociometry"; drawing test “non-existent animal” among members of the experimental group, the results of the classes were higher than those of the control group.

The data obtained indicate the fact that in real life and professional activity, these people in interpersonal relationships have more sympathy than antipathy among themselves.

In line with the solution of this study, it is essential to consider interpersonal relationships as the most important element of educational activity, which in the experimental group appeared (as a result of the activity) during the survey.

It should be noted that the performance of the experimental group was significantly higher than that of the control group. This can be explained by the effectiveness of the training sessions.

As a result of the work on the formation of interpersonal relationships, the indicators of the index of group cohesion, motive and motivation, self-esteem of the experimental and control groups, identified by the three methods, differ significantly, which is confirmed by the correlation analysis of the Spearman coefficient indicators.

Based on this indicator, it can be confidently stated that the classes conducted on the formation of interpersonal relationships had a positive effect in increasing the cohesion of the group, the motive for choosing a specialty and increasing the self-esteem of the subjects of the experimental group. After the findings, recommendations were made

In our work, we tried to solve the problem of interpersonal relationships among first-year students, namely those aspects that influence the formation of interpersonal relationships. This includes the choice of profession, status position within the group, and self-esteem. The hypothesis we put forward was confirmed.

This research topic is of practical interest and can be continued on a wider array of subjects.

The full version of the research work can be viewed on the website of the social network of educators e-mail: [email protected]

Literature:

1. Aleshina Yu.E., Gozman L.Ya., Dubrovskaya E.S. Social and psychological research methods. M., 2007 p215
2. Aronson E. Social psychology: Psychological laws of human behavior in society M.: Olma - Press, 2004 p. 558
3. Burns R. Development of the Self - concepts and education. M., sciences, 1986 p. 211
4. Bern E. Games that people play. Psychology of human relationships. M. "Progress", 1988 p.210
5. Bodalev A.A. Psychology of interpersonal relationships // Questions of psychology 1994 No. 1 p. 90
6. Burlachuk L.F., Morozov S.M. Dictionary – reference book for psychodiagnostics
7. Vilyunas V.K. Psychological mechanisms of human motivation M. 1999 p. 189
8. Gretsov, Bedareva Psychological games for high school students and students St. Petersburg: Peter, 2008 p.190
9. Ezhova N.N. Workbook of psychologist Rostov-on-Don “Phoenix” 2006

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State Autonomous Educational Institution of Secondary Vocational Education "Baikal Basic Medical College of the Ministry of Health of the Republic of Buryatia"

Andreeva L.M.

Interpersonal relations in the student body.

INTRODUCTION

CHAPTER I. The problem of interpersonal relationships in psychology..........…….5

§ 1. The problem of interpersonal relationships in domestic and foreign psychology ……………………………………………………………………......17

§ 2. Features of interpersonal relationships in adolescence……24

CHAPTER II Empirical study of interpersonal relationships

§ 1. Organization, methods and procedure of the study……………………….34

§ 2. Research on motivation for entering medical college………..42

§ 3. Analysis of the results of studies of interpersonal relationships using sociometry ………………………………………………………………… 45

§ 4. Analysis of the results of the study of student self-esteem……………….52

In the student group………………………………………………………..60

CONCLUSION…………………………………………………………………………………..62

LIST OF INFORMATION SOURCES USED……… 63

INTRODUCTION

Relevance

The system of secondary vocational education in Russia is undergoing transformation and adapting to new market conditions. At the same time, health care reform places new demands on nursing professionals. Today, medical institutions need not just a nurse, but a specialist who can creatively approach his work, a well-educated professional.

The idea of ​​integrity, unity of the student’s personal and professional development formed the basis for the formation of a future specialist. The standard of the graduate model includes such integral personality characteristics as competence, emotional and behavioral flexibility.

The basis for assessing these qualities is a combination of a number of psychological techniques that make it possible to track and form a standard of a graduate’s personality.

The art of communication, the ability to build relationships with people, and find an approach to them are necessary for everyone. This skill lies at the heart of life and professional success.

Adolescence is an age when a significant expansion of one’s social circle occurs. At the end of adolescence, the individual is focused on mastering a profession. According to the authors Mukhina V.S., Gamezo M.V., Petrova E.A., Khukhlaeva O.V., youth is the so-called peak of interpersonal communication.

Interpersonal relationships arise and develop on the basis of certain feelings that people have towards each other. Emotions and feelings perform a regulatory function in interactions between people due to the fact that they appear as a norm of behavior, as a willingness to act in a certain way in relation to certain people.

The relevance of the problem of interpersonal relationships in adolescence is that at this age the characteristics of the individual’s relationships with others are determined, which influence its formation and development, as well as the development of individuality; in the actions of the individual, a set of norms, rules and forms of behavior is formed, the individual asserts his place in society.

The problem of interpersonal relationships was considered in Russian psychology by V.N. Myasishchev, A.V. Petrovsky, A.A. Bodalev, Ya.L. Kolominsky, E.O. Smironova. Myasishchev V.N. developed a theory of relationships, in which a person’s relationship is always structural and includes the simplest emotional experiences; through the inclusion of evaluative attitudes in connection with norms and normative criteria, beliefs are formed. Bodalev A.A. developed patterns of relationship formation. Kolominsky Ya.L defines communication as “such informational and substantive interaction between people, during which their interpersonal relationships are realized, manifested and formed.”

Purpose of the study:

Research objectives:

1. Develop recommendations for the formation of interpersonal relationships

Object of study- interpersonal relationships

Subject of study

Hypothesis: if corrective classes are conducted to build team cohesion, the level of interpersonal relationships will increase

The methodological basis of the study is a set of philosophical, socio-psychological principles that reveal the essence of the psychology of interpersonal relationships.

The theoretical significance of the study is that it allows us to expand and clarify the idea of ​​interpersonal relationships in adolescence. The theoretical and experimental results are significant for personality psychology.

The practical significance lies in the fact that the data obtained in it make it possible to determine ways to optimize the problem of interpersonal relationships in society. The results of the study can be used in the practice of psychologists in secondary educational institutions to diagnose the characteristics of interpersonal relationships.

CHAPTER I. The problem of interpersonal relationships in psychology.

By studying an individual, we turn to his immediate environment, and through the prism of interpersonal relationships, his microsociety, we begin to better understand the problems of the individual and the roots of his personification.

If we talk about attitude, then we must keep in mind the subjective connection that is established by a person, an event and manifests itself in his emotional reactions and certain activities.

V.N. Myasishchev gave a classic definition of personality relationships: “Relationships are an integral system of individual, selective, conscious connections of a person with different aspects of objective reality, including three interrelated components: a person’s attitude to people, to himself, to objects of the external world” [25].

The definition of “interpersonal” indicates not only that the object of the relationship is another person, but also the mutual direction of the relationship. Interpersonal relationships differ from such types as self-attitude, attitude towards objects, intergroup relations.

The concept of “interpersonal relationships” focuses on the emotional and sensory aspect of interaction between people and introduces the time factor and analysis of communication, since under the condition of interpersonal communication, through the continuous exchange of information, the dependence of the people who have come into contact arises on each other, and mutual responsibility for the existing relationship.

A person’s interaction with the social system is carried out through a set of connections, thanks to which he becomes a person, a subject of activity and individuality. Relations that arise between people in the process of communication, joint practical and spiritual activities are defined as social relations. The reasons for such relationships can be industrial, political, legal, moral, religious, psychological and others.

Psychological relationships between people are usually divided into official and informal in accordance with the organization where they are formed. Official relationships are sanctioned, documented and controlled by society or individual representatives. Informal relationships may be recognized and even encouraged by formal organizations, but they are not documented.

Distinguish between business and personal or (interpersonal relationships). Business relationships are associated with educational or work joint activities and are determined by them. Personal relationships can be evaluative (admiration, popularity) and effective (related to interaction); they are determined not so much by objective conditions as by the subjective need for communication and the satisfaction of this need.

N.N. Obozov offers the following classification of interpersonal relationships: relationships of acquaintance, friendship, companionship, friendly, love, marital, family and destructive. This classification is based on several criteria: the depth of the relationship, selectivity and choice of partners, and the function of the relationship. The main criterion, in his opinion, is the extent and depth of a person’s involvement in a relationship, and additional criteria are the distance between partners, the duration and frequency of contacts, the participation of role clichés in acts of communication, norms of relationships, and requirements for the conditions of contact. According to N.N. Obozov, different types of interpersonal relationships involve the inclusion of certain levels of personality characteristics in communication [28]

Interpersonal relationships in a group can be considered statically, in the form in which they have formed at a given point in time, and dynamically, i.e. in the process of development. In the first case, the features of the existing system of relations are analyzed, in the second - the laws of their transformation and development. These two approaches often coexist with each other and complement each other.

Relationships in groups naturally change. At first, at the initial stage of group development, they are relatively indifferent (people who do not know or know each other poorly cannot definitely relate to each other), then they can become conflictual, and under favorable conditions turn into collectivist.

When analyzing the life and activities of an individual who enters into communication with other people, they most often abstract from the broad understanding of the category “relationship”, taking into account only its narrower meaning, in this case we are talking about interpersonal relationships.

Interpersonal relationships are a type of personal relationship that is revealed in relationships with other people. Interpersonal relationships are emotional in nature. They are accompanied by various experiences (likes and dislikes). The term “relationships” is used to denote interpersonal relationships in psychology.

The main criterion is depth - a measure of a person’s involvement in a relationship. In the structure of a personality, several levels of manifestation of its characteristics can be distinguished: general species, sociocultural, psychological, individual. Sociocultural characteristics include: nationality, profession, education, political and religious affiliation, social status.

Psychological characteristics include: intelligence, motivation, character, temperament, abilities.

To the individual - everything that is individually unique, determined by the characteristics of a person’s life.

Different types of interpersonal relationships involve the inclusion of different levels of personality in communication. The greatest inclusion of personality, down to individual characteristics, occurs in friendly relationships.

According to the second criterion, the greatest selectivity is characterized by friendly, marital, and love relationships. The least selectivity is typical for acquaintance relationships.

The third criterion - the difference in the functions of relationships, means that the functions of relationships are manifested in the difference in their content, psychological meaning for partners.

Functions refer to tasks and issues that are resolved in interpersonal relationships.

In addition to the main ones, additional criteria are identified. These include: the distance between communication partners, the duration and frequency of contacts, the participation of role stereotypes in acts of communication, norms of relationships, requirements for the conditions of contact. The general pattern is as follows: the deeper the relationship, the shorter the distance; the more frequent the contacts, the fewer role clichés.

In friendships, one can distinguish instrumental relationships and emotional-confessional ones.

Emotionally confessional friendships are based on mutual sympathy, emotional attachment, and trust. This type of relationship is characterized by: decreased self-control and looseness in communication, removal of social masks of behavior - the opportunity to be oneself, the predominance of a positive evaluative attitude of partners.

The opposite of friendly relationships is hostile relationships. This type of relationship involves negative emotional attitudes towards the partner. hostile relationships are manifested in a lack of trust, violation of the partner’s plans, obstacles in activities, deliberate underestimation of the partner’s self-esteem

Through interpersonal relationships, a person can indirectly become involved in the system of social relations. Initially, such inclusion occurs through a person’s immediate environment, but as they grow older, the boundaries expand. Informal, emotionally rich, personally significant interpersonal relationships create the basis for the formation of personality.

The focus is on M.I. Lisina and her employees were not only the external, behavioral picture of communication, but also the needs and motives of communication, which in essence are relationships. First of all, the concepts of “communication” and “relationship” should be correlated[ 23 ].

Communication was quite widely used in the context of the activity approach and was itself considered as a special type of activity. Interpersonal relationships were included in the problems of communication. At the same time, interpersonal relationships were intensively studied within the framework of relationship psychology, founded by A.L. Lazursky and V.N. Myasishchev[ 25].

At the center of this direction lies the idea of ​​personality, the core of which is an individually holistic system of subjective-evaluative relations to reality.

It is characteristic that the activity approach developed mainly within the framework of theoretical and experimental psychology, and the psychology of relationships developed mainly in the sphere of psychological practice.

In contrast to action, attitude:

1. Has no purpose and cannot be arbitrary
2. It is not a process and, therefore, does not have a space-time development; it is a state rather than a process;
3. It does not have culturally normalized external means of implementation and, therefore, cannot be presented and assimilated in a generalized form; it is always extremely individual and concrete.

At the same time, attitude is inextricably linked with action. It generates action, changes and transforms in action, and itself is formed and arises in action. Personal meaning is both a formative element of consciousness (which, as is known, precedes action) and the main characteristic of action, and its result. The resulting attitude may be both the source of the action and its product, but it may not be, since the attitude does not always express itself in external activity.

Let's consider the influence of various factors on the structure of formal and informal relationships in a study group, and the characteristics of communication in a student group.

Interpersonal relationships arise and function within each type of social relationship, including during training at a medical college, and allow specific people to express themselves as individuals in acts of communication and interaction.

Communication is a prerequisite for the process of educating and training students. Its role and importance are determined by a number of factors.

Firstly, human life at any level involves the establishment of information connections and contacts, mutual understanding and interaction between people.

Secondly, no human communities, including student groups, can carry out full-fledged joint activities unless contact is established between people and mutual understanding is achieved among them.

Thirdly, the very psychological nature of a person causes him to need the support and help of other people, to study and use their life experience, to receive the necessary advice and information, which is especially important and necessary for first-year students.

Fourthly, the successful solution of educational tasks, activating students to complete them, making decisions, monitoring the execution of instructions is carried out through communication.

In domestic social psychology, there are three different types of interpersonal communication in their orientation: imperative, manipulation and dialogue.

In the conditions of a medical college, the third type of communication is clearly manifested, i.e. dialogical communication. This is an equal subject-subjective interaction, which aims at mutual knowledge, self-knowledge of communication partners. Its effectiveness is largely determined by strict adherence to the rules: psychological attitude towards the state of the interlocutor; non-evaluative perception of the partner’s personality; perception of the partner as an equal, having his own opinion. Naturally, this type of communication requires the teacher to have extensive experience in working with people, as well as certain personal qualities; restraint, respect for the interlocutor, patience, etc.

Imperative communication is an authoritarian, directive form of interaction with a communication partner. They resort to it in order to achieve control over the behavior and thoughts of a partner, forcing him to take certain actions. The peculiarity of imperative communication is that the partner is a passive party. At the same time, during communication, its ultimate goal, its coercive nature, is not hidden.

Manipulative communication is one of the forms of interpersonal communication in which influence on a partner to achieve one’s intentions is carried out covertly. With manipulative communication, the goal is also to achieve control over the behavior and thoughts of another person, but the partner in this case is not informed about the true goals of communication. They either hide or are replaced by others. Most often, manipulation is used in business relations and in the field of propaganda. Manipulative communication is not acceptable in a medical college, as it may lead to mistrust on the part of students.

The effectiveness of communication depends on individual, personal and socio-psychological conditions and prerequisites. In psychology, these include: a clear understanding of the goals of communication; the presence of appropriate motives; mastery of means of communication; the communication skills and knowledge of the communicants are well formed.

The central component of the psychology of the student body, the core of the socio-psychological climate in it, is the relationship between students in two main forms.

When considering the dynamics of student relationships, it is necessary to take into account the features, specific manifestations and contradictions characteristic of adolescence at the stage of transition to maturity.

Self-esteem is an important regulator of human behavior; relationships with others, criticality and demands on oneself, and attitude towards one’s successes and failures depend on it. Self-esteem greatly influences our perception of others. R. Nemov writes that one of the facts that definitely influences the correctness of people’s perception of each other is the primacy effect.

Its essence is that the primary impression of a person, the first personal information received about him, can have a strong, lasting influence on the formation of the image. The primary impression of a person is influenced by such little things as gestures, facial expressions, appearance, speech, and therefore, with low self-esteem, it is difficult to actually make a good impression, since low self-esteem, in the first place, prevents a person from revealing himself as an individual and realizing his potential.

When communicating with a person with low self-esteem, he feels the person’s attitude toward himself on a subconscious level (subconsciously picking up facial expressions, gestures, intonations) and an elementary law comes into play: “Why would I make extra efforts and treat the person better than he expects?” People with low self-esteem generally do not strive for a leadership position in a team.

The most important feature of interpersonal relationships is that the emotional component plays a very significant role in information. This is not the case in other types of relations, such as industrial and political. The content and degree of expression of emotions and feelings that students can experience in relation to each other are extremely diverse: a deep sense of respect, indifference, hatred, willingness to sacrifice everything for a friend. All emotions and feelings associated with interpersonal relationships can be divided into two large groups - a group of positive and a group of negative feelings and emotions.

The first group includes bringing together and unifying feelings, in which the subjects of the relationship demonstrate readiness and desire for cooperation, joint actions (feelings of sympathy and respect for another, positive emotions, manifested as a result of a high assessment of his moral, business and other qualities).

The second group includes bringing together and unifying feelings, when there is no desire to cooperate, interaction becomes impossible, antipathy, contempt, and negative emotions arise.

Likes and dislikes, as an important psychological element of interpersonal relationships, affect the psychological climate of the group, and sometimes of the entire course, especially if likes or dislikes arise between the leaders of microgroups. No less significantly the nature of interpersonal relationships is influenced by the position of the individual in the system of group relations, which is characterized, first of all, by its status and roles performed.

Status is the position of a subject in interpersonal relationships. Status assigns a social function to a person by normatively endowing him with rights and responsibilities. Status is realized through a system of roles, that is, various functions that a person performs in accordance with his position in the group. Role behavior is relatively flexible; it can change and improve depending on the situation and the dynamics of the individual. Therefore, the role can be considered a dynamic aspect of status.

The totality of subordinate positions of a group in the system of intragroup interpersonal preferences forms the sociometric structure of a small group. A system of emotional likes and dislikes between group members that determine the unofficial sociometric status of a group member.

The sociometric status of a group member is a fairly stable value. The value is not only preserved, but also “transfers” with the student to another group. The explanation for this is very simple. Status is a group category and does not exist outside the group; the student gets used to fulfilling the roles assigned to him by his permanent status position. Certain habitual forms of response to the words and actions of others are fixed in behavior. Facial expressions, postures and other non-verbal reactions are also “adjusted” to a certain role.

Some psychological and social factors influence the magnitude of a student’s sociometric status. Firstly, appearance - facial expression, clothing, hairstyle, physique; secondly, the nature of speech - what is said and how, the content and form of communication style; thirdly, behavior - the nature of actions, their motives, manner of behavior; fourthly, activity - what and how the student does, goals, motives and methods of activity, its quality. Each group has a system of its own valuable qualities for this community. High status is given to those who possess them in due measure.

A student's status often depends on his position in other groups and the success of his activities. A student who has distinguished himself in sports and amateur performances can improve his position in the group and on the course.

Each status includes a number of roles. For example, a student who has the status of a prefect behaves differently with other students. The set of roles corresponding to a given status is called a role set. There are formal roles, which are performed in accordance with the officially assigned status, and informal ones (“the soul of the group”, “the ringleader”). With long-term interactions, roles become stable. And in the future they greatly influence the behavior of the individual and his actions.

The relationship between status and role in formal and informal groups is different. In a formal group, statuses are normatively defined and delimited. A person first occupies a status (appointed or elected to a position), and then begins to perform a role. There may be cases of occupying a status without playing a role or with playing a role. In an informal group, a person performs a role while occupying a status.

From this it is obvious that the important point is the choice of the group's asset. This should be preceded by long and labor-intensive work by the class teacher to analyze the existing interpersonal relationships in the group. In the future, the psychological climate in the study group, as well as the effectiveness of solving problems of various kinds, will depend on this choice. The optimal option is when members of the active group are also leaders of microgroups.

The study of microgroups in a student group, the ability to distinguish between them is an integral part of the work of the class teacher, and he must understand that such groups exist within the framework of any small social community. Numerous subgroups are not very stable. Within the microgroup, their own norms and rules of group life are established, and it is the microgroup that most often initiates changes in these groups. A student entering a new group first of all faces the choice of a microgroup that would accept him and approve of his behavior. The teacher in his work must act taking into account the reaction of the microgroup, especially those of them who occupy dominant positions.[35]

A significant influence on the nature of interpersonal relationships is exerted by the structure of social power in a group, which, realized through the actual or potential right to influence on the part of certain group members, can be exercised in various forms, among which the phenomena of leadership and management are the most studied.

§ 1 The problem of interpersonal relations in domestic and foreign

Psychology

Currently, there is a large number of psychological studies devoted to various aspects of the problem of interpersonal relationships.

The developments of domestic psychologists are based on the ideas of B.G. Ananyev and V.N. Myasishchev about the nature of interpersonal interaction, in which three components can be distinguished: people’s knowledge of each other, their relationship to each other in the form of an emotional response, and the treatment of a person with a person in the process of communication.

B. G. Ananyev considers communication as a social and individual phenomenon simultaneously manifested in information, communication and the transformation of a person’s inner world, which occurs in various specific situations of communication and interaction between people. At the same time, he establishes the relationship between external conditions and interpersonal communication, and also makes an attempt to determine the optimal amount of communication that is necessary for the development of the individual as a whole. He considered the main directions of the influence of communication on the formation of the mental world of the individual and the relationship of communication with other types of professional activity of the individual (1982) [5].

V.N. Myasishchev viewed communication as a process of interaction between specific individuals influencing each other in a certain way. In his works, he analyzed the influence of conditions that can promote or hinder interpersonal interaction, as well as the role of communication in personality development (1973) [25].

A person's self-awareness is possible only through his relationships with others. S.L. Rubinstein most clearly expressed this idea in his last work “Man and the World”: “I” cannot be revealed as an object of direct awareness, through relationships with oneself, isolated from other people. The initial condition for my existence is the existence of personality, subjects with consciousness, the existence of the psyche, the consciousness of other people.”

The approach outlined by Rubinstein is developed in his works by K.A. Albukhanov-Slavskaya, for whom the central point of self-determination is self-determination, one’s own activity, a conscious desire to take a certain position. Bye. Albukhanova-Slavskaya, self-determination is an individual’s awareness of his position, which is formed within the coordinates of the system of relations. At the same time, she emphasizes that the self-determination and social activity of the individual depends on how the system of relations develops (to the collective subject, to one’s place in the team and to its other members) [1].

The development and experimental solution of problems of interpersonal communication at the intersection of philosophy and general psychology was carried out by B.F. Lomov, in the field of general and social psychology G.M. Andreeva and A.V. Petrovsky, general psychology, psycholinguistics - A.A. Leontiev, social and differential psychology - A.A. Bodalev, V.A. Kan-Kalik, interpersonal perception was studied by A.A. Bodalev, G. A Kovalev and others.

In the studies of A.A. Bodalev considers interpersonal communication that occurs in the process of joint activity and is its means. It is noted that in the process of official business communication all components of interpersonal communication are present, but they acquire the character of the most important factor in the effectiveness of professional activity.

The study of interpersonal relations at the interethnic level was carried out by L. Ahnert, M.I. Volovikova, L.R. Goldberg, V.V. Znakov, A.G. Shmelev, A.I. Egorova and others, who in their research drew attention to the influence of interethnic differences on the nature of interpersonal relationships.

The role and place of interpersonal relationships in the educational space was emphasized by A.A. Rean, Ya.L. Kolominsky, D.N. Isaev, V.E. Kagan, N.E. Kolyzaeva, I.S. Kohn, V.A. Losenkov, T.V. Kornilova, E.L. Grigorenko, T.S. Koshmanova, N.V. Kuzmina and others.

Stylistic features of interpersonal interaction were studied by T.E. Argentova, G.A. Berulava, L.I. Wasserman, V.A. Goryanina, E.A. Klimov, V.N. Kunitsyna, V.V. Latynov, V.S. Merlin and others.

The analysis of interpersonal family relationships was carried out by A.N. Volkova, V.P. Levkovich, A.E.Lichko, T.M. Mishina, A.N. Obozova, T.G. Rybakova, V.A. Smekhov, T. M. Trapeznikova, A.M. Shershevsky, E.G. Eidmiller, V.V. Justitsky and others.

The study of interpersonal relationships based on the activity approach was carried out by E.V. Zalyubovskaya, N.V. Kuzmina and others.

The influence of feelings and emotions on the nature of relationships between people was studied by D.I. Dzhidaryan, K.E. Izard, I.S. Kohn, V.A. Labunskaya, N.D. Levitov, K.S. Lewis, Y.A. Mendzheritskaya, K. Muzdybaev, I.M. Paley and others.

In the study of various problems of management psychology (E.E. Vendrov, F.Genov, B.F. Lomov, V.M. Shepeli and others, the large role of interpersonal communication in achieving the final result of professional activity is also noted, while the psychological characteristics of such communication , is mainly determined by the goals, objectives, and structure of a specific professional activity.

In foreign psychology, more than a dozen major areas have emerged that study interpersonal relationships. H. Blackock and P. Wilkin developed a behavioral approach based on dyadic interaction theory (1979).

American psychologist E. Erikson, in his book Young Luther (1958), developed his theory of the formation of personal identity. The book examines the concept of “moratorium” - a period of apparent inaction or withdrawal, search and reflection, which in young people precedes the achievements of maturity. Erikson examines Luther's "identity crisis" and the way Luther overcomes his internal conflicts.

In Childhood and Society (1950), Erikson emphasized the importance of adolescence and other periods in a person's life. From his point of view, the life cycle is determined by a sequence of crises that are resolved and give way to new ones, thanks to which the individual realizes his capabilities. A person at any age can either be in agreement with himself, or he can be torn apart by internal contradictions. Rejecting psychological determinism, Erikson emphasized the role of a wide range of influences that shape development not only in childhood, but also in adolescence, adulthood, and old age.

E. Erikson collected his essays in the book Understanding and Responsibility (1964) and Identity: Youth and Crisis (1968).

R. Burns, one of the leading English scientists in the field of psychology, who seriously studied issues of self-knowledge, defines the concept as follows: “Self-concept is the totality of all a person’s ideas about himself, coupled with their assessment. The descriptive component of the self-concept is often called the image of the self or the picture of the self. The component associated with the attitude towards oneself or towards one’s individual qualities is called self-esteem or self-acceptance. The self-concept, in essence, determines not just what an individual is, but also what he thinks about himself, how he looks at his active beginning and the possibilities of development in the future” [8].

It should be noted that any of the images of the self has a complex origin, ambiguous in its structure, consisting of three aspects of the relationship: physical, emotional, mental and social self.

The study of specific interaction conditions that increase or decrease the effectiveness of interpersonal cooperation was carried out by G. Allport (1950), K. Stefan (1985), S. Cook (1956).

Research on the influence of minorities as a source of innovation in society belongs to S. Moskovia (1976), D. Levine (1980), M. Dome and E. Van Evermet (19800

In the works of W. Duaz, G. Gerard, M. Hoyt (1974), G. Tajfel (1971), D. Turner (1975) identified very important mechanisms of interpersonal interaction based on the formation of the individual’s sense of identity with the group.

The problem of interpersonal relationships in a small group was the focus of attention of R. Bales, S. Milgram, S. Moscovia, F. Shambo, M. Shaw and other authors.

Relations between people incline researchers to analyze interpersonal relationships using physical concepts by D. Homans (1950) and the doctrine of economic man by D. Thibault and G. Keley (1959). To get closer to the real picture of the world, some scientists are beginning to take the opposite path - the path of complicating the model of interpersonal processes by including more and more external and internal variables that influence people's behavior.

T. Wilder, describing interpersonal relationships, introduced the expression “constellation of significant”: each person should have 2 * 9 people spiritually close to him (men and women, among whom are older than him in age, his peers and younger in age. Rarely, but maybe be never, these 18 vacancies are filled at the same time: there are unfilled places - some for many years, some have an older or younger friend all their lives, and sometimes none. The more vacancies in this constellation of interpersonal relationships, the more a person suffers from loneliness (1991).

The development of the theory of interpersonal interaction was significantly influenced by the ideas of one of the founders of humanistic psychology, C. Rogers (1993), who identified three main conditions for dialogic communication:

a) naturalness and spontaneity in the expression of feelings and sensations that arise between partners at each specific moment of interaction

b) an unconditionally positive attitude towards other people and towards oneself, caring about the other and accepting him as an equal communication partner

c) empathic understanding, the ability to accurately and adequately empathize with the feelings, moods, thoughts of another during contacts with him [37].

The theory of structural balance, the theory of communicative acts, the theory of congruence, and the theory of causal attribution made a great contribution to understanding the characteristics of interpersonal communication.

The main idea, which is developed in the first three theories (F. Heider, T. Newcome, C. Osgood, P. Tannenbaum), in its most general form can be formulated as follows: the cognitive structure of the perceiving subject will be balanced if it obeys the everyday rule : “we like what our friends like”, “we don’t like what our enemies like.”

According to F. Heider, one of the authors of the theory of structural balance, these judgments express ideas about a person’s desire for a balanced cognitive structure. Precisely because the analytical model of these theories includes three obligatory elements, namely, a cognizing subject, another subject, to which the first relates in a certain way, and, finally, an object about which both the perceiver and his partner have some kind of opinion - then research situations essentially turn out to be situations of interpersonal interaction, and the researcher’s task, according to this theory, is to determine which type of relationship between the three designated elements gives a stable balanced structure, and which causes a situation of discomfort.

According to T. Newcomb, in accordance with the theory of communicative acts, the similarity of relationships will give rise to hostility between them. To bring the system into a state of balance, it is necessary to conduct negotiations, the purpose of which will be to bring closer the positions of A and B in relation to the subject of disagreement. This model has found its application in the study of small communication processes, namely, in determining the conditions for the effectiveness of persuasive speech influence on the consumer of information (1972)

An important contribution of cognitivism to the study of interpersonal relationships is the study of such a phenomenon as causal attribution, that is, how people interpret the reasons for the behavior of other people in conditions of insufficient information about these reasons, and in the theory of interpersonal relationships, special importance is attached to attribution regarding the behavior of a partner. interaction (E. Jones, 1990; K. Davis, 1997; D. Kelly, 1958, etc.).

The so-called “second cognitive revolution” of R. Harré (19960 and K. Gergen (1986)) in their studies on discursive psychology and the theory of social constructivism, drew attention to the fact that the main field of research becomes language, that is, the study of oral and written language communication occurring in normal, natural conditions.The main object of the study is the participants in the conversation, the “community of interlocutors,” and it is argued that speech not only serves human activity, but constructs both types of activity and interpersonal relationships.

Particular attention is paid to the problem of interpersonal attractiveness, the study of which is presented in the works of E. Aronson, E. Berschild, L. Lee, K. Libertan, L. Peplow, E Walster, etc.

S. Dak in his works on social psychology paid considerable attention to the relationships between people. B.T. Johnson and A.H. Igli studied the causes of aggression in relationships between people. A. Feingold attached great importance to the analysis of interpersonal relationships. R. Hogan, G. Kurfi, D. Hogan analyzed the problem of leadership in interpersonal relationships. H. Kim, S. Falbe, G. Yukl developed the problems of subordination in interpersonal relationships.

A great contribution to the understanding of the characteristics of interpersonal communication was made by: the theory of structural balance by F. Heider, the theory of congruence by C. Osgood. Attracting attention are studies carried out in line with the theory of attachment (D. Bowlby and M. Ainsworth), according to which, as a result of the internalization of relationships with the object of primary attachment (first mother, then teacher, then peer, lover, etc.) stable forms develop , interpersonal relationships.

Particularly interesting works of this kind include the fundamental work of H. Blalock and M. Wilkin on the formal description of interpersonal processes (1979). Specialist in the field of family psychotherapy V. Satir identifies the most important components of interpersonal relationships between family members (1992).

§ 2 Features of interpersonal relationships in adolescence

Youth is a period of a person’s life, located ontogenetically between adolescence and adulthood, early youth. It is in youth that the formation of a person as an individual occurs, when a young person, having gone through the difficult path of ontogenetic identification of likeness to other people, appropriated from them socially significant personality traits, the ability to empathize, to have an active moral attitude towards people, towards himself and towards nature; the ability to assimilate conventional roles, norms, rules of behavior in society, etc.

Youth, which is the fifth stage in E. Erikson’s life cycle diagram, is considered a very important period in human psychosocial development. E. Erikson's theoretical interest in this age and the problems characteristic of it prompted him to analyze this phase more deeply than other stages of the development of the “I”.

A new psychosocial parameter that appears in adolescence appears at the positive pole in the form of self-identity, at the negative pole - in the form of role displacement. The task that young people face is to bring together all the knowledge they have by this time about themselves (what kind of sons or daughters they are, students, athletes, musicians, etc.) and combine, incorporate these numerous images of themselves into one's self-identity, which represents the awareness of both the past and the future that logically follows from it.

E. Erikson (1982) emphasizes the psychosocial essence of the sense of self-identity of the “I”, paying close attention not to conflicts between psychological structures, but rather to the conflict within the “I” itself - that is, to the conflict of self-identity and role displacement. The main emphasis is on the self and how it is influenced by society, especially peer groups. Therefore, the self-identity of the “I” can be defined as follows.

In the definition of self-identity given by E. Erikson, three elements can be distinguished. First, young men and women must constantly perceive themselves as “internally identical to themselves.” In this case, the individual must form an image of himself, formed in the past and connecting with the future.

Second, significant others must also see “identity and wholeness” in the individual. This means that young people need confidence that the internal integrity they previously developed will be accepted by other people who are significant to them. To the extent that they may be unaware of both their self-concepts and their social images, their emerging sense of self-identity may be counteracted by doubt, timidity, and apathy.

Third: young people must achieve “increased confidence” that the internal and external plans of this wholeness are consistent with each other. Their perceptions of themselves must be confirmed by interpersonal experience through feedback.

According to E. Erikson, the basis for a favorable youth and the acquisition of a holistic sense of self-identity is laid in childhood. However, beyond what adolescents take away from their childhood, the development of their self-identity is strongly influenced by the social groups with which they identify.

For example, E. Erikson drew attention to the fact that excessive identification with popular heroes (movie stars, super athletes, rock musicians) or representatives of the counterculture (revolutionary leaders, “skinheads”, delinquent individuals) snatches the “flourishing self-identity” from the existing social environment, suppressing thereby personality and limiting the growth of its self-identity.

In addition, the search for self-identity may be a more difficult process for certain groups of people. Rejecting parents as models for their self-identity, adolescents often seek alternative sources of support from peers as they redefine their self-image.

The problem of self-identity for young people is also becoming immeasurably more complicated in connection with extremely rapid social changes, requiring a revision of basic values ​​and norms.

The crisis of self-identity is manifested, at least recently, in three main areas of behavior of young people. These are: a) membership in a peer group b) the problem of choosing a career c) alcohol and drug use.

In our culture, ties to peer groups are very strong during this period; their influence on the values ​​and attitudes of young men and women is often greater than the influence of parents, schools, religious organizations or any other social structure (Massoby 1990). These groups help young people maintain their self-confidence at a time when they are experiencing truly physiological and ideological changes. By being aware of their own feelings, as well as being concerned about their peers, adolescents develop the ability to cope with other puzzling and sometimes frightening situations.

E. Erikson noted that the uniformity of clothing, body movements and facial expressions so often observed in youth is a defense against a confused, uncertain self-identity (1968). When young boys and girls do not clearly understand what they are, imitating their peers in clothing and behavior gives some sense of inner stability and security. In addition, their jewelry, hairstyle and music symbolize distance from parents and everything connected with the adult world.

According to E. Erikson, the inability to professional self-determination is a cause of serious concern for many young people. Simply put, in order to make a decision on choosing a profession, a teenager must determine what he is like. Since in our society different types of professional employment correspond to different lifestyles, choosing a career essentially turns into choosing a lifestyle as a whole. To make the right choice, young people need to have a good understanding of themselves, as well as an informed assessment of where they might fit best into working life. Ultimately, the choice of a particular career can in itself give an idea of ​​what type of person a young man or woman wants to become.

Hesitation in choosing a profession among young people is often a manifestation of a more fundamental uncertainty in the sphere of their own self-identity.

The extremely widespread use of recreational drugs of all kinds, of which alcohol is the most common, shows that there is no simple explanation for what factors lead adolescents to use or become dependent on alcohol and drugs.

Depending on the specific person and the specific drug, the motives for starting to use drugs can be different: from curiosity, the search for thrills, peer pressure and the desire to earn their approval, escape from stress and rebellion against authority, the desire for self-knowledge, self-improvement. If these motives are considered in the context of E. Erikson’s theory, then their connection with the feeling of insufficient self-identity becomes clear. Young people who do not know who they are may find the experience of drinking and drugs very attractive in “groping” for the outer boundaries of their self. They assume that they will be able to discover a dimension of themselves that eludes them precisely when they are in sober, “correct” world.

Alcohol and drug use can temporarily alleviate the emotional stress that accompanies an identity crisis. Hesitating in choosing a profession, conflicting with parents, entering into fragile and unreliable relationships with peers, boys and girls can treat drugs as a means of immediately helping them go beyond themselves. Moreover, when they are in the same company with peers who use drugs, it is not difficult to understand how they can be “pressured,” especially if their status in the group also depends on drug use. A person with an established self-identity may resist such pressure, but adolescents with a diffuse self-identity may have difficulty complying.

It would be a mistake to assume that all aspects of adolescent behavior can be explained from the perspective of Erikson's theory. However, the concept of identity crisis is a preeminent theoretical approach for understanding many psychological problems of adolescence. In attempting to explain the basic lines of psychosocial development, Erikson made many lasting contributions.

Also, special neoplasms are characteristic of this age.

Age-related neoplasms are qualitative changes in personality development at certain age stages. They reveal the peculiarities of mental processes, states, and personality traits that characterize its transition to a higher degree of organization and functioning. Neoplasms of adolescence cover the cognitive, emotional, motivational, and volitional spheres of the psyche. They also manifest themselves in the structure of the personality: in interests, needs, inclinations, and character.

The central mental processes of adolescence are the development of consciousness and self-awareness. Thanks to the development of consciousness in the youth environment and to one’s own activities, the leading activity of the period of adolescence is educational and professional activity.

To the neoplasms of youth I.S. Cohn attributes the development of independent logical thinking, figurative memory, individual style of mental activity, interest in scientific research

The most important new development of this period is the development of self-education, that is, self-knowledge, and its essence is an attitude towards oneself. It includes a cognitive element (discovery of one’s “I,” a conceptual element (an idea of ​​one’s individuality, qualities and essence) and an evaluative-volitional element (self-esteem, self-respect).

The main condition for the normal formation of personality is the experience of its emotional well-being. Self-esteem, the core characteristic of a person, depends on it. Emotional well-being is determined by the positive assessment of others. If a person experiences emotional well-being in a team, then its values ​​and norms are perceived by him as his own, and an active position becomes meaningful and attractive. Only a benevolent attitude can awaken people's activity.

The development of reflection, that is, self-knowledge in the form of reflection on one’s own experiences, sensations and thoughts, determines a critical reassessment of previously established values ​​and the meaning of life - possibly their change and further development.

The meaning of life is the most important new formation of early youth. I. S. Kon notes that it is during this period of life that everything becomes globally encompassing, taking into account the short and long term.

In adolescence, individualization of the individual is more pronounced; they form personal relationships that become especially important.

Friendship is the most important type of emotional attachment and interpersonal relationships in adolescence. Very often you can hear the opinion that under the influence of the increased mobility of society, the acceleration of the rhythm of life and the expansion of the circle of friends, the friendships of modern youth are becoming more superficial and extensive, that the ideal of exclusive and deep paired friendship, the friendship of Herzen and Ogarev, does not correspond to today's conditions that friendship is being replaced by wide groups of friends based on common entertainment, etc. But complaints about the impoverishment of friendship were heard at the beginning of our century, and in the era of romanticism, and in the Middle Ages, and in antiquity [22]

The highest moral values ​​- and friendship has always been considered such - have always been in short supply

The age dynamics of friendship, like other interpersonal relationships, are measured primarily by the degree of its selectivity, stability and intimacy. All these qualities increase with the transition from childhood to adolescence and from adolescence to youth.

The older a person is, the less influence external, situational factors have on his friendships. In youth, friendship can be maintained at a distance, since it is already internalized.

The increase in selectivity of friendships is accompanied by an increase in their stability. In the sphere of interpersonal relationships, this is expressed in an increase in tolerance: a quarrel, which in younger adolescents would mean the end of a friendship, in youth is perceived as a detail that can be neglected in order to preserve a deeper community.

Adolescence is the stage of making responsible decisions, one of which is choosing a profession. A student’s attitude toward a profession is determined by: his professional awareness, the dominant motivation for choice, and the personal qualities required by a particular profession.

The motives of a person are those internal forces that are associated with needs and encourage him to perform certain activities. Issues of the formation of professional motives, motives for choosing a profession are reflected in numerous works of domestic authors: I.S. Kona, E.A. Klimova, L.I. Bozhovich, V.D. Shadrikova, N.I. Kalugina.

The process of choosing a profession involves not one motive, but several. The variety of motives for choosing a profession can be reduced to three groups: a person chooses a profession because he likes the work process itself; because he understands how society needs the profession; because he wants to alleviate the suffering of the sick.

In adolescence, the group of peers retains the same important place in the lives of children as in adolescents. However, the nature of dependence on the collective is changing, and the demands of young men on the groups of which they are members are also changing. If the main thing for a teenager is to be included in collective relationships, then for boys and girls it is important not only to be accepted by their peers, but also to have a certain status in the group.

As for the nature of the structure of relationships in youth groups, it is significantly differentiated and stable. The difference in the position of the “stars” and the rejected or isolated members of the group becomes sharper.

A developed system of relationships in a group is the result of its formation as a psychological community.

Adolescence is not a phase of “preparation for life,” but an extremely important stage of the life path that has independent, absolute value. Whether the teenage years will be happy and creative or will remain in the memory of today's student as filled with petty conflicts, dull cramming and bitching, largely depends on the atmosphere prevailing in college, on his own relationships with teachers and peers.

CHAPTER II Empirical study of interpersonal relationships

§ 1 Organization, methods and procedure of the study

Purpose of the study:consideration of theoretical and practical aspects of the problem of interpersonal relations in the student body

Research objectives:

1. Conduct an analysis of domestic and foreign literature covering interpersonal relationships.
2. To measure the degree of cohesion in a student group, to identify the status of group members based on signs of sympathy and antipathy, to detect microgroups
3. Analyze practical issues of interpersonal relationships among students using the example of first-year students
4. Develop recommendations for the formation of interpersonal relationships in a student group

Object of study- interpersonal relationships

Subject of study– formation of interpersonal relationships

Hypothesis: the level of interpersonal relationships between students will improve with the help of remedial classes in interpersonal relationships

Research stages:

1. Selection of literature and search for experimental base
2. Comparative experimental and diagnostic studies of interpersonal relationships in adolescence
3. Conducting classes aimed at improving interpersonal relationships
4. Formative experimental and diagnostic studies

To solve the problems, the following research methods were used:

1. Comparative method
2. Ascertaining and forming experiments
3. Method of analysis of primary and secondary data processing

The study was conducted at the Baikal Medical College. Let's briefly look at the characteristics of the college. Baikal Medical College has been operating since 1964 and provides training in four specialties at basic and advanced levels. There is a correspondence department specializing in Laboratory Diagnostics. The total number of students is 484 people.

The study involved first-year subjects (students) of the experimental and control groups. The techniques were carried out on one day, which made it possible to exclude the influence of temporary situational factors. These organizational measures made it possible to increase the reliability of the results obtained.

In our study we used the following methods:

1. Questionnaire “Motivation for Going to College”; "Motive for choosing a medical specialty"
2. Sociometry “Method of sociometric measurements”

To analyze the motivation of students to enroll in medical college and the motive for choosing a medical specialty, the following methodology was proposed - a survey.

Questionnaire No. 1

Dear student! Answer the question: “Why did you go to medical school?” Underline one answer. (Questions for questionnaire No. 1, Appendix 1) The results are processed using a five-point system. Questions 1-5 b; 2-4 b; 3-1 b; 4-3 b; 5-2 b.

Questionnaire No. 2

Dear student! Answer one question: “What prompted you to choose a medical specialty?” Underline one answer. (Questions for questionnaire No. 2, Appendix 1) The results are processed using a five-point system. Questions 1-4 b; 2-5 b; 3-3 b; 4-1b; 5- 2 b.

To identify the student’s position in the system of interpersonal relationships, the sociometric method of J. Moreno is used.

Diagnostic goal:

a) measuring the degree of cohesion-disunity in the group;

b) identification of “sociometric positions”

c) detection of intragroup subsystems, cohesive formations, which may be headed by informal leaders

Sociometric methodology is used to diagnose interpersonal and intergroup relations with a view to their further change. Obviously, some aspects of the children’s relationships may be hidden from the teacher, due to the formality of the situation or the personal characteristics of the teacher himself.

The sociometric procedure is as follows.

There cannot be complete anonymity in this technique, otherwise sociometry will be ineffective. When sociometry criteria are selected, they are entered into a special card. When conducting a survey with limited elections, to the right of each criterion, as many graphs are drawn on the card as the number of elections we expect to allow in a given group (Appendix 2). Each member of the group is obliged to answer them, choosing certain members of the group depending on their greater or lesser inclination, their preference over others, likes, or vice versa, antipathies, trust or distrust. You cannot select members of other groups. As a result of the sociometric procedure and simple statistical calculations, it is possible to identify “leaders”, “preferred”, “rejected” in the group. It is possible to calculate indices of group cohesion and emotional expansiveness of the group.

First you need to build a sociomatrix. The election results are posted on the matrix. Analysis of the sociomatrix for each criterion gives a fairly clear picture of the relationships in the group. The main advantage of the sociomatrix is ​​the ability to present elections in numerical form, which in turn allows you to rank group members according to the number of elections received and given, and to establish the order of influences in a particular group.

Based on the sociomatrix, a sociogram is constructed - a map of sociometric choices. A sociogram allows for a comparative analysis of the structure of relationships in a group in space on the “shield” plane using special signs.

Analysis of the sociogram begins with finding the central, most influential members, then mutual pairs and groupings. Groups are made up of interconnected individuals who seek to choose each other.

The placement of students on the sociogram will correspond to the number of choices they received. In the central circle (pole) there will be students who have received the following status and have the corresponding status: 1 pole – 5 or more “leader” elections; 2nd pole – 3-4 “preferred” choices; 3rd pole – 1-2 choices “accepted”; 4th pole – 0 “not accepted” elections.

By connecting the students’ choice lines, we will see the nature of the connections and mutual sympathies.

There are personal and group sociometric indices. The first characterize the individual socio-psychological properties of a person in the role of a member of a group. The latter provide numerical characteristics of the holistic sociometric configuration of choices in the group. They describe the properties of group communication structures.

The main PSIs are:

Index of sociometric status of a member;

Index of emotional expansiveness - member;

Index of volume, intensity and concentration of member interaction.

The symbols і and ј denote the same person, but in different roles: ï - chosen, ј - chooser, іј - combination of roles.

The index of the sociometric status of the i-member of the group is determined by the formula:

C і = ∑ і (R і+ R і ) \ N-1

where C i sociometric status i-member, R i - elections received by a member, ∑ - sign of the algebraic summation of the number of received elections of an i-member, N – number of group members.

The index of emotional expansiveness of a group member is calculated using the formula:

E ј = ∑ ј=1 (R ј +R ј )\ N-1

where E ј emotional expansiveness of the ј-member, R – made by the ј-member

elections (+,-)

From a psychological point of view, the indicator of expansiveness characterizes the individual’s need for communication.

The most important of the GSI are:

The group’s emotional expansiveness index is calculated using the formula:

Ag= ∑ ј [ ∑ ј=1 Rј(+-)] ⁄ N

where Ag is the expansiveness of the group, N is the number of group members.

The index of psychological reciprocity in a group (group cohesion) is calculated using the formula:

Gg = [ ∑ ij=1 ∑ ij=1 A ij + ] ∕ ½* N(N-1)

where Gg is reciprocity in the group based on the results of positive elections, Aij + number of positive mutual connections in the group, N – number of group members.

The use of a sociometric test allows you to measure the authority of formal and informal leaders

Methodology “Non-existent animal”

Diagnostic goal:

a) analysis of the individual personal characteristics of the subject (emotional sphere and interpersonal relationships)

The technique was proposed by M.Z. Drukarevic.

When making a drawing, a sheet of paper represents a model of space. Space is associated with the emotional coloring of the experience and the time period: past, present, future. It is also associated with activity (effectiveness) or the ideal-mental plan of the psyche. The space located behind and to the left of the drawing signifies a connection with the past and inactivity. At the same time, the left side and bottom are associated with negative and depressive emotions, with uncertainty and passivity. The right side, front and top are associated with the future period and effectiveness. At the same time, the right side is associated with positively colored emotions, with energy, activity, and concreteness of actions.

Contingent: the technique is intended for people over 18 years of age without restrictions on educational, social and professional grounds.

The subject is offered a sheet of paper (A-4 format) in the usual horizontal position, a simple pencil of medium softness, slightly sharpened. The subject draws a fantastic animal that does not exist in real life, fairy tales, or myths.

It is important to emphasize that artistic skills are not required to complete the drawing (the experimenter should emphasize this, especially when the subject is expressing his lack of artistic abilities).

Instructions: “Come up with a non-existent animal, draw it and give it a non-existent name. At the same time, try not to draw: animals that exist in myths, fairy tales, and legends.”

Processing the results

The drawing is analyzed based on its spatial image, symbols, and drawing lines. If necessary, the experimenter asks the client clarifying questions (about body parts, their functional purpose).

Research procedureincludes several stages.

The first stage is the preparation of research: development of an experiment program, development of exercises (Appendix 8, 9), selection of methods (tools) for diagnosing interpersonal relationships, detailed study of instructions, explanatory materials, preparation of questionnaires and answer forms.

The second stage consists of conducting the ascertaining experiment itself. For the experiment, a design and diagnostic examination was chosen with a control and experimental group.

The subjects were not informed about the purpose of the work. The “Questioning, sociometry” methods were carried out on one day, the “Non-existent animal” method was a homework task. It should be noted that in general the attitude towards the study was quite positive.

At the third stage, classes were held. The purpose of correctional classes was to create certain conditions for the formation of interpersonal relationships. Six sessions of 30 minutes each were conducted over two weeks, which included two exercises.

At the fourth stage of the study, a formative experiment was carried out. Organizing diagnostic material and processing this data using special statistical and mathematical techniques.

To analyze the data obtained as a result of the study, a number of additional works were carried out, excluding those that were carried out within the framework of each individual data collection technique. Additional techniques include: building tables, graphs, diagrams.

Statistical indicators were calculated using Spearman's r-correlation coefficient.

§ 2 Research on motivation to go to college

The process of development of students’ personality, their self-image, mediated by the acquired profession, often develops spontaneously.

The motivation for entering college and the motive for choosing a medical specialty are incentives for which a person is ready to make his efforts, that is, what the young man was guided by when choosing a particular profession: the social significance of this profession, prestige.

One of the most important motives for professional development is professional orientation, which expresses a person’s attitude towards the profession and influences the process of mastering it. But the selection process involves not one motive, but several.

The variety of motives for choosing a profession is different. The questionnaires clearly reflect the motives (Appendix 1). There are also many factors influencing the choice of profession: the opinions of parents, peers, schools, individual abilities, inclinations, interests. Identifying the motives for choosing a profession and the motivation for entering college allows you to find out what exactly prompted a person to choose this type of work.

To carry out the methodology, students were given questionnaires in which they had to answer one question.

Picture 1

Figure 2

Over time, most students answered the questions that they entered at the insistence of their parents.

Having carried out statistical processing of the results obtained, data were obtained on the correlation between the motivation for entering college and the motive for choosing a medical specialty.

Table 2

Spearman

Group
	0,28
	0, 47

Each group showed a moderate relationship between motivation and motive.

§ .3 Analysis of the results of a study of interpersonal relationships using sociometry

Purpose: to identify the sociometric status of the student, group cohesion,

the presence of microgroups, “leaders”, “not accepted” .

Students from 621 experimental and 623 control groups took part in our study of this technique. We used a parametric method, which limits the number of choices students make. Four choices were offered. Conducted a study of business and personal relationships of students in the group.

The position in the system of interpersonal relations in the group is evidenced by individual sociometric indices of the status of group members. Each member of the group interacts with each other to one degree or another, communicates, and directly exchanges information.

At the same time, each member of the group, being part of the whole, influences the properties of the whole with their behavior. The implementation of this impact occurs through various socio-psychological forms of mutual influence. The subjective measure of this influence is emphasized by the magnitude of sociometric status.

We presented the data obtained in the study in a sociometric matrix, which reflects all the positive and negative choices made by group members, and also calculates the individual choices given and received (Appendix 3,4,5,6)

Based on the study data, two sociometric indices were calculated: the index of individual sociometric status and the index of group cohesion. In both groups, we also calculated the index of emotional expansiveness, which is important in relationships (Appendix 3, 4,5,6).

1466

Figure3

Figure 3 shows the business relationships in the group.

The sociogram shows positive choices. The choices of young men are located on the left side of the sociogram. Location of group members at the poles: “stars” - 4; “preferred” - 1; “accepted” - 7; “not accepted” - 10 students. All four students are active members of the class. Student No. 1 is the head of the group. The leader is student number 14.

Sociogram of interpersonal relations of the experimental 621 group

Figure 4

Figure 4 examines personal relationships in the group.

Location of group members at the poles: stars - 5; “preferred” - 5; “accepted” - 14; “not accepted” - 2 people. The leader is student number 17.

Figure 5

Figure 5 shows the business relationships in the group.

Location of group members at the poles: stars - 5; “preferred” - 5; “accepted” - 6; “not accepted” - 6 students. All 5 students are active members of the class.

The leader and head of the group is student No. 15.

Sociogram of interpersonal relations of the control group 623

Figure 6

Figure 6 examines personal relationships.

Location of group members at the poles: stars - 2; “preferred” - 8; “accepted” - 8; “not accepted” - 4 students. The leader is student No. 2.

Based on the data obtained in the sociograms, we can conclude that in the experimental group 621, 45% of students have a low status, the remaining 55% belong to status categories 1,2,3.

In the control group 623, 27% of students have a low status, the remaining 73% belong to status categories 1,2,3. From here we can know how desirable a student is in the system of interpersonal relationships.

Table 3

Group number	Business relationship		Personal relationships
			Psychological Reciprocity Index	Emotional Expansiveness Index
	2,52		2,57
	2,64		2,59

The results of group cohesion shown in the table show that the cohesion index in the experimental group 621 is lower than in the control group 623. The index of emotional expansiveness of both groups differs slightly. Personal sociometric status is indicated in the sociomatrix (Appendix 3,4,5,6).

In the diagram we observe the dynamics of indicators of microgroups (triads) formed in each group for business and personal relationships.

Based on observations, it seems to me that the authority of leaders in business relations is based on greater erudition among other students and their organizational abilities in conducting various competitions in which they actively participate. It is obvious from the sociogram that business relationship leaders do not occupy a high position in personal relationships. On the contrary, students who received the least number of choices in business relationships occupy a leadership position in personal relationships.

Sociometry does not allow us to establish the motives for rejection, so I assume that students were among those rejected because of difficulties in their educational activities or poor adaptation in the team.

To improve social status, it is necessary to find and develop an area of ​​activity in which maximum success can be achieved.

A correlation analysis was conducted to confirm the validity of the selected and selected positive choices.

Table 4

Indicators of the correlation coefficient r- Spearman

When assessing the statistical significance of the difference between positive choices and the motive for choosing a medical specialty, the results were obtained in Table No. 5

From the data obtained it follows that the relationship between the motive for choosing a medical specialty and the positive choices received is moderate.

§ 4 Analysis of the results of studies of self-esteem in the student group

The self-esteem of each student is important in interpersonal relationships. It does not arise as an innate feeling or quality, but depending on the attitude and assessments of the people around us. In adolescence, the attitude and assessment of peers is of decisive importance. It should be remembered that low grades from peers and low socio-psychological status in the group are very painful for a young person. There is a distinction between general and private self-esteem. A person can evaluate himself adequately or inadequately (overestimate or underestimate his successes and achievements). Self-esteem can be high or low.

The final dimension of the Self, the form of existence of global self-esteem, is the self-esteem of the individual. Self-esteem is a stable personality trait and maintaining it at a certain level is an important concern of the individual. A person’s self-esteem is determined by the relationship of his actual achievements to what a person aspires to, what goals he sets for himself.

The totality of such goals forms the level of a person’s aspirations. It is based on such self-esteem, the preservation of which has become a need for the individual. The level of aspiration is the practical result that the subject expects to achieve in his work. In his practical activities, a person usually strives to achieve results that are consistent with his self-esteem and contribute to its strengthening and normalization. Significant changes in self-esteem appear when the successes or failures themselves are associated with the subject of the activity.

We conducted research on students’ self-esteem using the “Nonexistent Animal” method. After appropriate instructions, the assignment on the methodology was assigned at home, due to the fact that many students are shy.

Figure 8

In Figure 8 we observe the dynamics of self-assessment outcome indicators. Self-esteem in group 621 is adequate - 12 students, 623 -13 students; overpriced by 3 students; underestimated 621 - 7 students, 623 - 6 students.

At the third stage, classes were conducted with the experimental group.

The purpose of correctional classes was to create certain conditions for the formation of interpersonal relationships.

Six sessions of 30 minutes each were conducted over two weeks, which included two exercises (Appendix 8).

For a more clear comparison and detailed analysis of changes in the results obtained above, we conducted a formative experiment with the experimental and control groups.

For the study we used the following methods:

1. Questionnaire
2. Sociometry
3. Drawing test “Non-existent animal”

Figure 9

When conducting diagnostics using the “questioning” method in the experimental group, indicators of motivation for entering college and the motive for choosing a medical specialty were identified, which are depicted graphically in Figure 9. From the indicators it is clear that the dominant answer when choosing motivation was question 1; when choosing a motive, question became 2.

For comparison, a correlation analysis was carried out between motivation and motive.

Indicators of the correlation coefficient r- Spearman is 0.4

Both groups took part in sociometry diagnostics. Diagnosed through business relationships.

The sociogram is compiled on the basis of the sociomatrix (Appendix 9)

The personal sociometric index is calculated and registered in the sociomatrix.

Sociogram of interpersonal relations of the experimental group

Figure 10

On the sociogram, young men are shown in the left half. In Figure 10

group members are located at the poles: stars” - 4; “preferred” - 6; “accepted” - 12. Student No. 14 remains the leader

Group sociometric status increased by 0.58. It is equal to 3.1.

Self-esteem diagnostics were carried out using the “Non-existent animal” method. Students were diagnosed with high and low self-esteem.

Figure 11

For a more visual representation of the data obtained as a result of the study, consider the diagram presented in Figure 11.

The obtained results of the experimental group - adequate self-esteem 18; overestimated -2; low - 2 students.

Students who are confident and demonstrate this confidence tend to occupy high places in the group hierarchy. It is noteworthy that students with adequate self-esteem are always recognized by their peers and are satisfied with their position in the group and the nature of their relationships with peers.

Thus, we can conclude that the targeted improvement in group cohesion, increasing the motive for choosing a medical specialty, and increasing self-esteem, which we conducted in the form of classes, influenced the change in these parameters of the experimental group.

After the study, there were no changes in parameters in the control group.

Having carried out statistical processing of the results obtained, data was obtained on the correlation between increased indicators in the experimental group that completed classes on optimizing interpersonal relationships.

Conclusions.

The results of the study allow us to state that interpersonal relationships determined using “questioning” methods; "sociometry"; drawing test “non-existent animal” among members of the experimental group, the results of the classes were higher than those of the control group.

The data obtained point to the fact that in real life and professional activity, these people have more sympathy than antipathy among themselves in their interpersonal relationships.

In line with the solution of this study, it is essential to consider interpersonal relationships as the most important element of educational activity, which in the experimental group appeared (as a result of the activity) during the survey.

It should be noted that the performance of the experimental group was significantly higher than that of the control group. This can be explained by the effectiveness of the training sessions.

As a result of the work on the formation of interpersonal relationships, the indicators of the index of group cohesion, motive and motivation, self-esteem of the experimental and control groups, identified by the three methods, differ significantly, which is confirmed by the correlation analysis of the Spearman coefficient indicators. Based on this indicator, it can be confidently stated that the classes conducted to improve interpersonal relationships had a positive effect in increasing group cohesion, the motive for choosing a specialty and increasing the self-esteem of the subjects in the experimental group.

1. It is necessary to study the system of interpersonal relationships in the group in order to purposefully form these relationships. Create a favorable emotional climate for each student.
2. Pay special attention to “not accepted” ones. It is necessary to identify and develop their positive qualities and increase low self-esteem.
3. The teacher should reconsider his relationship with students and be an active participant in group interaction.
4. Activate the importance of professional orientation, the formation of a professional image of myself.

CONCLUSION

Youth is at once the most sincere and the most insincere age. In youth, the strongest need is to be in agreement with oneself, uncompromisingness, the thirst for complete and reckless self-disclosure. Youth is emotional, it is wildly interested in new people, ideas, and things. Although these hobbies are sometimes short-lived, they help you experience and learn a lot of new things in a short period of time.

Studying the nature of interpersonal relationships is not an easy task. It is especially difficult to solve in student groups. In our work, we tried to solve the problem of interpersonal relationships among first-year students, namely those aspects that influence the formation of interpersonal relationships. This includes the choice of profession, status position within the group, and self-esteem.

This research topic is of practical interest and can be continued on a wider array of subjects. Research may also be conducted at other educational institutions.

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Relationships with other people are important and relevant for a person of any age. However, their importance increases 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 relationships among adolescents should become one of the most pressing topics in modern psychology.

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TOPIC: interpersonal relationships in a group of teenagers

PLAN

Introduction

1. The role of family relationships in the formation of communicative qualities of adolescents
2. Interpersonal relationships among adolescents

2.1. Research on Teenage Digging

2.2. Study of the psychological climate in a group of teenagers

Conclusion

Literature

Applications

INTRODUCTION

“One man... not a damn thing.” These dying words of the hero of E. Hemingway’s novel “To Have and Have Not” are one of the axioms of human existence. Wherever we are and whoever we are, whatever position we occupy in the most complex coordinate grid of social relations, we are always among people, and even being completely alone, we nevertheless are not left alone, because those around us are significant, close and dear people continue to live in our consciousness, determining both its content and, accordingly, the entire structure of our behavior. Thus, relationships with other people are important and relevant for a person of any age. However, their importance increases 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 relationships among adolescents should become one of the most pressing topics in modern psychology.

The object of our research is interpersonal relationships in general, and the subject examined in detail in the context of the object is interpersonal relationships in a group of teenagers.

The purpose of this study is to establish the factors influencing the development of communicative qualities of the personality of adolescents, as well as to consider the forms of organization of communication in the teenage environment.

1.1. The role of family relationships 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-related “We” also exists in the child. But the child accepts the difference between the two worlds - the child’s and the adult’s - and the fact that the relations between them are unequal, as something indisputable and self-evident. Teenagers stand somewhere “in the middle,” and this intermediate position determines many properties of their psychology, including self-awareness.

French psychologists (B. Zazzo, 1969) asked children from 5 to 14 years old whether they considered themselves “small”, “large” or “average” (not in height, but in age); At the same time, the evolution of the standards of “growth” themselves became clear. 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 “large”. From 11 to 12 years, 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 new formation of adolescence. However, orientation towards adult values ​​and comparison of oneself with adults often force a teenager to again see himself as relatively small and dependent. At the same time, unlike a child, he no longer considers this situation normal and strives to overcome it. Hence the inconsistency of the 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 adolescence 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 relationships of high school students with the most significant specific adults for them, who are not only senior in age, but also authorized representatives of adult society as a whole - parents and teachers?

Of the factors of socialization, considered individually, 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, when he is most susceptible. 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 education that his parents give him, the child is influenced by the entire intra-family atmosphere, and the effect of this influence accumulates with age, refracting 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. Thus, if in the past a child’s school performance and the duration of his education depended mainly on the financial level of the family, now this factor is less influential.

According to Leningrad sociologist E.K. Vasilyeva (1975), among parents with higher education, the proportion of children with high academic performance (average score above 4) is three times higher than in the group of families with parents with less than seven grades of education. This dependence persists even in high school, when children have the skills to work independently and do not need direct help from their parents.

In addition to the educational level of parents, the fate of adolescents and young men is greatly influenced by the composition of the family and the nature of the relationships between its members.

Unfavorable family conditions are characteristic of the vast majority of so-called difficult teenagers.

A significant influence on a teenager’s personality is exerted by the style of his relationship with his parents, which is only partly determined by their social status.

There are several relatively autonomous psychological mechanisms through which parents influence their children. First, reinforcement: by encouraging behavior that adults consider correct and punishing for violation of established rules, parents introduce into the child’s mind a certain system of norms, the observance of which gradually becomes a habit and internal need for the child. Secondly, identification: the child imitates his parents, is guided by their example, tries to become the same as them. Thirdly, understanding: knowing the child’s inner world 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 a child and his parents. Thus, the identification effect can be neutralized by counter-role complementarity: for example, in a family where both parents know how to run a house very well, the child may not develop these abilities, since, although he has a good example before his eyes, the family does not need to demonstrate these qualities; on the contrary, in a family where the mother is uneconomical, this role can be taken on by the eldest daughter. The mechanism of psychological counteraction is no less important: a young man whose freedom is severely limited can develop an increased desire for independence, and one who is allowed everything can grow up dependent. Therefore, the specific properties of a child’s personality cannot, in principle, be deduced either from the properties of his parents (either by similarity or contrast), or 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 present the emotional tone of the relationship between parents and children in the form of a scale, at one pole of which there are the closest, warm, friendly relationships (parental love), and at 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 unequivocal evidence of parental love is less likely to have high self-esteem, warm and friendly relationships with others, 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 learning shows that all these phenomena are much more often observed in those who lacked parental attention and warmth in childhood. Hostility or inattention on the part of parents causes unconscious mutual hostility in children. This hostility can manifest itself both openly, towards the parents themselves, and covertly. Unaccountable, unmotivated cruelty, shown by some teenagers and young men towards strangers who have not done anything wrong to them, often turns out to be a consequence of childhood experiences. If this powerless aggression is directed inward, it gives low self-esteem, feelings of guilt, anxiety, etc.

The emotional tone of family upbringing does not exist on its own, but in connection with a certain type of control and discipline aimed at developing the appropriate character traits. Different methods of parental control can also be presented in the form of a scale, at one pole of which there is high activity, independence and initiative of the child, and at the other - passivity, dependence, blind obedience (G. Elder, 1971).

Behind these types of relationships there is not only a distribution of power, but also a different direction of intrafamily communication: in some cases, communication is directed primarily 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 tend to be perceived by young men and are actually harsher and more authoritarian than mothers, so the overall family style is somewhat compromising. Father and mother can complement each other, or they can undermine each other's influence.

The best relationships between high school students and parents usually develop when parents adhere to a democratic parenting style.

This style most contributes to the development of independence, activity, initiative and social responsibility. In this case, the child’s behavior is directed consistently and at the same time flexibly and rationally: the parent always explains the motives for his demands and encourages the teenager to discuss them; power is used only as necessary; both obedience and independence are valued in a child; the parent sets the rules and firmly enforces them, but does not consider himself infallible; he listens to the child’s opinions, but does not proceed only from his desires.

1.2. Interpersonal relationships among adolescents

One of the main trends of adolescence is the reorientation of communication from parents, teachers and elders in general to peers, more or less equal in status.

The need to communicate with peers, who cannot be replaced by parents, arises in children very early and intensifies with age. Already among preschoolers, the lack of peer society negatively affects the development of communication abilities and self-awareness. The behavior of adolescents is inherently collective and group.

Firstly, peer communication is a very important channel of information; through it, adolescents learn many things they need that adults do not tell them for one reason or another, for example, a teenager receives the overwhelming majority of information about gender issues from peers, so their absence can delay his psychosexual development or give him an unhealthy character.

Secondly, this 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 collective initiative and at the same time defend one’s rights, and correlate personal interests with public ones. Outside a society of peers, where interactions are built on a fundamentally equal basis and status must be earned and be able to be maintained, a child cannot develop the communicative qualities necessary for an adult; the competitiveness of group relationships, which does not exist in relationships with parents, also serves as a valuable life school.

Thirdly, this is a specific type of emotional contact. The consciousness of group affiliation, solidarity, and comradely mutual assistance not only makes it easier for a teenager to become autonomous from adults, but also gives him an extremely important sense of emotional well-being and stability.

The psychology of communication in adolescence is built on the basis of the contradictory interweaving of two needs: isolation (privatization) and affiliation, that is, the need for belonging, inclusion in any group, community.

Isolation most often manifests itself in emancipation from the control of elders. However, it also works in relationships with peers.

The need not only for social, but also for spatial autonomy and the inviolability of one’s personal space is increasing.

However, in addition to calm, peaceful solitude, there is painful and intense loneliness - melancholy, a subjective state of mental and spiritual isolation, incomprehensibility, a feeling of unsatisfied need for communication, human closeness.

The feeling of loneliness and restlessness associated with age-related difficulties in the formation of personality gives rise to an insatiable thirst in adolescents for communication and grouping with peers, in whose company they find or hope to find what adults deny them: spontaneity, emotional warmth, escape from boredom and recognition of their own significance.

The intense need for communication and affiliation turns into an invincible herd feeling for many guys: they cannot spend not only a day, but an hour outside of their own, and if they don’t have their own, of any company. This need is especially strong among boys.

Given the similarity of the external contours of social behavior, the deep motives hidden behind the youthful need for affiliation are individual and diverse. One seeks reinforcement of self-esteem and recognition of one’s human worth in the company of peers. For others, a sense of emotional involvement and unity with the group is important. The third draws on the missing information and communication skills. The fourth satisfies the need to rule and command others. For the most part, these motives and interweavings are not realized.

A typical feature of teenage groups is extremely high conformity. Fiercely defending their independence from their elders, teenagers are often completely uncritical of the opinions of their own group and its leaders.

It should be noted that the communicative traits 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 at all ages are more sociable than girls. From a very early age, they are more active than girls when they come into contact with other children, start playing games together, etc. A 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 mean more to boys than sympathy for other participants in the game.

From an early age, boys gravitate toward more extensive communication, and girls toward intensive communication; Boys most often play in large groups, and girls in twos or threes. The different ways of socialization of boys and girls that exist in all human societies, on the one hand, create and reproduce psychological gender differences. Moreover, 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 activity.

Youth groups primarily satisfy the need for free, unregulated communication 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. Privileged 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, meeting different psychological needs.

If companies are formed primarily on the basis of joint entertainment, then human contacts in them, although emotionally significant, usually remain superficial. The quality of time spent together often leaves much to be desired.

Some of these companies become anti-social.

Youth groups and their rivalries are a universal fact of human history. This phenomenon is multi-level. The Sami have a deep, universal layer of opposition. “We” and “They” on a territorial basis exist almost everywhere. However, the weakening influence of the family, especially the paternal one, increases the degree of identification of the teenage boy with 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 years, who at this age are mastering the complex world of human connections in interaction with peers, comprehending the essence of their own “I” in accordance with the “mirror” effect and at the same time satisfying the needs in human connections, self-affirmation, in affection, in self-awareness, as well as in the system of orientations and the object of worship. That is why the study of emerging interpersonal relationships among adolescents is one of the current topics in modern relationship psychology.

It is necessary to study groups of teenagers to complete the picture, and then the psychological climate prevailing in a group of teenagers.

To do this, adolescents were asked to complete a questionnaire containing 14 questions. (the application form is given in the appendix).

Based on the results of the study, we obtained the following table

	question
		Qty
		Every day		In one day		Less often
	Where do you usually gather?	In the basement or wandering the streets		On the site in front of the house or in the entrance		In someone's apartment
	How many recognized leaders are there in the group?	One		Some		No one
	What is the musical accompaniment to your sit-downs?	Blatnoy musical folklore		Western and domestic groups		Guitar or do without music
	Have you ever been in a group for an all-nighter?	Yes		About two o'clock in the morning		No
	How much alcohol does your group drink?	No limits		To the point of slight intoxication		Doesn't use
	How many group members smoke tobacco?	All		Half		No one less than 10%
	How many members of the group use weed or drugs?	All		Half		Nobody
	Do you think that being a member of a group makes it easier to satisfy your curiosity about sex?	Yes		Not sure		No
	Does your group participate in defending its territory?	Yes		Some are part of other groups		No
	Are there people among the group members with criminal experience?	Yes		Not sure, but possible		No
	Does your company participate in group fights?	Yes		Some in the group		No
	What would your company do if they passed by a drunk in the evening?	I would have robbed		Would have assessed the situation, would not have touched it, but would have laughed		Nothing
	What would the group do if you announced your departure from it?	I would beat you up		I remembered all the debts and services		Nothing

Based on the survey results, the following conclusions can be drawn: teenage students spend their free time in group companies. More than half of teenagers meet less often than every other day, presumably on Saturday and Sunday evenings.

Typically, teenagers gather in the yard or in the entrance, and only a few wander 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 participates 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, the group was taken to be a regular class, the number of students in which was 20 people.

To assess some of the main manifestations of the psychological climate of the class, we will use the diagram map by A.N. Lutoshkina. 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 expression of certain qualities can be determined using a seven-point scale placed in the center of the sheet (the questionnaire form 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 then with a “+” sign, mark in the middle part of the sheet the assessment that most closely matches the truth. It should be kept in mind that grades 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 appear to the same extent;

1 – the opposite property appears quite often;

2 – the property manifests itself in most cases;

3 – the property always appears.

Based on the total score, you can determine the degree of well-being of the psychological climate in the team: 42-20 – high degree of well-being; 19-0 – average; -1- -20 – indifference; -21- -42 – low degree

To present the overall picture of the psychological climate of the team, you need 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 favorability.

Based on the data obtained, we obtained the following table:

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 consider their team to be highly prosperous. This is primarily due to the fact that interpersonal communication with peers begins to become significant; the importance of communication with adults changes to communication with peers. In their team, children feel equal to each other, something that adults practically cannot provide them with.

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 finds himself, the style of communication adopted in the relationship between both parents and children, and between the parents themselves .

In adolescence, the autonomy of adolescents and the transfer of authority in communication from parents, teachers and adults in general to their peers are of increasing importance. This is primarily due to the fact that it is in this institution of socialization that equality in communication is possible. This is why stable groups of teenagers are beginning to form.

LIST OF REFERENCES USED

1. Bayard R.T., Bayard D., “Your restless teenager”, M.: “Prosveshchenie”, 1991.

2. Blaga K., Shebek M., “I am your student, you are my teacher.”, M.: “Enlightenment”, 1991.

3. Developmental and educational 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., Znanie, 1988;

6. Kovalev S.V., “Psychology of the modern family.”, M.: “Prosveshchenie”, 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 a child and its significance”, M.: “Pedagogy”, 1991

10. Lichko A.E., “Psychopathy and character accentuations in adolescents.” M.: 1983

11. Makarenko A.S., “Book for parents”, L.: “Lenizdat”, 1981

12. Mudrik A.V. Communication of a schoolchild, M., Znanie, 1987;

13. Ovcharova R.V., “Reference book of a school psychologist”, M.: “Prosveshchenie”, “Educational Literature”, 1996.

14. Pankova L.M., “At the threshold of family life.”, M.: “Prosveshchenie”, 1991.

15. Petrovsky A.V., “Age and educational psychology”, M.: Pedagogy, 1975.

16. Polivanova L.B., “Psychological content of adolescence”

\\Questions of Psychology N5 1992

17. Psychology (dictionary) \ ed. A.V.Petrovsky, M.G.Yaroshevsky M.: Publishing house. political literature, 1990

19. "Psychology of the modern teenager" ed. D.I.Feldstein, M.: Pedagogy, 1987

20. Remschmidt H., “Adolescence and adolescence” // World 1994

21. Rogov E.I., “Handbook for a practical psychologist in education”, M.: “Vlados”, 1996.

22. Satir V., “How to build yourself and your family.”, M.: “Pedagogy - Press”, 1992.

23. Semenov V.D. Be yourself, M., Znanie, 1989;

24. Sokolova V.N., Yuzefovich G.Ya., “Fathers and Sons in a Changing World”, M.: “Prosveshchenie”, 1991.

25. Spivakovskaya A.S., “How to be parents: (about the psychology of parental love)”

M.: "Pedagogy", 1986

26. “For teachers and parents about the psychology of teenagers,” Ed. G.G.Arakelova, M.: "Higher School", 1990

27. A. Fromm, “ABC for Parents”, L.: 1991

28. Frolov S.S. Fundamentals of Sociology, M., Yurist, 1997;

29. Homentskaus G.T., “Family through the eyes of a child”, M.: 1990.

30. Shevandrin N. I. Social psychology in education, M., Vlados, 1995

Application

1. How often does your company meet?

A) every day;

B) every other day;

B) less often.

2. Where do you usually gather?

A) in the basement or wandering the streets;

B) on the site in front of the house or in the entrance;

C) in someone’s apartment

3. How many leaders are there in the group?

A) one;

B) several;

B) there is none.

4. What is the musical accompaniment for 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) hours until two in the morning;

B) no.

6. How much alcohol does the group drink?

A) without restrictions;

B) to the point of slight intoxication;

B) does not use.

7. How many group members smoke tobacco?

And all;

B) half;

B) no one.

8. How many members of the group use weed or other drugs?

And all;

B) half;

B) no one.

9. Do you think that being a member of a group makes it easier to satisfy your curiosity about sex?

A) yes;

B) not sure, but possible;

B) no.

10. Does your group participate in defending its territory?

A) yes;

B) no.

11. Are there people among the group members with criminal experience?

A) yes;

B) not sure, but possible;

B) no.

12. Does your group participate in group fights?

A) yes;

B) some as part of other groups;

B) no.

13. What would your company do if they passed a drunk person in the evening?

A) would rob;

B) would assess the situation and not touch, but laugh;

B) nothing.

14. What would the group do if you announced your departure from it?

A) would beat you up;

B) would remember all the “debts and services”;

B) nothing.

Application

Positive Features								Negative Features
A cheerful and cheerful mood prevails								Depression and pessimistic attitude prevail
Goodwill prevails in relationships, mutual sympathy								Conflict in relationships and aggressiveness predominate
In the relations between groups within the team there is mutual disposition and understanding								Groups are in conflict with each other
Team members enjoy being together and participating in joint activities.								Team members show indifference to closer communication
The successes or failures of individual team members evoke empathy								The successes and failures of team members leave others indifferent
Mutual support and approval prevails								Critical remarks are in the nature of obvious and hidden attacks
Team members respect each other's opinions								In a team, everyone considers their own opinion to be the most important and is intolerant of the opinions of their comrades.
In difficult moments for the team, emotional unity occurs according to the principle “one for all, all for one”								In difficult cases, the team “grows limp”, quarrels and mutual accusations arise
The achievements or failures of the team are experienced by everyone as their own								The achievements or failures of the team do not resonate with its representatives
The team is sympathetic and friendly towards new members								Newcomers feel superfluous and alien
The team is active and full of energy								The team is passive, inert
The team responds quickly if you need to do something useful								It is impossible to motivate a team to do something together; everyone thinks only about their own interests
The team has a fair attitude towards all team members								The collective is divided into “privileged” and “neglected”
Team members develop a sense of pride in their team if they are recognized by their leaders								People here are indifferent to praise and encouragement from the team.

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Introduction

During the socio-psychological study of groups and collectives, special attention is paid to the relationships within them. The small group problem is the most traditional and well-developed problem in social psychology.

Since the beginning of the century, foreign researchers E. Mayo, G. Hyman, M. Sherif, G. Kelly, S. Ash, J. Moreno and others have been studying small groups. In their view, a group represents something more than a random connection of people sharing some common goals and values. Therefore, the group and group processes, in their opinion, need to be studied on their own, since the psychology of groups cannot be understood on the basis of individual psychology. The problem of the group and relationships within it began to be intensively developed in Russian psychology in the 60s. She attracted the attention of such scientists as G.M. Andreeva, N.A. Berezovin, K.E. Danilin, Ya.L. Kolominsky, A.A. Kronik, B.C. Margun, A.V. Petrovsky and others.

Studying such small groups as a student study group in the 60-80s. of the last century were engaged in V.T. Lisovsky, S.N. Ikonnikova, G.A. Zhuravleva and a number of other Soviet psychologists. In the view of these researchers, a student group is a socio-psychological system that has specific characteristics and is determined by many factors. It is also important to create a comfortable environment in which the personality of a future specialist can fully develop, his hidden capabilities will be updated, his potential will be revealed and the acquired knowledge will be applied. The behavior of each individual largely depends on the psychology of relationships within the group. Difficulties in establishing relationships may be associated with the training organization system. Groups are formed spontaneously, randomly; people of different social status, intellectual level, with different stereotypes of behavior and communication, personal qualities and other characteristics study in one team. This leads to many different features in the course of communication between group members.

When analyzing interpersonal relationships, you need to see different psychological mechanisms of relationships that have a single nature, understanding that all this forms different layers of group activity in a team (deep and superficial).

The relevance of the problem of relationships in the educational team is determined by the fact that the system of personal relationships in the group was not the subject of a full analysis; relationships between students were largely determined by subject-related activities rather than social relationships. The modern education system is focused on the development of personality, creativity, and self-expression, but at the same time, in practice this goal is not always achieved. Most of the research is devoted to the problem of the organizational structure of the student body, business relations, and the education of student activists. The group's research practically does not touch upon issues of personal relationships.

However, despite the sufficient development of the issue in theory, in practice, in the everyday activities of a particular team or group, the problem of interpersonal relationships in a team remains urgent and relevant.

Purpose of the work: to study interpersonal relationships in the educational team.

Object of study: educational team.

Subject of research: interpersonal relationships in the educational team.

Hypothesis: subjects with different sociometric status will differ in the types of interpersonal interaction.

1) consider the structure of interpersonal relationships in a team;

2) present the problems of the psychology of relationships in a team;

3) study the psychological and pedagogical aspect of interpersonal relationships in the educational team;

4) conduct an empirical study of interpersonal relationships in the educational community.

Research methods:

1) theoretical: analysis of psychological and pedagogical literature on the topic of research;

2) empirical: diagnostics of interpersonal relationships (DIR) by T. Leary, sociometric test.

The scientific novelty of the study lies in the fact that the work examines not only the psychological, but also the pedagogical aspect of interpersonal relationships in a training group of firefighters.

The practical significance of the study lies in the fact that a training program was developed based on the results of the study, aimed at team cohesion. Methodological recommendations for conducting this program were also developed.

The study was conducted on the basis of the Federal State Budgetary Educational Institution of Additional Professional Education in Novosibirsk. The study involved 30 fire cadets at the Training Center of the Federal Fire Service in the Novosibirsk Region.

1 The problem of interpersonal relationships in modern science

1.1 The structure of interpersonal relationships in a team

In order to comprehensively and multidimensionally study the issue of interpersonal relationships, it is necessary to analyze such a fundamental concept as “relationship”. This concept is an integrative characteristic of personality, which characterizes the psychological connection of a person with the surrounding world of people and things. In a general sense, a relationship is the relative position of objects and their properties.

Let's move on to consider this concept in line with various sciences.

In philosophy, a relationship is defined as a moment of interconnection between many types of existence, which have an objective or subjective, concrete or abstract form. The concept comes down to the material or semantic unity, the mutual distribution of these existences.

Social psychology defines attitude as a predisposition to classify objects and phenomena and react to them with a certain degree of consistency in assessments.

Revealing the essence of the concept of “attitude”, V.N. Myasishchev pointed out that it is one of the forms of reflection by a person of the reality around him.

These definitions allow us to conclude that attitude is the subjective side of reality, the result of interaction between the environment and a person.

Interpersonal relationships are subjectively experienced relationships between people, which are objectively manifested in the ways they influence each other, the nature of the relationship during joint activities and communication. The system of stereotypes, attitudes, orientations and much more also plays a role, through which people evaluate and perceive each other. The basis for the formation of the socio-psychological climate in the team are these and other dispositions that are mediated by the goals of the organization, its values ​​and content.

Interpersonal relationships are a system of selective connections established between people in the form of feelings, judgments and appeals to each other.

There are three components in the structure of relationships: cognitive, emotional, behavioral.

The cognitive component of interpersonal relationships includes all mental processes: sensations, perception, representation, memory, thinking, imagination. A person interacting with other people, with the help of these processes, learns the individual psychological characteristics of partners in joint activities. Mutual understanding and relationships are formed under the influence of the characteristics of mutual perceptions. The most essential characteristics of mutual understanding are its adequacy and identification.

The emotional component of relationships expresses positive or negative experiences that arise in a person under the influence of the individual psychological characteristics of other people. These could be likes or dislikes, satisfaction with oneself, a partner, work, etc.

Emotional identification manifests itself in the identification of two subjects with each other and is accompanied by sympathy - an emotional response to the experiences of another, empathy and sympathy. The emotional component performs the main regulatory function in informal relationships.

The behavioral component plays a leading role in regulating relationships. It includes nonverbal means of communication and actions that express the relationship of a given person to other people and to the group as a whole.

The team is a highly developed small group. A small group is a group of small members, where group members, being in direct communication, are united by common social activities. This serves as the basis for the emergence of group norms and processes, emotional relationships.

Small groups differ in the nature, size, structure of relationships that exist between members, individual composition, values, norms and rules of relationships, interpersonal relationships, goals and content of activities are different.

Let us briefly consider the main parameters by which a small group is assessed, divided, and studied. The quantitative composition of a group is its size, and the individual composition is the composition of the group. The group’s communication channels are the structure of interpersonal communication, which includes the exchange of personal and business information; the psychological climate of the group, in turn, is the moral and emotional tone of interpersonal relationships. Group norms refer to the general rules of behavior that are followed by group members.

Figure 1.1 shows the classification of small groups.

Conditional (nominal) groups are groups that unite people who are not part of any of the small groups. This identification of groups is important in the research process, where the results obtained in real small groups are compared with the results of a random association of people who do not have constant contacts and common goals. Opposite to these groups are real groups - these are existing associations of people that meet the definition of “small group”.

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Figure 1.1 Classification of small groups

Natural groups are groups that formed on their own, regardless of the desire of the experimenter. Their existence is related to the needs of society and the people who are included in these groups. At the same time, laboratory groups are created to conduct experiments and scientific research. They also act like other groups, but their existence is temporary - within the laboratory.

Conditional (nominal) groups are artificially identified associations of people to conduct research. All other types of groups differ from this type in that they actually exist in society and are widely represented by people of different ages, professions, and social status.

Natural groups are divided into formal (official) and informal (unofficial).

Formal groups are created on the basis of official organizations, informal groups arise outside the framework of any organization (for example, a school class - an official small group and an informal youth association - an unofficial group). Formal groups set goals based on the goals and objectives of the organization in which the group exists. The goals of informal groups are based on the personal interests and needs of the participants and may not always coincide with the goals of official organizations.

Small groups are divided into referent and non-referent. A reference group is any conditional or real group - a small group to which a person would like to belong or he voluntarily considers himself a member of this group. The reference group provides the individual with role models: thoughts, feelings, behaviors, norms, values, judgments are significant models to follow. A non-reference group is a small group in which values, behavior, and norms are alien to the individual or indifferent to him. There may also be anti-reference groups that a person condemns, rejects and does not accept their norms, rules, their psychology.

All natural groups are divided into underdeveloped and highly developed. In underdeveloped groups there is no sufficient psychological community, business and personal contacts and relationships are not established, there are no established interactions, responsibilities are not clearly distributed, there are no leaders and effective teamwork. Highly developed groups are socio-psychological communities that meet all these requirements.

A group of students is an example of a formal group, that is, the positions of its members are clearly defined in it, they are prescribed by group norms. Informal groups are also formed within this team. For each student, his group is a membership group (where the individual is present due to certain circumstances), within which there is a reference group for him (which is a standard for the individual, a model for behavior and self-esteem).

When analyzing interpersonal relationships, it is necessary to see the various psychological mechanisms of these relationships, which have a single nature, and understand that they form different layers of group activity in a team, both superficial and deep.

A.V. Petrovsky developed the concept of a multi-level group structure, called the “concept of activity-based mediation of interpersonal relationships” or the “stratometric concept of group activity.” In this special socio-psychological concept, interpersonal relationships in any sufficiently developed group are considered as mediated by the content and values ​​of activity.

Activity mediation is a system-forming feature of a team. The group realizes its goal in a specific subject of activity and thereby changes itself, its structure is improved, and the system of interpersonal relations is transformed. The direction and nature of changes in the group depend on the specific content of activity and values.

In the concept of A.V. Petrovsky group processes form a hierarchy of levels (strata). Figure 1.2 shows the stratometric model of A.V. Petrovsky.

Figure 1.2 Stratometric model A.V. Petrovsky

The central link of the group structure (stratum A) is the group activity itself, its socio-political and meaningful socio-economic characteristics.

At the first level (stratum B), the attitude of its members to the goals, objectives, group activities, and principles of the group is recorded, and the social meaning of the group is revealed for each of its participants. In a group of students, the content of stratum B is the attitude towards learning activities, the motivation for learning, the meaning of learning for each student.

At the second level (stratum B) there is a localization of interpersonal relationships, which are mediated by the content of joint activities, as well as by the principles, values, and ideas that are accepted in the group. This includes phenomena related to interpersonal relationships. Understanding activity mediation allows us to understand the principle of the existence of this stratum.

Stratum D is the last, superficial level of interpersonal relationships and presupposes the presence of emotional connections in the group. Joint goals, value orientations, etc. do not play a big role here.

Thus, a person’s interpersonal relationships are an integral system of selective, individual, conscious connections of the individual with different aspects of reality, which are formed throughout life. A person is influenced by various macro- and microsocieties throughout his life. Changes in the surrounding world change the human psyche, his relationships and attitude towards different aspects of reality. Relationships are infinitely varied. Their awareness gives rise to corresponding emotions and feelings in a person. In the structure of relationships, emotional, cognitive and behavioral components are distinguished. We can say that the system of a person’s relationship to himself and to the world around him is a specific characteristic of the individual.

1.2 Psychology of the educational team

The team is a special formation of highly developed small groups. A developed team is distinguished by the fact that the activities in which it is engaged and for which it was created are of great importance for those around them, not only for the members of this team. Interpersonal relationships in a team are characterized by mutual trust, honesty, openness, respect, etc. .

A small group can be called a team if a number of requirements are met:

- have high morale among team members;

- successfully cope with the tasks of the team (have effective activities);

- have good relationships;

- creating conditions for personal growth of team members;

- have the ability to be creative.

A team is psychologically developed if it has developed a system of personal and business relationships that are built on a high moral basis.

G. Fortunatov believes that a team is not just a collection of individuals, but also a system of interacting people, characterized by characteristics that unite them into a single whole.

V.M. Bekhterev pointed out that at the core of a team there is something that connects people (common judgment, common mood, common decision, common goals). A.S. adhered to the same position. Zaluzhny, who pointed out that a team is a group of interacting people who collectively react to certain common stimuli. At the same time, the essence of the collective is not fully reflected in these definitions.

The fundamental research of the team is mainly associated with the name of A.S. Makarenko. In the depths of his pedagogical theory, he practically posed and developed all the basic, fundamental questions of the socio-psychological theory of the collective. He describes the team as “a free group of workers, united by a single goal, a single action, organized, equipped with bodies of management, discipline and responsibility.” According to A.S. Makarenko, the joint activities of the team should be socially positive. On the basis of such joint activities in the team, special interpersonal relationships develop - “relationships of responsible dependence”.

Based on the above definitions, we can identify the mandatory characteristics of a team:

- bringing people together to achieve a specific, socially approved goal;

- the voluntary nature of the association, where a system of relations is built, and not just a group externally determined by circumstances;

- integrity of the group with structure, distribution of roles and functions, there is a structure of leadership and management;

- a form of relationships in a team where there are conditions for personal development.

The word “team” can currently be understood as the highest form of group development, as well as any organized group that has a socially positive orientation, for example, a group of preschoolers in a kindergarten, a school class, a production team, etc.

Distinctive features of the student body include the following: a social focus on mastering a profession, a commonality of socially conditioned needs, the presence of common affairs, a certain level of cohesion, commitment to achieving high results in studies, the attitude of the team to the future profession as a vocation.

In each team, interpersonal relationships are formed and developed.

Interpersonal relationships in the group have a multi-level structure (Figure 1.3).

The educational team attaches great importance to the issue of effective interaction between teacher and students. A teacher will be able to study his students correctly only if he deeply knows the general patterns of student development, the psychological patterns of the development of their abilities, interests, inclinations and other individual and personal characteristics.

The effectiveness of any activity organized by a teacher is determined mainly not only by a thoughtful choice of subject technologies, but also by the ability to creatively build a system of relationships with students, establish emotional contact with them, and be able to resolve conflicts and contradictions constructively.

Figure 1.3 Levels of interpersonal relationships

In the pedagogical process of a university, educational cooperation is an extensive network of interaction in several directions:

- teacher - student - students;

- student - student - in pairs (dyads) and in triplets (triads);

- group-wide interaction of students throughout the entire educational team.

Many researchers (V.A. Koltsova, G.S. Kostyuk, V. Yantos) emphasize the positive impact of group cooperation on the student’s personality, the result of his activities, and in general this affects the formation of the study group as a team and interpersonal interaction.

By working together, students develop self-control and evaluation (self-esteem). Cooperation also has an educational effect, which is due to the formation of a “conditional dynamic position” in a situation of joint work. This is manifested in the ability to evaluate oneself from different points of view (A.K. Markova, V.A. Nedospasova, D.B. Elkonin). Thus, educational cooperation contributes to the full formation of a culture of communication in the unity of all its components.

Interpersonal interactions of students during the learning process have a positive effect on subjective success: students’ self-esteem increases, their mental well-being improves (Mikheeva).

Thus, in solving the problem of effective interaction between teacher and class, both in domestic and foreign literature, preference is given to the idea of ​​merging psychological and pedagogical knowledge and patterns of personality development.

1.3 Psychological and pedagogical aspect of interpersonal relationships in the educational team

During the socio-psychological study of groups and collectives, special attention is paid to the relationships within them.

S. Bühler gives the following characteristics to intragroup relationships:

1) a group does not exist without relationships and mutual influences between group members;

2) distribution of roles performed by individual group members;

3) isolation of leaders who influence the opinions of group members;

4) there is a common goal, organization and activity;

5) group unity, the existence of a sense of “we”;

6) group cohesion, which depends on interest in the group’s activities and on mutual attraction between members.

In our opinion, it is S. Bühler who describes the features of a small group most fully and holistically.

In the framework of this work, we will touch upon such an issue as sociometric status.

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Figure 1.4 Components of social statuses

The concept of “status” translated from the Latin language “status” means “position, condition”. The social status of an individual is a person’s position in society and is determined by age, gender, origin, profession and marital status.

Definition of A.R. Kirpichnik the following: “The social status of an individual in a team is an informal socio-psychological characteristic of his position in the structure of interpersonal relationships, the degree of his authority for the rest of the team members, the measure of his psychological influence on other members of the group.”

The components of social statuses are presented in Figure 1.4.

Each person occupies several positions because he takes part simultaneously in several groups and organizations, and, in accordance with this, he is characterized by a certain status set. A status set is the totality of all statuses occupied by a given individual. There is a certain hierarchy of statuses:

1) intergroup hierarchy - observed between status groups;

1) intragroup hierarchy - present between the statuses of individuals within the same group.

Place in the hierarchy of statuses is status rank. We can distinguish such types of status ranks as high, medium and low. Contradictions in intergroup and intragroup hierarchies are expressed in divergence of statuses. These contradictions arise under two circumstances:

- in the event that an individual has a high status rank in one group and a low one in another group;

- when the rights and obligations of one status are poorly compatible with the rights and obligations of another.

Each person not only has some social status, but is also under constant evaluation of other people, groups and the society in which he lives. This assessment is expressed in such concepts as “prestige” and “authority”. Prestige is society’s assessment of the importance of certain positions that an individual occupies. Authority, in turn, is determined by the degree to which society recognizes the personal and business qualities of individuals.

The prestige of any status is determined by the influence of two factors. Among them are the real usefulness of the social functions performed by a person and the value system that is characteristic of a given society. Certain features that influence a person’s social status are objective in nature. In other words, they do not depend on his desires (nationality, gender, origin, etc.). But the main thing that determines the social position, social status, prestige and authority of an individual is qualifications, education and other personal and socially significant qualities.

The significance of social statuses is manifested in the fact that they determine the content and nature of social relations. In other words, social statuses act as those structural elements of the social organization of society that ensure social connections between subjects of social relations. Society carries out not only the formation of social statuses, but also creates mechanisms for their reproduction. The relationship between various statuses in the social structure is an important characteristic of society, its social and political organization.

It is important what status position a person occupies in a group, including in a study group. As you know, student life is a period of intense communication. Personal development at this age largely depends on the content of communication and the nature of interaction in the student group. Acceptance of others' needs and values ​​occurs through group communication.

In a group where good relationships have developed, group members are accepted by others, enjoy trust, receive help and give it themselves. In a situation of support and assistance, a person learns new skills and abilities, learns to use various systems of relationships.

Ya.A. Komensky also said that creating conditions for interpersonal interactions in a group is a very important aspect of education: “it is more expedient to educate young men by bringing them together, since there is more benefit and pleasure when the work of some serves as an example and motivation for others.”

A modern educational institution must not only meet the requirements of the time, but also must provide training in techniques for productive joint activities.

Interpersonal interactions of students in the learning process are characterized by different terms: group work, cooperation pedagogy, collective forms of learning, cooperation in learning, cooperation in learning, etc.

These definitions highlight two ways - the nature of interpersonal interactions (cooperation and cooperation) and the form of organization of interaction (teamwork, group work, etc.).

Organizational forms of interaction assume that constructive interactions between students are cooperation and cooperation. More and more often lately we can hear the term “educational cooperation”, which shows the versatility and capacity of this concept.

One of the problems of modern higher education is that students often become competitors in relationships. A healthy competitive environment between groups can stimulate activity in solving any technical and intellectual problems. But at the same time, within the group itself, the incentive will be more cooperation than competition. An element of competition between students in the educational process is necessary, because in this process, students can demonstrate their skills, capabilities, show skills, and thereby stand out from the general student group.

With all the benefits of competition as a stimulating means of achieving results, it can turn into conflict. The peaceful struggle for certain rewards can be disrupted by competitive relationships. Anyone who begins to lose in certain abilities, intelligence, or skill may come to the conclusion that they can win through intrigue, violation of the laws of competition, and blackmail. These actions may generate the same reaction and competition will become a conflict with unpredictable results.

It can be said that cooperation contributes to more effective conditions for educational work.

Conducted research on the issue of organizing interpersonal relationships among students in the learning process (T.A. Ilyina, L.I. Aidarova, V.Ya. Lyaudis, I.B. Pervin, G.A. Tsukerman, etc.), what cooperation has positive impact on the criteria for assessing the objective success of training. This affects academic performance, new concepts and new knowledge are formed faster, the volume and depth of learned material increases, and the effectiveness and efficiency of work also increases.

Social and interpersonal interactions also contribute to the implementation of social and educational goals. Students acquire cooperation and partnership skills, get used to responsibility, learn to build their behavior taking into account the requirements of society and others. Social and psychological knowledge and skills are also formed, especially the group form of work improves such relationships among group members. All this creates conditions for cooperative relations between members of the entire student body and generally contributes to a general atmosphere of success.

Many researchers (V.A. Koltsova, G.S. Kostyuk, V. Yantos) also say that group cooperation has a positive effect on the development of students’ personality and the formation of a study group as a team.

So, a theoretical study of the problem of interpersonal relationships in an educational team showed the following. The main task of socio-psychological analysis of a group is to study the processes that occur in the group. Considering them is important from two points of view:

1) it is necessary to find out how the general patterns of communication and interaction are implemented in a small group, because here a specific fabric of communicative, interactive and perceptual processes is created;

2) it is necessary to show what is the mechanism by which a small group “brings” to the individual the entire system of social influences, in particular, the content of values, norms and attitudes.

At the same time, it is important to identify the reverse movement - how the activity of an individual in a group realizes the learned influences and produces a certain return. It is important to give a snapshot of what happens in small groups.

As part of our research, we will try to accomplish this task by studying the characteristics of interpersonal relationships, which play an important role in the development of a team (as a type of small group) and act as the basis for the formation of a socio-psychological climate, and also consider such a process of group dynamics as group cohesion.

Chapter 2. Empirical study of interpersonal relationships in an educational community

psychology interpersonal educational team

2.1 Methods for studying interpersonal relationships in an educational community

We carried out the study of the sphere of interpersonal relationships using T. Leary’s methodology.

The personality questionnaire was developed by T. Leary in 1957 and is aimed at diagnosing interpersonal relationships and personality traits that are significant when interacting with other people. In 1990, a manual for the Russian-language version was published, interpreted by L.N. Sobchik.

The test subject's task when working with the test is to correlate each of the 128 laconic characteristics with an assessment of his Self; each of the epithets-characteristics has a serial number. Sixteen characteristics form 8 octants, reflecting one or another version of interpersonal relationships:

1 - imperious - leading;

2 - independent - dominant;

3 - straightforward - aggressive;

4 - distrustful - skeptical;

5 - submissive - shy;

6 - dependent - obedient;

7 - cooperating - conventional;

8 - responsible - generous.

Indicators that do not go beyond the level of 8 points correspond to harmonious personalities. Higher rates correspond to the accentuation of certain behavioral stereotypes. Scores reaching the level of 14 - 16 points indicate difficulty in social adaptation. Low scores for all octants (0 - 3 points) may be the result of the subject’s lack of frankness.

The first four types of interpersonal behavior, corresponding to octants 1–4, are characterized by a predominance of non-conforming tendencies and a tendency to conflict (3 and 4), expressed independence of opinions, perseverance, and a tendency to lead (1 and 2). The other four octants (5 - 8) represent the opposite trend. In individuals with high scores on them, conformist attitudes, agreeableness (7 and 8), uncertainty, and a tendency to compromise (5 and 6) predominate.

Additionally, the “dominance factor” (V) and the “goodwill factor” (G) can be calculated.

T. Leary identifies five levels of research into an individual’s interpersonal behavior. Significant for us is level 2, which is associated with the assessment of one’s own, real behavior.

This technique was tested for construct validity by comparison with survey data on the Minnesota Multidimensional Personality Inventory. The study of factorial validity showed that the indicators studied by the questionnaire are associated with two bipolar factors: “dominance - subordination” and “friendliness - hostility”. This led to the conclusion that styles of interpersonal behavior depend on these factors.

Re-test reliability (re-test interval is 10 days) varies for individual indicators from 0.63 to 0.81. The internal consistency coefficient for the factors obtained during the study when setting the subject to evaluate his own self ranges from 0.35 to 0.72, and in the case of modeling the ideal self - from 0.16 to 0.66.

The Leary test has become widespread and has been translated into many languages. This technique is simple and easy to perform.

To study the characteristics of interpersonal interactions in the educational team, we applied the sociometry method. This method allows us to trace the features of interpersonal interactions that form the so-called socio-psychological structure of the group.

Sociometric structure is a set of subordinate positions of group members in the system of intra-group interpersonal preferences. In other words, it is a system of preferences and rejections, emotional likes and dislikes between group members. The structure received its name in accordance with the main method of its diagnosis - the sociometric technique.

The most important characteristics of the sociometric structure include:

Sociometric status of a group member. According to the results of sociometry, status is considered as the sum of rejections and preferences received by a group member. Statuses have different “weights” depending on the proportion of positive choices in them, and the totality of the statuses of all group members defines the status hierarchy;

Reciprocity of emotional preferences of group members: a person can have only one positive choice, but if it is mutual, then he will feel much more confident in the group than if several people prefer him, but he himself is focused on others who do not notice , or even worse, rejecting it;

The presence of stable groups of interpersonal preference: relations between mini-groups, the principle by which they were formed;

System of rejections in the group: there may be one scapegoat, or everyone may have rejections, but for no one they significantly dominate preferences.

This method was proposed by the American psychologist Jacob Moreno, the founder of the so-called sociometric trend in Western social psychology, which has become widespread in it.

A sociometric test is a method of research, not just measurement. It was developed by translating the concepts of attraction and repulsion into concepts of choice and rejection and the subjectivization of subjects. The indicated subjective involvement of the subjects in the experimental situation means that they take part in testing not only as a measured object, but also as a person subjectively interested in learning and changing the deep socio-psychological structure of the group with which he is associated in his life. In this case, the purpose of the experiment is not to study and measure surface structures, but to experimentally study the dynamic deep socio-emotional structures of the group.

With the help of sociometry, it is possible to find out the quantitative measure of preference, indifference or rejection that group members exhibit in the process of interpersonal interaction. Sociometry is widely used to identify likes or dislikes between group members who may not themselves be aware of these relationships and may not be aware of their presence or absence.

The sociometric method is very efficient and with its help the picture of emotional tensions within a group can be quite clearly identified, which would require a long time to detect through observation.

The sociometric technique is based on a “frontal” question: “...with whom would you like....?” (sit at the same desk, have fun, work in the same team, etc.). It can be attributed to any area of ​​human relations. As a rule, two directions of choice are offered - in the field of joint work and in the field of entertainment. In this case, it is possible to clarify the degree of desirability of the choice (very willingly, willingly, indifferently, not very willingly, very reluctantly) and limit the number of persons offered for choice. Further analysis of the choice when entering it into the choice matrix shows a complex interweaving of mutual likes and dislikes, the presence of sociometric “stars” (which the majority choose), “pariahs” (which everyone refuses) and the entire hierarchy of intermediate links between these poles.

Let us consider in more detail the system of sociometric statuses of the group. A person’s status in the structure of emotional preferences can be considered as some expression of the degree of attractiveness and likability of his personality for others. The higher the status, the more attractive a given group member is to others, the higher the need for communication with him and attention from him.

First of all, in the group status hierarchy there are three categories: popular, unpopular and average group members. They differ in the number of positive choices and a small number of rejections, that is, they are emotionally attractive individuals. Among them we can distinguish the actual high-status and sociometric “stars”. The “star,” with some degree of poetry, can be defined as the “soul” of the group, its emotional center. It is revealed in two cases: when there is a person who has received the most positive choices, or when there is a person who has received the most choices from other popular members of the group.

Unpopular group members are extremely heterogeneous. Among them there may be group members with statuses of neglected, rejected and isolated. The neglected have positive choices, but they are few, they have received much more rejection, so they are not emotionally attractive. Outcasts or “outcasts” do not have positive choices, they only have different numbers of rejections, which determines the magnitude of their social rejection. What all outcasts have in common is that they are perceived very expressively, but, alas, negatively. Rejection in this case is, first of all, an emotional phenomenon, a certain rejection of a person, his qualities, properties and habits.

The isolated group includes those people who seem to not exist for the group: they lack both choices and rejections. They are not in the emotional register of the group, either at the level of feelings or at the level of relationships.

The question of which status categories and in what proportion are present in the group is identified at the stage of compiling a sociomatrix and sociogram.

The main tool of the methodology is sociometric criteria (questions), which are designed to identify the characteristics of interpersonal relationships among group members. There are two types of criteria: formal and informal.

Formal criteria reveal the characteristics of interpersonal relationships that are formed under the determining influence of business contacts and the orientation of relationships towards the task of the group. In this case, these were the following questions:

Who would you like to work with in the same five? (positive criterion);

Who would you not like to work with in the same group of five? (negative criterion).

Informal criteria reveal the characteristics of interpersonal relationships that are formed under the determining influence of emotional contacts that are not directly related to business relationships and carry an emotional charge of likes and dislikes. The subjects were asked the following questions:

Which team member would you trust with your secret? (positive criterion);

Which team member would you not trust with your secret? (negative criterion).

Positive and negative criteria are used when the subject is required to demonstrate a preference in choosing a partner or to show his critical, emotionally negative attitude towards group members.

The socio-psychological structure of a small group is determined using a quantitative and comparative analysis of the test subjects’ answers to questions.

2.2 Study results and their interpretation

When analyzing the sociometric survey data, we obtained the following results (Appendix A).

Table 2.1 presents the results of sociometry.

Table 2.1 - Results of a sociometric study of the training team of firefighters

Figure 2.1 shows the percentages of various social statuses in the training team of firefighters.

The results obtained allow us to draw the following conclusions. More than a third of the members of the educational team (40.0%) have a positive sociometric status and are among the preferred ones, which indicates their integrating influence on the socio-psychological structure of relationships in it. Also in the team, several subjects with the status of “stars” were identified (16.7%). This can be explained by the fact that the greater the value of the personal sociometric index, the stronger the influence (status) of the individual on group cohesion.

Figure 2.1 - Histogram of percentage indicators of various social statuses in the training team of firefighters

A third of the members of the educational team have the status of “neglected” (30.0%). The group has the least number of “rejected” members (13.3%).

The average group index of emotional expansiveness is 29. Some members of the educational team (23.3%) have a personal index of emotional expansiveness above average. This indicates their high need to influence the group and the desire to dominate the structure of relationships in the group.

Let's look at the leadership positions of the group. Informal leaders were identified in the group (subject code 1.18, 1.25). Informal leaders are distinguished by an innovative approach to assigned tasks; in many ways, they rely on people and try to trust their team members; they are enthusiastic about their work. They represent the interests of the group to a greater extent and are guided by the moral standards of their team. At the same time, the leader is limited in his actions by intragroup relations.

At the second stage, we calculated personal sociometric indices (PSI), which characterize the individual socio-psychological properties of a person in the role of a group member (Appendix A, Table A.2).

The sociometric status index (Ci) allows you to see the influence of each group member on the socio-psychological structure of relationships in the group. We can say that group leaders have a positive influence on the microclimate of the group. A high score on this index indicates that leaders actually contribute to group cohesion. Let us also note the positive influence of group members with the status of “preferred”, who also have a high index of sociometric status.

Whereas group members with the status of “rejected”, on the contrary, have a negative impact on the group. At the same time, there is no obvious predominance of people with a negative sociometric status in the group, from which we can assume that interpersonal conflicts in the group are an infrequent phenomenon.

The expansiveness indicator (Cj) shows the individual’s need for communication. This indicator allows us to say that among group leaders the need for communication is not clearly expressed. This also suggests that “stars” do not seek to dominate the group and do not have a high need to influence the group. The subjects “rejected” by the group showed a low need for communication.

Based on the sociomatrix data, it is possible to calculate group indices that characterize the degree of development of the socio-psychological structure of a small group as an integral microsociety.

The index of emotional expansiveness (Ag) of a group characterizes the level of its socio-psychological activity in the process of communication without taking into account the valence of relationships. The higher this index, the higher the intragroup activity of interpersonal relationships among group members. In this case, Ag = 22.5, which may indicate low activity in interpersonal relationships.

The index of psychological reciprocity (“cohesion”) of the group (Gg) was also calculated. In this case Gg = 32.3.

So, individual sociometric statuses can show a person’s position in the system of interpersonal relationships. In a group of students there is a “star”, “preferred”, “neglected” and “rejected” members of the team. At the same time, subjects with the “star” status are most likely group leaders who promote team cohesion and at the same time do not need constant communication in the group. It can be assumed that group cohesion is low, as well as there are no close interpersonal relationships. In general, we can talk about the social immaturity of the group as a collective; the group is not sufficiently developed. The presence of an authoritative leader can stabilize the situation in the group and help unite its members.

At the second stage of the study, the characteristics of interpersonal relationships in the training team of firefighters were studied using the diagnosis of interpersonal relationships (DIR) by T. Leary (Appendix B).

Figure 2.2 shows the results of the distribution of types of interaction according to T. Leary’s method among students with “star” status.

Figure 2.2 - Results of diagnostics of interpersonal relationships

T. Leary among students with “star” status

We see that all firefighter students with the status of “stars” (100% - 5 people) showed the leaders the first type of interaction - “authoritative - leading”. This is expressed in the fact that the subjects are optimistic, active, with an increased level of aspirations. They have an expressed motive for achievement. They are mainly focused on their own opinions. The group tries to actively influence those around them, subjugate them and lead them.

The VIII type of interaction “responsible and generous” (40% - 2 people) can be called mutually complementary. This speaks of delicacy in relationships, responsibility towards other people, kindness, compassion, and responsiveness. These subjects can easily take on different social roles. They are always ready to help and show sacrifice.

Figure 2.3 shows the results of the distribution of types of interaction according to T. Leary’s method among firefighter students with the “preferred” status.

Figure 2.3 - Results of diagnostics of interpersonal relationships

T. Leary among students with “preferred” status

The results presented in Figure 2.3 allow us to identify the leading type of interaction among firefighters with the “preferred” status. For the majority of subjects, this is type VII interaction - “cooperative - conventional” (66.7% - 8 people). The behavior of subjects during this type of interaction is characterized by emotional instability and a high level of anxiety. The subjects demonstrate the dependence of self-esteem on the opinions of others and strive to conform to group norms. In a group, subjects express a willingness to cooperate, seek recognition in the eyes of the leader and strive for communication.

The complementary type of interaction among some subjects can be called the VIII type of interaction “responsible-generous” (41.7% - 5 people). This indicates gentleness, mercy and compassion in relationships, the ability to cheer up in a difficult situation, and an emotional attitude towards people. There is also a desire to conform to social norms. In contacts, subjects demonstrate sociability and flexibility.

Figure 2.4 presents the results of T. Leary’s diagnostic of interpersonal relationships (IRR) among firefighter subjects with the “neglected” status.

The results of T. Leary’s diagnostic of interpersonal relationships (IRR), presented in Figure 2.4, allow us to say that the majority of subjects with the status of “neglected” have two main types of interaction: I “powerful - leading” (44.4% - 4 people) and VII “cooperating - convective” (44.4% - 4 people). It is worth noting that the authoritative style of interaction among firefighter subjects is quite pronounced. This indicates a tendency towards dictatorial, despotic behavior, strong leadership, the desire to teach, instruct and rely only on one’s own opinion. Subjects of this type do not know how to accept the advice of others. Probably, excessive authority leads to such a low status in the team.

Figure 2.4 - Results of diagnostics of interpersonal relationships

T. Leary among students with the status of “neglected”

At the same time, the complementary type of interaction VII “cooperative - convective” is expressed to a moderate extent. Such people have a tendency to cooperate and be flexible in decision making. Subjects can compromise with others and will defend the goals of their group. What is important is the desire to be in the center of attention and to earn the recognition of others.

Other types of interaction are weakly expressed.

Figure 2.5 presents the results of T. Leary’s diagnostic of interpersonal relationships (IRR) among firefighter test subjects with the “rejected” status.

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Introduction

The interaction of a person as an individual with the world around him 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 influence of people in the course of joint activities and communication.

The problem of interpersonal relationships in a group is of great interest from 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. Fiedler, etc.). It is recognized that interpersonal relationships 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 conducted, an analysis of available sources indicates an insufficient development of a number of general and specific issues affecting the problem of the specifics of interpersonal relationships in individual professional teams. In particular, the influence 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, the socio-economic transformations taking place in recent years in our country and abroad indicate the need to clarify these issues and adapt existing knowledge to changing conditions. This determines the relevance of this study.

Object of study - interpersonal relationships.

Item – interpersonal relationships in a group of sales managers.

Target - 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 relationships in a group.

2. Conduct an experimental study of 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 using psychological methods of sociometric measurement by J. Moreno, diagnostics of interpersonal relationships by T. Leary, diagnostics of the psychological atmosphere in the team of F. Fiedler.

The first chapter presents an analysis of domestic and foreign literary sources on the problem of interpersonal relations in a group, examining key concepts: “social group”, “small group”, “team”, “interpersonal relationships”. The multi-level structure of interpersonal relationships, their various types and basic phenomena are considered. The influence of the nature of interpersonal relationships 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 relationships in the group is presented.

The second chapter reflects the results of our 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 based on 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 service to the public and prevent stress disorders and emotional burnout among sales managers.

Chapter 1. Theoretical analysis of literature on the problem of interpersonal relationships in a group

1.1. Concepts of group and interpersonal relationships in psychology

People have a strong need for affiliation: 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 determined by biological and social reasons, contributes to human survival: our ancestors were bound by a mutual guarantee that ensured group survival (both in hunting and in the construction of houses, ten hands are better than one); The social connectedness of children and the 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, are designated by the concept of “small group”. G.M. Andreeva understands a small group as a group in which social relations take the form of direct personal contacts. Along with the concept of a small group, the concept of “team” is often used, which denotes 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; this is the highest form of social organization, based on ideological community and relations of comradely cooperation and mutual assistance of its members

Group activity consists of the interaction of individuals in jointly solving certain problems (economic, production, etc.), the most important condition of which is interpersonal relationships. 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 activity 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 relationships in different associations of people, the presence of similarities and differences is striking. The similarity lies in the fact that interpersonal relationships turn out to be a necessary condition for their existence, a factor on which the successful solution of the tasks facing them and their movement forward depends. At the same time, each community is characterized by the type of activity that predominates in it. So, for a work team it will be professional activity, for an educational group it will be mastery of knowledge, skills and abilities, for a sports team it will be a performance designed to achieve the planned result in competitions, for a family it will be raising children, providing living conditions, organizing leisure activities, etc. Therefore, in each type of community, the predominant type of interpersonal relationships is clearly visible, providing the main activity for it.

In the psychological literature, many points of view are expressed about the place of interpersonal relationships in the real system of human life.

G.T. Homentauskas and V.B. Bystrickas note that understanding and assessing interpersonal relationships in different approaches is based on different mental determinants of personality.

From the point of view of V.N. Myasishchev, the main thing that defines a person is “... her relationships with 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 towards each other.

As noted by V.G. Romek [17] , despite the fact that with The essence of interpersonal relationships is feelings; this is not enough for the formation of interpersonal relationships. Interpersonal relationships exist only when personal positions and feelings are of mutual interest to the partners, when, in addition to the desire to talk about their feelings, there is also a desire to listen to the 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 those communicating as gender, age, nationality, temperament, health, profession, experience in communicating with people, etc.

Numerous works devoted to the study of groups and teams, 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 relationships, on the formation of cohesion, value-orientation unity of team members.

From the standpoint of the concept of activity-based mediation of interpersonal relationships by A.V. Petrovsky, interpersonal relationships 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 broader social community.

1.2. The structure of interpersonal relationships and their types

Interpersonal relationships include three elements:

1) Cognitive(gnostic, informational) element involves 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, dividing).

3) Behavioral(practical, regulatory) component of interpersonal relationships is realized in specific actions.

N.N. Obozov believes that interpersonal relationships 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 individual’s involvement in the relationship. Based on criteria such as the depth of the relationship, selectivity in choosing partners, the functions of relationships, the author proposes the following classification of interpersonal relationships: acquaintance relationships, friendly, comradely, friendly, love, marital, family 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 presuppose 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 relationships in production groups Ya.L. Kolominsky divides them into business and personal. Based on these relationships, a small group of 20-30 people spontaneously divides 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 spontaneously developing in a group, and humanistic ones reflect the result of the interaction of the first two components of the system.

Thus, along with the formal structure of communication, reflecting the rational, normative, obligatory side of human relationships, in any social group there is always a psychological structure of an unofficial or informal order, formed as a system of interpersonal relations (for example, structures of mutual support, mutual influence, popularity, prestige, leadership and etc.). A sign of good organization of production groups is the predominance of the formal structure over the informal one. In turn, it is important to know on what value guidelines informal relationships in the group are built.

A.V. Petrovsky proposes a concept of activity-based mediation of interpersonal relationships, in which these relationships are modeled in the form of a three-layer sphere: emotional relationships based on the likes and dislikes of team members; values ​​and norms accepted by group members as a 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 conformism and group cohesion.

The phenomenon of conformity, considered by classical socio-psychological concepts of group dynamics (K. Cartwright, M. Zander, K. Levin, etc.) as one of the main phenomena of interpersonal relationships, 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 A.V. Petrovsky removes the imaginary dichotomy “conformism - non-conformism”, postulating that behind these phenomena there is a phenomenon of collectivist self-determination, which consists in the fact that the individual’s attitude to influences from the group is mediated by values ​​and ideals developed during 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” (cited by). According to D. Cartwright, group cohesion is determined by the extent to which group members want to remain in it (cited by).

According to A.V. Petrovsky, “cohesion as a value-oriented unity is a characteristic of a system of intra-group connections, showing the degree of coincidence of the group’s assessments, attitudes and positions 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 relationships in a team is its socio-psychological climate. Psychological climate is the moral (emotional) atmosphere that develops in a production group, comfortable or uncomfortable for group members. The substantive characteristics of the psychological climate are 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 people’s well-being is transferred to their attitude towards work and other team members, to interpersonal relationships, to general relationships, then a socio-psychological climate develops. Consequently, the substantive characteristics of the socio-psychological climate express the relationships between members of the team.

1.3. The role of interpersonal relationships in a group in the professional activities of sales managers

The work of a manager is characterized by high intensity, richness of actions, frequent interference of external factors, numerous social contacts at different levels, and the predominance of direct communication with other people. The profession of a sales manager belongs to the “person-person” and “person-sign” types. The sales manager acts as an intermediary between manufacturers of goods (industrial, food and others) and the population. Unfavorable factors in the work of a manager in the field of active sales are associated with heavy physical exertion, work on a staggered schedule or with irregular working hours, and emotional intensity of the 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 during the work of sales managers: work stress that arises due to reasons related to working conditions and workplace organization; professional stress associated with the profession, occupation or type of activity; organizational stress that arises as a result of the 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 relationships in the team have a large share in managerial activities. The latter, in turn, taking into account the specifics of activities in the field of management (high intensity of professional contacts in conditions of shortage of time and the need to flexibly rearrange behavior patterns, focus on career growth and successful professional activity to occupy a high level in the social hierarchy and the associated high competition and etc.) can be characterized by significant emotional tension. The immediate causes of mental tension and stress can be events such as conflict with management, problematic situations in the process of communication with clients and colleagues.

Currently, many trading enterprises, especially in the field of non-food products, are moving to 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 feeling of psychological comfort for the sales consultant. In connection with professional responsibilities, 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 sphere and can create preconditions for the occurrence of work-related stress.

According to domestic researchers, workers who have a low level of communication and management skills and inflexible behavior patterns, inability to form their own team (unite the team), emotional instability, low social activity and the use of a predominantly avoidance management style (passive avoidance of conflict resolution).

At the same time, it has been 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

Group activity of people consists of the interaction of individuals in jointly solving certain problems, the most important condition of which is interpersonal relationships. Interpersonal relationships as subjectively experienced, to varying degrees perceived relationships between people are a rather complex phenomenon.

The complex multi-level structure of interpersonal relationships in a team includes several layers: emotional relationships based on the likes and dislikes of team members; values ​​and norms accepted by group members as a 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 functioning of a person’s mental processes and influence the success of all types of activities. The optimal level of interpersonal relationships is possible provided there is a favorable psychological climate in the team, and at the same time it itself influences its character.

In a team, in the professional activities of a manager, interpersonal relationships have a large share and, taking into account the specifics of the activity in the field of active sales (high intensity of professional contacts in conditions of shortage of time and the need to flexibly rebuild the model of behavior, focus on career growth and successful professional activities to occupy a high level in social hierarchy and the associated high competition, etc.), can be characterized by significant emotional tension, which can lead to a decrease in the effectiveness of professional activities and overall performance and to the development of nonspecific stress syndrome and emotional burnout.

Chapter 2. Empirical study of interpersonal relationships in a group of managers

2.1. Organization of the study

The study was conducted from May to June 2010 on the basis of OJSC Svyaznoy (Chelyabinsk). The study involved 20 team employees (sales managers of Svyaznoy cellular communication stores) aged 19 to 27 years. Among those examined were 8 men and 12 women.

Participants were given preparatory work, during which the purpose of the survey was explained and the confidentiality of responses was guaranteed. All subjects were instructed on how to fill out the questionnaires.

To achieve the goal of this study, psychodiagnostic methods (observation, conversation, testing) and methods of mathematical statistics were used. The study of interpersonal relationships in a team was carried out using the following methods: Methodology of sociometric measurement by J. Moreno, Questionnaire by T. Leary, Questionnaire by F. Fiedler “Assessment of the psychological atmosphere in a team.”

Sociometric measurement technique J. Moreno allows you to evaluate informal interpersonal relationships, likes and dislikes, attractiveness and preference, and identify the leader in the group. The sociometric procedure in parametric form was carried out as follows: subjects were asked to choose a strictly fixed number from all members of the group, namely to make 3 choices. To do this, you need to answer the questions: “Who would you like to choose as your immediate superior?”, “Who do you like most as a person?”, “With whom from your team would you like to complete an official task?” In this case, 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. Based on the data obtained, a sociomatrix was built: the written answers received to the relevant questions are entered into special tables - sociometric matrices (see Appendix 1), where the bottom line shows which of the group members received more or fewer elections. By summing the number of received elections and mutual elections, the level of cohesion of the social group is determined (it is directly proportional to the attraction of the participants to each other and inversely proportional to the spatial distance between them) and the sociometric status of the team members (leaders, popular, less popular, rejected), which is measured by counting positive and negative human choices made by all members of the group.

Methodology for diagnosing interpersonal relationships T. Leary designed to study the subject's ideas about himself and to study relationships in small groups. Using this technique, the predominant type of attitude towards people in self-esteem and mutual assessment 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 with an X on the registration form the numbers of those characteristics that correspond to his ideas about himself. Then he assessed each of the participants in the same way according to the characteristics given in the questionnaire. To do this, based on 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 a sign (X) the numbers belonging to those characteristics that corresponded to his idea of ​​the personality he was assessing. 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. Next, the indicators of each subject, obtained from the results of his self-assessments, and the indicators from the results of his 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 about him of other group members.

The primary assessments for 16 characteristics obtained using the “key” form 8 octants, which reflect one or another version of interpersonal relationships: authoritative – leading; independent – ​​dominant; straightforward – aggressive; distrustful - skeptical; submissive - shy; dependent - obedient; cooperative – 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. A level of 14-16 points indicates difficulties in social adaptation.

Methodology “Assessment of the psychological atmosphere of a team” by F. Fiedler is a standardized questionnaire (a sample questionnaire is presented in Appendix 3). It contains 10 pairs of words that are opposite in meaning, with the help of which the subject is asked to describe the psychological atmosphere in the team. The subjects' answer to each of the 10 points is scored from left to right from 1 to 8 points. The further to the left the “+” sign is located, the lower the score, the more favorable the psychological atmosphere in the team. If the subject scored between 10 and 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. Next, the data on each of the scales obtained from all respondents is summed up and the group average value is determined. The average values ​​on all scales form an average group profile, which allows us to describe the characteristics of the psychological atmosphere in the team.

2.2. Research results and discussion

2.2.1. Sociometric measurement results

Based on the results of the subjects’ elections, reflected in the sociometric cards, a sociomatrix of interpersonal relationships in the team was compiled (see Appendix 4). As shown by the results of the sociometric study presented in table. 1, more than half of the employees – 11 people. (55%) – are 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 enjoy the least success in the team (rejected and accepted) is quite high - 7 people. (35%). Thus, we can say that more than a third of the team has certain problems in establishing business contacts with employees. It was also established that there were two informal leaders in the group, which could lead to their mutual opposition.

The results obtained on three questions determining 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 participants chose 3 people as their desired immediate superiors, of which 2 people. According to the number of votes received, 1 person was included in the category of “leaders”. – 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 lack of even moderately expressed organizational abilities in more than half of the team’s employees (70%) in the opinion of their colleagues, and mutual distrust in the group.

Based on human qualities and the sympathy of others (the question “Who do you like most as a human being?”) in the group, 1 “leader” and 3 “close to the leaders” were identified, with 12 people. (60%) were classified as rejected according to this indicator. It should be noted that the rank of “leader” for this indicator was one of the group members who received the largest number of votes from colleagues as a desirable immediate superior.

The majority of group members named 4 people as their desired partner (the question “Which member of your team would you like to complete a work task with?”), of which 1 is the “leader” in terms of the number of votes received and 3 people. “close to the leaders”, with 15 people. (75%) were classified as rejected according to this indicator.

2.2.2. Results of the T. Leary Questionnaire

The results of the study of assessments and self-esteem of the type of interpersonal relationships using the T. Leary Questionnaire are presented in table. 3.

According to self-assessments presented in table. 3, 45% of subjects assess their prevailing type of interpersonal relationships as cooperative-conventional, that is, they have an idea of ​​themselves as a person who is friendly and kind to everyone, inclined to cooperate, oriented towards acceptance and social approval, striving for the goals of the group.

Table 3

Distribution of types of interpersonal relationships among subjects

Type of interpersonal relations	Level according to data self-esteem			Level according to data mutual assessments
Dominant-leading
Independent-dominant
Straightforward-aggressive
Distrustful-skeptical
Submissive-shy
Dependent-obedient
Collaborative-conventional
Responsibly generous

Another 30% of the subjects described their prevailing type of interpersonal relationships as power-leading, i.e. have an idea of ​​themselves as an authoritative leader, energetic, competent, successful in business, and 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 mutual assessment data presented in table. 3 showed that, according to the members of the team under study, in 40% of the subjects the straightforward-aggressive type of interpersonal relationships predominates. 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. For the remaining ¼ of all subjects, whose type of interpersonal relationships was rated by colleagues as straightforward-aggressive, the ratings for this indicator reached an average level (9-12 points), that is, according to colleagues, they are distinguished by straightforwardness and harshness in assessing others, intransigence, inclination to blaming others, mockery, irritability. Also, according to mutual assessments, 35% have a predominant cooperative-conventional type of interpersonal relationships, that is, according to colleagues, they are inclined to cooperate, are proactive 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.

A comparison of the self-assessments of each subject with the assessments of his colleagues revealed minor quantitative differences (no more than 4 points) among the overwhelming majority (60%) of the subjects, which indicates the need for further personal growth and self-improvement. In another 35% of subjects, these differences were significant (over 4 points), which indicates a pronounced deficit of reflection and the need for psychological correction. In general, more or less pronounced discrepancies between self-assessment and mutual assessment indicators were revealed mainly on the “cooperative-conventional” and “aggressive-direct” scales, which indicates a distortion of ideas about 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 presented 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 presented in Figure 1, subject B. has no significant discrepancies between the indicators of self-assessments and assessments of colleagues, which indicates 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, an initiative enthusiast in achieving the goals of the group, hyper-responsible, sacrifices his interests to the common cause, inclined to cooperate, flexible and compromise when solving problems and in conflict situations.

Rice. 2 Psychograms of subject D., obtained on the basis of data

self-assessments and assessments of colleagues

Psychograms presented in Fig. 2, indicate a slight (no more than 4 points) discrepancy between self-assessments and assessments of colleagues in subject D. in terms of indicators I, III, VII and VIII octants. This indicates a mildly expressed deficit of reflection and self-understanding in the following areas of interpersonal relationships. The interpretation of the data presented on the psychograms indicates that, in comparison with the assessments of his 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 (mismatch on octant VIII).

2.2.3. Results of assessing 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 evidenced by 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 quite favorable: 45% of respondents rate the level of favorableness of the psychological atmosphere as average and the same number of respondents rate it as unfavorable. Having analyzed the resulting average group profile presented in Fig. 3, we can conclude that the psychological atmosphere in this team is characterized by disagreement, coldness and inconsistency.

Based on the data obtained, practical recommendations were compiled and presented in Appendix 5.

Conclusions for Chapter 2

Summarizing the study of interpersonal relationships 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 enjoy the least success in the team. According to the results of the parametric elections, 70% of the participants fell into the category of “rejected” based on their organizational qualities, 75% – based on their business qualities, 60% – based on the personal sympathy of the evaluators. This indicates mutual distrust in the group and difficulties in establishing business contacts.

2. In 40% of subjects, the straightforward-aggressive type of interpersonal relationships predominates, and in 35%, the cooperative-conventional type predominates. At the same time, 95% of the subjects showed discrepancies between assessments and self-assessments, mainly on the scales of “cooperative-conventional” and “aggressive-straightforward” type of relationships, which indicates a distortion of ideas about methods of effective management, a lack of reflection, the need for personal growth, self-improvement and psychocorrection.

3. According to sociometry 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 team under study. 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 “most preferred” in terms of his organizational qualities and the sympathy of others.

4. As the results of assessing 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 relationships and inconsistency.

Conclusion

A significant number of works devoted to the problem of interpersonal relationships 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 of the issue have their application in various areas of psychology, one of which is the psychology of work, organizational development and work with personnel. This paper studied the characteristics of interpersonal relationships in a group of sales managers.

The object of research in this work was sales managers as a workforce. The subject of the study was the interpersonal relationships of sales managers as a work team. The purpose of the study was to examine the theoretical and practical aspects of the problem of interpersonal relationships in a group.

To achieve the goal of the study, appropriate research methods were selected, which, first of all, meet the scientific requirements. One of the most effective was the sociometry method, which was used in the practical part of the work, since it met the objectives.

Theoretical analysis of interpersonal relationships as a socio-psychological problem has shown that there are ambiguous points of view on the nature, patterns and dynamics of interpersonal relationships. Many authors agree that there are a large number of factors that influence interpersonal relationships. In the context of the problem of interpersonal relations in a work team, the issue of group cohesion and socio-psychological climate is of particular importance. These factors are closely interrelated with the nature of interpersonal relationships in the workforce, especially their business side.

The results of our own empirical research revealed significant violations of interpersonal relationships 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 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 straightforward-aggressive type of interpersonal relations in the group, a distortion of ideas about methods of effective management, a lack of reflection and the presence of two informal leaders, which causes fragmentation and decentralization of business contacts, disunity and lack of integrity of the team under study.

The data obtained can be used to modify the system of professional training, retraining and advanced training of specialists. Practical recommendations developed based on 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 service to the public and prevent stress disorders and emotional burnout among sales managers.

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Annex 1

Sociometric card

Instructions: Please answer the questions by selecting no more than three people from your work team, indicating their first and last name. In this case, the first one you select will be considered the most preferable, etc. Descending. This information will remain confidential. Please indicate your last name, first name and age. Thank you!

F.I. ______________________ Age ___________

Sample sociometric matrix

The “+” sign indicates a choice

Who do they choose? p/n Who chooses?
1 subject A.
2 subject B.
3 subject V.
4 subject G.
Number of selections received:
Number of mutual elections:

Appendix 2

Questionnaire by T. Leary

1. Capable of cooperation and mutual assistance.	65. Lack of initiative.
2. Confident.	66. Capable of being harsh.
3. Is respected by others.	67. Delicate.
4. Does not tolerate being bossed around.	68. Likes everyone.
5. Frank.	69. Businesslike, practical.
6. Complainant.	70. Filled with excessive sympathy.
7. Often resorts to the help of others.	71. Attentive and affectionate.
8. Seeks approval.	72. Cunning and calculating.
9. Trusting and strives to please others.	73. Values ​​the opinions of others.
10. Loves responsibility.	74. Arrogant and self-righteous.
11. Gives the impression of importance.	75. Overly trusting.
12. Has a sense of dignity.	76. Ready to trust someone else.
13. Encouraging.	77. Easily embarrassed.
14. Grateful.	78. Independent.
15. Angry, cruel.	79. Selfish.
16. Boastful.	80. Gentle, kind-hearted.
17. Selfish.	81. Easily embarrassed.
18. Able to admit when he is wrong.	82. Respectful.
19. Despotic.	83. Makes an impression on others.
20. Knows how to insist on his own.	84. Kind-hearted.
21. Generous and tolerant of shortcomings.	85. Willingly accepts advice.
22. Commanding and commanding.	86. Has leadership talent.
23. Seeks to patronize.	87. Gets into trouble easily.
24. Capable of causing admiration.	88. Remembers insults for a long time.
25. Lets others make decisions.	89. Easily influenced by friends.
26. Forgives everything.	90. Imbued with the spirit of contradiction.
27. Meek.	91. Spoils people with excessive kindness.
28. May show indifference.	92. Too lenient towards others.
29. Selfless.	93. Vain.
30. Likes to give advice.	94. Strive to ingratiate yourself with everyone.
31. Dependent, independent.	95. Admiring, prone to imitation.
32. Self-confident and assertive.	96. Willingly obeys.
33. Expects admiration from everyone.	97. Agrees with everyone.
34. Often sad.	98. Takes care of others to the detriment of himself.
35. It is difficult to impress him.	99. Irritable.
36. Sociable and accommodating.	100. Shy.
37. Open and straightforward.	101. Overly willing to obey.
38. Embittered.	102. Friendly, benevolent.
39. Likes to obey.	103. Kind, inspiring confidence.
40. Gives orders to others.	104. Cold, callous.
41. Capable of being critical of oneself.	105. Striving for success.
42. Generous.	106. Intolerant of the mistakes of others.
43. Always kind in his dealings.	107. Kind to everyone indiscriminately.
44. Compliant.	108. Strict but fair.
45. Shy.	109. Loves everyone.
46. ​​Likes to take care of others.	110. Loves to be looked after.
47. Thinks only about himself.	111. Almost never objects to anyone.
48. Flexible.	112. Soft-bodied.
49. Responsive to calls for help.	113. Others think favorably of him.
50. Knows how to manage and give orders.	114. Stubborn.
51. Is often disappointed.	115. Steadfast and cool where necessary.
52. Relentless, but impartial.	116. Can be sincere.
53. Often angry.	117. Modest.
54. Critical of others.	118. Able to take care of himself.
55. Always friendly.	119. Skeptical.
	120. Sargent, mocking.
57. Able to show distrust.	121. Obsessive.
	122. Grudge.
59. Jealous.	123. Likes to compete.
60. Likes to “cry.”	124. Strive to get along with others.
61. Timid.	125. Unsure of yourself.
62. Touchy, scrupulous.	126. Tries to console everyone.
63. Often not friendly.	127. Self-flagellation.
64. Bossy.	128. Insensitive, indifferent.

Registration formto the T. Leary Questionnaire

"Key" to the T. Leary Questionnaire

Octant number

Question number

Appendix 3

Questionnaire for the method of assessing the psychological climate

in the team of F. Fiedler

F.I. filling: ______________________

Instructions: The table shows opposite pairs of words that can be used to describe the atmosphere in your team. The closer you place the “+” sign to the right or left word in each pair, the more pronounced this sign is in your team.

1. Friendliness									1. Hostility
2. Consent									2. Disagreement
3. Satisfaction									3. Dissatisfaction
4. Productivity									4. Unproductivity
5. Warmth									5. Coldness
6. Cooperation									6. Inconsistency
7. Mutual support									7. Malevolence
8. Passion									8. Indifference
9. Entertaining
10. Success									10. Failure

Your task is to evaluate the severity of each indicator on an 8-point scale. The strong severity of a sign located on the left side is assessed as 1 point, and on the right - 8 points.

Appendix 4

Sociomatrix of interpersonal relationships in the study group

Who chooses

Who is chosen

Quantity

Circle of relationships

The “+” sign indicates the subject’s choice in favor of any employee.

The line “Number of elections” indicates the number of elections 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).

Appendix 5

Work to optimize interpersonal relationships 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 increase this correspondence in modern psychology, technologies and methods of professional selection, placement and rotation of personnel, professional training and systematic professional development of personnel, expansion of the behavioral repertoire, etc. are used. Correction of the discrepancy between profession and personality also involves changing the organizational environment, developing organizational culture, and improving quality organizational life of employees (attractiveness of working in the organization).

2. Impact on the cognitive assessment of workers regarding their own capabilities (abilities, skills, resources) and readiness to overcome professionally difficult situations. Psychological assistance should be focused on optimizing work motivation - reducing or increasing the importance of fulfilling the requirements imposed by the organization: professional, job, status-role, etc. In other cases, psychological assistance can be aimed at increasing the adequacy of employees' perception of situational requirements, taking into account job status and confidence in one's strengths and resources.

3. Management of responses to conflict-generating and stressful factors of professional activity and organizational environment. An important aspect here is the formation of an active position among employees in relation to organizational and professional stress. For example, increasing the personal and social meaning of coping with stress.

Restoring the communicative component of interpersonal relationships in a team involves several stages:

1. The stage of social interaction, that is, simple unstructured communication that takes place mainly at a picnic or during lunch, the very setting of which unobtrusively plays the role of an ice breaker (contributes to the labilization of the group by eliminating coldness).

2. Stage of exchange of opinions in the group: the facilitator smoothly moves it into a more structured discussion mode, the topic of which is most often interpersonal communication in a professional team. The same principles apply to this work as to a standard T-group or meeting group.

Group classes are ongoing, and the social communication skills that are created or restored become the basis for reducing stress and the risk of burnout.

Structure and stages of formation of the educational team

Interpersonal relationships in a team. The student environment itself, the characteristics of the educational group to which the person belongs, and the characteristics of other reference groups have a powerful socializing and educational impact on the student’s personality. As is known, the behavior of people in a group has its own specificity in comparison with individual behavior; there is both unification, an increase in the similarity of behavior of group members due to the formation and subordination of group norms and values ​​based on the mechanism of suggestibility, conformism, subordination to authority, and an increase in the ability to exert their reciprocal influence on the group. In a study group, dynamic processes of structuring, forming and changing interpersonal (emotional and business) relationships, distributing group roles and promoting leaders, etc. take place. All these group processes have a strong influence on the student’s personality, on the success of his educational activities and professional development, and on his behavior. The teacher-curator must know and understand the patterns of group processes and have a beneficial effect on their formation.

Such individual characteristics of a teacher as his psychosocial type, character, and leadership style can significantly influence the nature of the relationship between the curator and the student group and the very functioning of the student body, promoting or hindering the growth of its cohesion.

Such a feature of the student group as the homogeneity of the age composition (the age difference is usually no more than 5 years) determines the age similarity of interests, goals, psychological characteristics, and contributes to the cohesion of the group. The main activity of a student group is learning, and the factors of academic cohesion are weaker than production ones, so sometimes a cohesive team does not develop: everyone is on their own. Student groups function both on the basis of self-government through a system of formal and informal leaders, and are subject to certain control influences from the teacher-supervisor. In a student group, such socio-psychological phenomena as “collective experiences and moods” are manifested (the emotional reaction of the team to events in the group, in the surrounding world; a collective mood can stimulate or depress the activities of the team, leading to conflicts; an optimistic, indifferent or dissatisfaction), “collective opinions” (similarity of judgments, views on issues of collective life, approval or condemnation of certain events, actions of group members), the phenomenon of imitation, suggestibility or conformism, the phenomenon of competition (a form of interaction between people who are emotionally jealous of the results their activities, strive to achieve success). A student group can develop from the “association” type to the “team” level or change to the “corporation” type.

Association is a group in which relationships are mediated only by personally significant goals (a group of friends, acquaintances).

Cooperation is a group characterized by a really functioning organizational structure; interpersonal relationships are of a business nature, subordinated to achieving the required result in performing a specific task in a certain type of activity.

A team is a time-stable organizational group of people interacting with specific governing bodies, united by the goals of joint socially beneficial activities and the complex dynamics of formal (business) and informal relationships between group members.

Structure and stages of formation of an educational team.

The educational team has a dual structure: firstly, it is the object and result of the conscious and purposeful influences of teachers and curators, who 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 that is subject to special socio-psychological laws.

The educational team, figuratively speaking, is a socio-psychological organism that requires an individual approach. What “works” for one educational group turns out to be completely unacceptable for another. Experienced teachers are well aware of this “mysterious phenomenon”: two or several parallel educational groups gradually become individualized, acquire their own identity, and 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 educational self-government. It is very important for a leader, teacher, or 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 cohesive team does not appear immediately, but is formed gradually, going through a number of stages.

At the first organizational stage, a group of university students does not represent a collective in the full sense of the word, since it is created from students entering the university who have different life experiences, views, and different attitudes towards collective life. The organizer of the life and activities of the study group at this stage is the teacher; he makes demands on the behavior and mode of activity of students. For a teacher, it is important to clearly identify the 2-3 most significant and fundamental requirements for the activities and discipline of students, without allowing an abundance of secondary requirements, instructions, and prohibitions to be put forward. At this organizational stage, the leader must carefully study each member of the group, his character, personality traits, identifying, based on observation and psychological testing, an “individual psychological map” of the student’s personality, gradually identifying those who are more sensitive to the interests of the team and are an effective asset. In general, the first stage is characterized by socio-psychological adaptation, i.e. active adaptation to the educational process and joining a new team, assimilation of the requirements, norms, traditions of life of the educational institution.

The second stage of development of the team occurs when an effective, rather than formal, asset of the team is identified, i.e. organizers of collective activities who enjoy authority among the majority of team members have been identified. Now demands on the team are put forward not only by the teacher, but also by the activists of the team. The leader at the second stage of team development must objectively study and analyze the interpersonal relationships of team members using the methods of sociometry and referentometry, and promptly take corrective action to correct the position of group members with high and low sociometric status. Nurturing the active group is the most important task of the leader, aimed at developing the organizational abilities of the active and eliminating negative phenomena: arrogance, vanity, “commanding tone” in the behavior of the active.

Knowing the structure of informal relationships and what they are based on makes it easier to understand the intragroup atmosphere and allows you to find the most rational ways to influence the effectiveness of group work. In this regard, special research methods that make it possible to identify the structure of interpersonal relationships in a group and identify its leaders become of great importance. The position of a teacher, curator in a student group is specific: on the one hand, he spends quite a lot of time with the guys and is, as it were, a member of their team, their leader, but, on the other hand, the student group largely exists and develops independently of the teacher, putting forward their leaders and “ringleaders”. What prevents a teacher from becoming a full member of the student body is age difference, differences in social status, life experience, and finally. A teacher cannot be completely equal to a student. But perhaps there is no need to strive for this; students are sensitive to the falsehood of statements about “full equality.” This position of the teacher makes it difficult for him to assess the situation within the group, so it is not easy for the curator to be an expert in matters of relationships between students in his group.

Involving team members in various types of joint activities (work, study, sports, recreation, travel, etc.), setting interesting and increasingly complex goals for the team, tasks that are attractive to many participants, establishing friendly and demanding relationships, responsible dependence between people – this contributes to the strengthening and development of the team at the second stage.

However, at the second stage of development, the team is not yet in the full sense a cohesive group of like-minded people; there is significant heterogeneity of views. Free exchange of opinions, discussions, attention of the teacher-leader to the mood and opinions of team members, a democratic collegial method of decision-making and management creates the basis for creating a cohesive team.

At the third stage of development, the team reaches a high level of cohesion, consciousness, organization, and responsibility of team members, which allows the team to independently solve various problems and move to the level of self-government. Not every team reaches this highest level of development.

A highly developed team is characterized by the presence of cohesion - as value-orientation unity, similarity of views, assessments and positions of group members in relation to objects (persons, events, tasks, ideas) that are most significant for the group as a whole. The index of cohesion is the frequency of coincidence of views of group members regarding the moral and business spheres, in the approach to the goals and objectives of joint activities. A highly developed team is characterized by the presence of a positive psychological climate, a friendly background of relationships, emotional empathy, and sympathy for each other.