Purpose of the game: harmonization of interpersonal relationships through the creation of a situation of interaction in a group, the development of models of effective communication in it and ways to resolve it constructively. Harmonization of interpersonal relationships among preschool children

STAGE: “GETINGS”

Assignment: Team members need to sit down so that everyone sits on each other’s laps.

STAGE: “NUMBERS”

Task: Team members, having reached this stage, line up in one line and turn their backs to those conducting the stage. The judges attach pre-prepared numbers (for example, from 1 to 12) to the team members by their collars in a chaotic order, after which they ask them to turn to face them. The team’s task is to line up in numerical order from 1 to 12 as quickly as possible, without words, using only facial expressions and gestures.

STAGE: “UNDERSTAND ME”

Task: The team lines up in a column (at the back of each other’s heads). The first team member turns to the leader of the stage and draws out one of the sports options offered to him, which are written on the cards. After that, he turns back and pats the 2nd team member on the shoulder. After he has turned to him, the 1st player, without words, using only facial expressions and gestures, shows the selected sport to the person in front (for example: biathlon, fencing, figure skating, etc.) If the 2nd player understands, he shows this with a nod of the head and turns forward and pats the next player on the shoulder, if not, then the 1st player repeats his display. The last player in the column does not show anything, he only names the sport that was shown to him. During this stage, it is important to ensure that the players do not turn before they are asked to turn.

STAGE 4: “THE PATH OF TRUST”»

Task: A very winding, not wide path is drawn on the asphalt, along which circles are drawn, which the players will occupy during this stage. One of the players from the team that came to the stage is blindfolded, then he is spun around and placed on the starting line. The task of this player, and therefore the entire team as a whole, is to get to the finish line, if possible, without stepping on the track line. The players who are located along the path in circles help the blindfolded player with the commands: “forward”, “backward”, “left”, “right”, “stop”, while remaining in their playing places.

STAGE: “CROSSING”

Task: At the “Crossing” stage, the team must cross a rope stretched at a certain height above the ground. In this case, you absolutely cannot touch the rope; if this happens, then the whole team returns to the starting line and starts the whole process all over again. The height of the rope is adjusted depending on the age of the participants: the older they are, the higher the rope. For the oldest squads, the height should be such that it would be impossible for all team players to simply jump over it, and this would imply mutual assistance in overcoming this obstacle. Please note that this is the most traumatic stage and experienced counselors or sports instructors should be assigned to it. It is advisable to carry out the “Crossing” on the lawn or in the forest in a clearing cleared of foreign objects.

STAGE: “KNODES”

Task: Before the start of the stage, the team lines up. In front of her lies a rope on which three ordinary knots are tied at equidistant distances. All players extend their left arms forward and at the same time raise the rope to waist level. Task: without unclenching your left hands, use your right hands to untie the knots. To carry out this stage, it is advisable to use tourist ropes with a cross-section of 8 or 10 mm, but not clotheslines.

STAGE: “BALL”

Task: A task familiar to everyone. The team lines up, preferably according to the “boy-girl” principle. Task: without using your hands, pass the ball held under your chin from the first player to the last. If the ball falls, the task starts again.

STAGE: “VICTORY CRY”

Task: The team joins hands and, without unclenching them, climbs through three hoops lying on the ground, after which the whole team must stand in a small circle drawn on the ground and, having come up with a battle cry, shout it three times. At this point, the game ends for this team, and the team captain gives the route sheet to the judge of the last stage.

ROUTE LIST FOR THE GAME “THE PATH OF TRUST”

P/N STAGE! STAGE NAME! TIME TO PASS! PENALTY/BONUS SECONDS! JUDGE'S SIGNATURE

Gatherings

NUMBERS

UNDERSTAND ME

TRAIL OF TRUST

CROSSING

COINING

BALL

VICTORY CRY

Purpose of the game: harmonization of interpersonal relationships through the creation of a situation of interaction in a group, the development of models of effective communication in it and ways to resolve it constructively.

Description of the game. At the preliminary meeting, participants are given a general guide to the game and the rules are explained. It is necessary to form six teams, for this each person is asked to take a card of a certain color, and then all the colors are combined into groups that can be given a name. The goal of the teams is to go through all stages of the game and score as many points as possible. The team that does it faster, more friendly and with better quality becomes the winner. Then the teams are given route sheets, which indicate the order of passing the stations, and grades are given. The stations must be located at a sufficiently distant distance. The teams spend 15–20 minutes at each stage; the transition time is not indicated. At the stations, the guys carry out the tasks of the presenter. The station presenter evaluates the team’s activity, its cohesion, the constructiveness of resolving the situation, and the correctness of the answers using a five-point system. Penalty points may also be given for some participants lagging behind the team and disorganization, conflict in the group, or violation of the rules for completing the task. Penalty points constitute the difference between the estimated points when calculating the overall result of each team. After the team passes all the stations, points are calculated, and the winners are awarded certificates and memorable prizes.

Necessary materials: route sheets, which indicate the order in which teams will pass stations; signs with the names of the stations: “Rhythmometer”, “Bumps”, “Monsters”, “Obstacle”, “Transformer”, “Guide”, “Rock”; 3 sheets of thick cardboard; 2 ropes (2 m and 4 m); chalk for asphalt; scotch; scissors; prizes and certificates for the winners.

Rhythmometer station Goal: to develop team coordination skills. Form of conduct: The presenter preliminarily draws classics on the asphalt, in the form of a kind of ladder. The team members, at the leader's expense, will have to ride these classics, holding each other in the form of a chain; the chain cannot be broken.

Station "Transformer" Goal: development of nonverbal communication skills, empathy, intergroup interaction. Form of conduct: the leader invites team members to stand in a circle and pick up a rope. Next, team members are asked, without words, to make certain geometric shapes from the rope (circle, square, rectangle, rhombus, etc.).

Station "Povodyr" Goal: to build trust in group members at the bodily level, to develop coordination skills. Form of conduct: team members are asked to stand in a column, one after another, and close the eyes of everyone except the person standing in front of the column. Holding onto each other, the column must move, overcoming obstacles (bending trees, overcoming barriers, etc.)

Station "Kochki" Goal: to form attitudes of mutual cooperation, to develop skills of coordination of actions. Form: Two lines are drawn on the asphalt at a distance of 5 m from each other. The distance between them is a river. The team's task is to transport all participants to the other side. You can only move on three hummocks. Additional conditions: on the territory of the “river” you can only stand on the “bump”; The “bump” can only be moved with your hand, but you cannot lean on the ground with your other hand. The accuracy and speed of crossing to the other side, the originality of the method found, as well as the friendliness of the team and the ability to take a constructive approach to acceptance are assessed. general solution, coordination of actions.

Monster Station Goal: developing a sense of belonging to a group at the level of physical contact. To successfully complete this exercise, you need to demonstrate group cooperation skills, constructive interaction, and coordination of actions. Form of conduct: The team is asked to walk 25-30 meters in such a way that only a certain number of feet touch the ground. This number is calculated by the formula: N = n – 3, where N is the number of legs that can touch the ground, n is the number of people in a given team. For example, if there are 10 people in a team, then they need to walk the distance on 7 legs. Moreover, the team itself chooses how it will do this. The friendliness of the group, the consistency of its actions, and originality in decision-making are assessed.

Pregrada station Goal: development of intergroup unity, group work skills, ability to make collective decisions; team building. Form of conduct: The leader pulls a rope (two poles or trees are required) at the waist level of the team members. The team needs to go under the rope without touching it; You cannot touch the ground with your hands. At the second stage, the task becomes more complicated - the rope is lowered down to the level of the participants’ knees. All team members can help each other.

Station "Skala" Purpose: this exercise develops group support skills; team building. Form of conduct: Participants are asked to stand on a log or bench, holding hands. The last participant must cross to the other end of the chain with the help of the other participants of the rock (they can only help with support). Falling from the bench incurs penalty points for the team. Thus, all team members should gradually cross to the other end of the chain.

The expected preventive effect of the game is to develop the skills of cooperation, coordination of actions, non-verbal communication, empathy, intergroup interaction, constructive resolution of controversial situations, which allows harmonizing interpersonal relationships in the group and, ultimately, is a factor in protecting the personality of each teenager. To summarize, it is worth noting that the approaches to preventive activities presented above are based on the understanding of the fact that antisocial forms of behavior most often arise in individuals who have difficulties in coping with stress, resisting group pressure, low communication abilities, poorly developed decision-making skills and constructive resolution of conflict situations. The task of specialists working in the field of prevention, in our opinion, is to help adolescents and young people cope with external and internal conflicts by updating and developing their positive personal qualities. The solution to this problem is facilitated by the use by specialists of a variety of methods of socio-psychological work that correspond to the age and personal characteristics of young people. In this paragraph the following forms were presented group work How psychological training and route game. These forms of work are characterized by emotionality, active interaction between participants and correspond to age characteristics teenagers

Path of Trust Age: 10 years and older.

Participants: squad.

Time: 1.5 – 2 hours.

Equipment and props: no special equipment required, only scarves and shawls. The site or the counselors themselves as “obstacles.”

Purpose of the game:

Working through problems in trusting relationships between participants.

Establishing closer and friendly relations in the squad

Tasks:

Prevention of antisocial behavior;

Formation of adaptive behavior skills in unusual situations;

Practicing skills to work in a new team;

Discussion of problems of human interaction.

Progress of the event:

The counselor(s) gather the children in the hall, explain the rules of the event, and safety rules.

IN 1: Guys, we would like you to take today's event very seriously, because this is not an ordinary event...

AT 2: This is the “Path of Trust”... This event will help you open up, understand your friends, feel your spiritual closeness...

IN 1: For the event, we will need scarves, scarves, and anything to blindfold.

AT 2: Please stand in one line, now blindfold yourself, now hold hands...

We begin!

IN 1: Throughout the entire event, you must complete tasks silently; you can communicate by shaking hands, pulling each other along, as if indicating what needs to be done. We go out into the street in a line.

We hold competitions there.

1. Obstacle course. The counselors create various obstacles (go around chairs, steps, confusion around trees, etc.) The squad returns to the room, where the continuation takes place.

2. "Bumps" Goal: to form attitudes of mutual cooperation, to develop skills of coordination of actions. Form: Two lines are drawn on the floor (with chalk) at a distance of 5 m from each other. The distance between them is a river. The team's task is to transport all participants to the other side. You can only move on three hummocks. Additional conditions: on the territory of the “river” you can only stand on the “bump”; The “bump” can only be moved with your hand, but you cannot lean on the ground with your other hand. The accuracy and speed of crossing to the other side, the originality of the method found, as well as the friendliness of the team are assessed.

The final stage.

3. "Transformer" Goal: development of non-verbal communication skills, empathy. Form of conduct: the leader invites team members to stand in a circle and pick up a rope. Next, team members are asked, without words, to make certain geometric shapes from the rope (circle, square, rectangle, rhombus). The counselors thank the guys and offer to go to the fire! Event analysis:

The analysis takes place both during the event and at the fire. During the event, counselors observe the activities of the squad, leaders are identified, etc. At the fire, the counselors find out the guys’ opinions and take into account their wishes.

prepared by Chistorechensky's teacher orphanage

2nd academic year

Harmonization of interpersonal relationships in a children's team

The main conditions for education in our orphanage are the organization of a harmonious lifestyle, the establishment of interpersonal relationships in the children's team, the exclusion of violence, coercion, the spirit of competition, providing the child with a sense of safety and security through the awareness of his belonging to a certain group, friends, nation. Adults create conditions in our institution for the harmonious development of personality, self-expression, help little man realize oneself as a part huge world people where he has his place, his rights, his responsibilities. A child, learning the complex world of human relationships, learns to cooperate with peers and share positive emotions. Children of other nationalities appeared in our orphanage. All of them are shrouded in love and warmth.

Sooner or later, a child finds himself among his peers, so he has to empirically study interpersonal relationships in a children's group and learn to earn authority for himself. Some children adapt quite calmly to any new society: no matter how much you transfer them from school to school, no matter how much you send them to children’s camps, everywhere they have crowds of friends and acquaintances. But, unfortunately, not all children are given such a gift of communication by nature. Many children experience difficulties in the adaptation process, and sometimes find themselves a target for aggression from their peers.

IF THE CHILD DOES NOT FIT INTO THE TEAM

It is enough for one, let’s say, harmful child to start in a class or group, and an unhealthy atmosphere of bullying is guaranteed. Such children feel the need to assert themselves at the expense of others: to offend and humiliate someone, to set some children against others (like “Who are we going to be friends against?”), etc. As a result, the most vulnerable, well-meaning people who are not used to being directed against violence against them, children. Any child could be among them, so when a student joins a new team, teachers should be on guard at first.

If you feel that in a group or at school a child may have problems with peers, is it better to work with him in advance and tell and explain to the child so that he can face difficult situations fully armed and come out of them with dignity? However, often, and we have seen this many times, that

1. Conflicts are inevitable

In life, people’s interests inevitably collide, so you need to be calm and philosophical about disputes that arise between them, trying to come to a mutually beneficial agreement. For his part, the student should, if possible, not run into conflict (not be annoying, not snitch or be greedy, not brag or be preoccupied).

2. It's impossible to please everyone

As Ostap Bender said: “I’m not a piece of gold to please everyone.” Instill in your child that everyone doesn’t have to love him and that he shouldn’t try to please everyone. Moreover, it is unacceptable to curry favor with more authoritative children and try to win their respect with the help of gifts, concessions and “licking up”.

3. Always defend yourself!

The child must know that aggression cannot be resignedly given in: if he is called a name or hit, he must fight back. The Christian position of non-resistance “if you are hit on the cheek, turn the other one” in a children’s group inevitably dooms the child to bullying.

4. Maintain neutrality

The ideal option is to have equal relations with everyone. Therefore, it is best not to support boycotts or take sides in disputes. It is not necessary to do this demonstratively: you can find a plausible excuse (“I have to go to class,” “I have no right to interfere in the affairs of others”).

What a teacher should know:

As a rule, if a child really does not have good contact with peers, conversations alone will not do the trick, and we educators must, even at the initial stage, when the child joins the team, take all possible measures so that he fits into society. It is necessary to establish contact between the teacher and the educator, talk about the problems of your student and make him your ally.

Make sure that the child does not stand out from others in appearance.

If the child non-standard appearance, it is necessary to prepare him mentally for “attacks” from the kids: psychologists advise coming up with teasers together in advance and laughing at them together, but this will pass in younger age, and in the older age, it is necessary to explain to children that there are no ugly children, people, that they are not to blame for the fact that they have some defects (sight, deafness, lameness...) and that parents are not chosen.

If a child suffers from indecisiveness and does not know how to react quickly in difficult situations, you can talk to him and tell him how to behave (“they take things away from you,” “they tease you,” etc.) and develop behavioral tactics, and what concerns an orphanage, in this situation the teacher must come to the defense of such a child

There is an opinion that " THE CHILDREN WILL FIGURE OUT THEMSELF” and adults should not interfere in the affairs of children: supposedly the child should learn to solve his problems himself. This is not true for all situations. Firstly, the child should always feel your moral support. Secondly, you will be calmer if he gets into the habit of sharing his experiences with you. Even if you do not personally intervene in any difficult situation, you can tell your child what to do.

We often hear the following words: “ I WILL NOT HURT MY CHILD"

What to do if a child was offended by his peers and you know who did it? It would seem that the easiest way is to go and restore justice: to punish the offenders yourself. The child will learn about this and receive moral satisfaction. "I'm good, they're bad." But will such tactics be beneficial? Isn’t it better to try to solve the problem at the root: explain to the child what he can do to ensure that a similar situation does not happen again. Then next time he will be able to deal with the offenders on his own.

If such a problem arises in the family, then parents of boys always want their children to be “real boys” and be able to stand up for themselves with their fists. You can and should send the boy to the sports section so that he can learn fighting techniques, but we need to explain to him: he is not studying them in order to use them every time. Self-defense techniques can give your child self-confidence, but at the same time, you must teach him to resolve conflicts in constructive ways, leaving fist arguments for a last resort.

Which children suffer the most?

- Children with non-standard appearance

Too fat (or too thin)

Short or too tall

Children wearing glasses (especially corrective glasses - with one eye closed)

Too curly

- children who have unpleasant habits for others

Constantly sniffing (or picking your nose)

Untidy, with dirty hair

Children who slurp their food talk with their mouths full...

Children with poor communication skills

Too annoying and talkative

Too timid and shy

Easily vulnerable and touchy

Braggarts

Children who stand out from the group

Children dressed distinctly better than others

Teachers' Favorites (And Kids Who Teachers Don't Like)

Sneaters and crybabies

Mama's boys

Too abstruse (“out of this world”)

TYPES OF AGGRESSION AND METHODS OF RESPONSE

There are several main types of interpersonal relationships in a children's team:

Ignoring

They don't pay attention to the child, as if he doesn't exist. He is not taken into account in any distribution of roles; no one is interested in the child. The child does not know the phone numbers of his classmates, no one invites him to visit. He doesn't say anything about school.

What should parents do?

Passive rejection

The child is not accepted into the game, they refuse to sit at the same desk with him, they do not want to be on the same sports team with him. The child is reluctant to go to school and comes home from classes in a bad mood.

What should parents do?

Analyze the reasons (why the child is not accepted) and try to eliminate them. Act through teachers and educators.

Active rejection

Children demonstratively do not want to communicate with the child, do not take into account his opinions, do not listen, and do not hide their contemptuous attitude. Sometimes a child suddenly abruptly refuses to go to school and often cries for no reason.

What should parents do?

Transfer the child to another class (or to another school). Talk to teachers. Contact a psychologist.

Bullying

Constant ridicule, the child is teased and called names, pushed and hit, things taken away and damaged, intimidated. The child develops bruises and abrasions, and things and money often “disappear.”

What should parents do?

Urgently transfer your child to another school! Send him to a circle where he can demonstrate his abilities to the maximum and be at his best. Contact a psychologist.

The main conditions for upbringing in an orphanage are: organizing a harmonious lifestyle, establishing interpersonal relationships in the children's team, eliminating violence, coercion, providing the child with a sense of safety and security through the awareness of his belonging to a certain group and friends. A child, learning the complex world of human relationships, learns to cooperate with peers and share positive emotions. But unfortunately, not all children are naturally given the gift of communication. Many children experience difficulties in the adaptation process, and sometimes find themselves a target for aggression from their peers.

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Topic: “Harmonization of interpersonal

Relations in the children's team"

prepared by the teacher of the Chistorechensky orphanage

Semenova G.I.

2012 - 2013 academic year

Harmonization of interpersonal relationships in a children's team

The main conditions for education in our orphanage are the organization of a harmonious lifestyle, the establishment of interpersonal relationships in the children's team, the exclusion of violence, coercion, the spirit of competition, providing the child with a sense of safety and security through the awareness of his belonging to a certain group, friends, nation. Adults create conditions in our institution for the harmonious development of personality, self-expression, help a little person realize that he is part of a huge world of people, where he has his own place, his own rights, and responsibilities. A child, learning the complex world of human relationships, learns to cooperate with peers and share positive emotions. Children of other nationalities appeared in our orphanage. All of them are shrouded in love and warmth.

IF THE CHILD DOES NOT FIT INTO THE TEAM

It’s enough for one, let’s say, harmful child to start in a class or group, and an unhealthy atmosphere of bullying is guaranteed. Such children feel the need to assert themselves at the expense of others: to offend and humiliate someone, to set some children against others (like “Who are we going to be friends against?”), etc. As a result, the most vulnerable, well-meaning people who are not used to being directed against violence against them, children. Any child could be among them, so when a student joins a new team, teachers should be on guard at first.

1. Conflicts are inevitable

2. It's impossible to please everyone

3. Always defend yourself!

4. Maintain neutrality

What a teacher should know:

Make sure that the child does not stand out from others in appearance.

If a child has a non-standard appearance, it is necessary to prepare him mentally for “attacks” from the children: psychologists advise coming up with teasers together in advance and laughing at them together, but this will pass at a younger age, and at an older age it is necessary to explain to children that there are no ugly children or people that they are not to blame for the fact that they have some defects (sight, deafness, lameness...) and that parents are not chosen.

There is an opinion that "THE CHILDREN WILL FIGURE OUT THEMSELF” andadults should not interfere in the affairs of children: supposedly the child should learn to solve his problems himself. This is not true for all situations. Firstly , the child should always feel your moral support. Secondly , you will be calmer if he gets into the habit of sharing his experiences with you. Even if you do not personally intervene in any difficult situation, you can tell your child what to do.

We often hear the following words: “I WILL NOT HURT MY CHILD"

If such a problem arises in the family, then parents of boys always want their children to be “real boys” and be able to stand up for themselves with their fists. It is possible and necessary to send the boy to sports section, so that he learns fighting techniques, but it is necessary to explain to him: he is not studying them in order to use them every time. Self-defense techniques can give your child self-confidence, but at the same time, you must teach him to resolve conflicts in constructive ways, leaving fist arguments for a last resort.

Which children suffer the most?

Children with unusual appearance

Too fat (or too thin)

Short or too tall

Children wearing glasses (especially corrective glasses - with one eye closed)

Redheads

Too curly

Children with unpleasant habits

Constantly sniffing (or picking your nose)

Untidy, with dirty hair

Children who slurp their food talk with their mouths full...

Children with poor communication skills

Too annoying and talkative

Too timid and shy

Easily vulnerable and touchy

Whiners

Braggarts

Liars

Children who stand out from the group

Children dressed distinctly better than others

Teachers' Favorites (And Kids Who Teachers Don't Like)

Sneaters and crybabies

Mama's boys

Too abstruse (“out of this world”)

TYPES OF AGGRESSION AND METHODS OF RESPONSE

There are several main types of interpersonal relationships in a children's team:

Ignoring

What should parents do?

Talk to the class teacher, try to establish contact with the children yourself (bring them together with your child)

Passive rejection

What should parents do?

Analyze the reasons (why the child is not accepted) and try to eliminate them. Act through teachers and educators.

Active rejection

What should parents do?

Transfer the child to another class (or to another school). Talk to teachers. Contact a psychologist.

Bullying

What should parents do?

Urgently transfer your child to another school! Send him to a circle where he can demonstrate his abilities to the maximum and be at his best. Contact a psychologist.

Communication is a process of interaction between two or more persons, aimed at mutual knowledge, at establishing and developing relationships, exerting mutual influence on their states, views and behavior, as well as regulating their joint activities.

Communication is understood very broadly: as the reality of human relations, which represents specific forms of joint activity of people. That is, communication is considered as a form of joint activity. However, the nature of this connection is understood in different ways. Sometimes activity and communication are considered as two sides of a person’s social existence; in other cases, communication is understood as an element of any activity, and the latter is considered as a condition of communication. Finally, communication can be interpreted as a special type of activity.

In Russian social psychology, the features of the structure of interpersonal relationships occupy an important place, and the study of this issue allows us to identify a set of fairly generally accepted ideas about the structure of communication. Researchers approach the structure of communication in different ways, both by identifying levels of analysis of a phenomenon and by listing its main functions. B.F. Lomov identifies three levels of analysis of the problem of interpersonal relationships:

The first level is the macro level: an individual’s communication with other people is considered as the most important aspect of his lifestyle. At this level, the communication process is studied in time intervals comparable to the duration of human life, with an emphasis on the analysis of the mental development of the individual.

The second level is the mesa level (middle level): communication is considered as a changing set of purposeful, logically completed contacts or interaction situations in which people find themselves in the process of current life activity, in specific time periods of their lives. The main emphasis in the study of communication at this level is on the content components of communication situations - about “what” and “for what purpose”.

The third level is the micro level: the main emphasis is on the analysis of elementary units of communication as related acts or transactions. It is important to emphasize that the elementary unit of communication is not a change in intermittent behavioral acts or actions of participants, but their interaction. It includes not only the action of one of the partners, but also the associated assistance or opposition of the partner, for example, “question - answer”, “incitement to action - action”, “communication of information - attitude towards it”, etc. ..

The functions of communication in interpersonal relationships are those roles or tasks that communication performs in the process of human social existence.

There are classification schemes for communication functions, in which, along with those listed, the following functions are separately distinguished:

1. Organization of joint activities; people getting to know each other;
2. Formation and development of interpersonal relationships (partly this classification is given in the monograph by V.V. Znakov; and the cognitive function as a whole is included in the perceptive function identified by G.M. Andreeva).

When studying the perceptual side of communication, a special conceptual and terminological apparatus is used, which includes a number of concepts and definitions and allows one to analyze various aspects of social perception in the process of communication.

Firstly, communication is impossible without a certain level of understanding (or rather, mutual understanding) of the communicating subjects.

Understanding is a certain form of reproduction of an object in consciousness, which arises in the subject in the process of interaction with cognizable reality.

In the case of communication, the object of cognizable reality is another person, a communication partner. At the same time, understanding can be considered from two sides: as a reflection in the consciousness of interacting subjects of each other’s goals, motives, emotions, attitudes; and how the acceptance of these goals allows relationships to be established. Therefore, in communication, it is advisable to talk not about social perception in general, but about interpersonal perception or perception, and some researchers no longer talk about perception, but about the knowledge of another.

Reflection in the problem of understanding each other is an individual’s understanding of how he is perceived and understood by his communication partner. In the course of mutual reflection of the participants in communication, “reflection” is a kind of feedback that contributes to the formation of a strategy for the behavior of the subjects of communication, and the correction of their understanding of the characteristics of each other’s inner world.

The considered classifications of communication functions, of course, do not exclude each other; other options can be proposed. At the same time, they show that communication should be studied as a multidimensional phenomenon. And this involves studying the phenomenon using systems analysis methods.

In historical terms, three approaches to the study of the peculiarities of interpersonal relationships in psychological and pedagogical literature can be distinguished: informational (focused on the transmission and reception of information); international (interaction-oriented); relational (focused on the interconnection of communication and relationships).

Despite the obvious similarity of concepts, terminology and research techniques, each approach is based on different methodological traditions and assumes, although complementary, but nevertheless different aspects of the analysis of the problem of communication.

There are two ways of communication: non-verbal and verbal. Verbal communication is communication between individuals using words (speech). Verbal communication uses human speech, natural sound language, as a sign system, that is, a system of phonetic signs that includes two principles: lexical and syntactic. Speech is the most universal means of communication, since when transmitting information through speech, the meaning of the message is least lost. True, this should be consistent with a high degree of common understanding of the situation by all participants in the communicative process.

Dialogue, or dialogic speech, as a specific type of “conversation” is a consistent change of communicative roles, during which the meaning of a speech message is revealed, that is, the phenomenon that was designated as “enrichment, development of information” occurs.

However communication process turns out to be incomplete if non-verbal communication is not taken into account.

Nonverbal communication is communication between individuals without the use of words, that is, without speech and language presented in direct or any symbolic form. The human body, which has an exceptionally wide range of means and methods for transmitting or exchanging information, becomes an instrument of communication. On the other hand, both consciousness and the unconscious and subconscious components of the human psyche endow him with the ability to perceive and interpret information transmitted in non-verbal form. The fact that the transmission and reception of non-verbal information can be carried out at unconscious or subconscious levels introduces some complexity into the understanding of this phenomenon and even raises the question of the justification of using the concept of “communication”, since in linguistic and speech communication this process, one way or another, understood by both parties. Therefore, it is quite acceptable, when it comes to nonverbal communication, to also use the concept of “nonverbal behavior,” understanding it as the behavior of an individual that carries certain information, regardless of whether the individual is aware of it or not.

Studies of interpersonal interaction and practical observations allow all possible methods of reaction of people in interpersonal contact to be conditionally combined into two groups according to the parameter of effectiveness - ineffectiveness from the point of view of realizing the goals of communication: firstly, what methods are effective and when it is advisable to use them for the development of personal contacts, positive relationships and mutual understanding with a partner; secondly, what techniques and when it is advisable to use to provide a direct psychological impact (again, to fully achieve the goals of communication).

The main parameters of the effectiveness of interaction are a person’s ability and skills in using two communication techniques (in accordance with the two meta-goals of communication noted above): the technique of understanding communication and the technique of directive communication.

The parameters of the ineffectiveness of practical communication are a person’s inclinations and habits to use the so-called belittling-compliant and defensive-aggressive forms of command, as inadequate substitutes for understanding and directive communication.

Thus, to summarize the above, we can say that communication is connected with both public and personal relationships of a person. Both series of human relationships, both social and personal, are realized precisely in communication. Thus, communication is the realization of the entire system of human relations. Under normal circumstances, a person’s relationship to the objective world around him is always mediated by his relationship to people, to society, that is, they are included in communication.

In addition, communication is inextricably linked with human activity. Communication itself between people occurs directly in the process of activity, about this activity.

Communication, being a complex psychological and pedagogical phenomenon, has its own structure. Three sides can be distinguished in interpersonal communication:

1. The communicative side of communication is associated with the exchange of information, enriching each other through the accumulation of knowledge by each.
2. The interactive side of communication serves the practical interaction of people with each other in the process of joint activities. Here their ability to cooperate, help each other, coordinate their actions, and coordinate them is manifested. The lack of communication skills and abilities or their insufficient development negatively affects the development of the individual.
3. The perceptual side of communication characterizes the process of people’s perception of other people, the process of learning their individual properties and qualities. The main mechanisms of perception and knowledge of each other in communication processes are identification, reflection and stereotyping.

The communicative, interactive and perceptual aspects of communication in their unity determine its content, forms and role in people’s lives.

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Topic: Social pedagogical work on the harmonization of interpersonal relationships among adolescent schoolchildren

Introduction

1.3 Main directions and methodology of social pedagogical activity on harmonization of interpersonal relationships in adolescents

Chapter 2. Experimental study of the problem of harmonization of interpersonal relationships among adolescents by means of social and pedagogical activities

2.1 Psychological and pedagogical diagnostics of the characteristics of interpersonal relationships in adolescent children (ascertaining experiment)

Application

Introduction

One of the priority areas of research in modern psychological science is the study of human personality traits as a special systemic quality acquired by an individual in diverse social relations, into which he enters through his activities, becoming a person (Leontyev, A.V. Petrovsky, S.L. Rubinstein, E.V. Shorokhova, etc.).

One of the most significant species human activity is the interpersonal relationship of adolescents, during which information is exchanged and interaction of people is organized, therefore in modern society a very sought-after personality trait is sociability, understood as the desire to communicate, readiness for interpersonal communication, ease of making contact, wide circle of friends, etc.

Communication with peers is perceived by teenagers as something very important and personal, but it is known that children have a need for favorable, trusting communication with adults.

As the experience of leading teachers shows, children who lack parental attention and warmth experience particular difficulties in communication. Most often, socio-emotional disorders arise as a result of prolonged exposure to traumatic situations on a child, violations of interpersonal relationships with adults and peers, consolidation of negative experiences, this in turn leads to increased self-doubt and the formation of personal anxiety.

Most children with learning and behavioral difficulties are characterized by frequent conflicts with others and aggressiveness. Such children do not know how and do not want to admit their guilt, defensive forms of behavior dominate in them, and they are not able to resolve conflicts constructively.

The radically new mental state of adolescents is primarily determined by their need to establish themselves in the world around them, to realize themselves in communication with people around them, therefore the most important sphere of life activity in adolescence is communication, the features of which are of great importance for the formation of basic structural components personality. At the same time, adolescents, on the one hand, have an “expectation of communication”, a search for it, a constant readiness for contacts, a significant expansion of the scope of communication, an increase in the time allocated for communication, associated with the need to experience new experiences, test themselves in a new role, on the other , - growing individualization of relationships, high selectivity in friendships and maximum demands on communication in the dyad.

Satisfaction (or dissatisfaction) of urgent needs for understanding from others, self-knowledge and self-improvement causes deep and lasting emotional experiences in adolescents about others’ assessment of themselves and self-esteem. They are distinguished by their temper, violent expression and contradictory feelings, passionately defend their views, and are ready to “explode” at the slightest injustice towards themselves and their comrades. In connection with the satisfaction of an urgent need to communicate with peers, which establishes new norms of behavior, as well as with the emergence of intimate-personal relationships, they develop a feeling of fear, a state of psychological discomfort and anxiety. During this difficult, crisis period of various achievements, the formation of the “I”, the rapid increase in knowledge and skills, not only their character traits are formed, but also ways of emotional response, a stable emotional attitude to various phenomena in life.

In this regard, it is very relevant, in our opinion, to study the relationship between the features of harmonization of interpersonal relationships and communication as the most important personality traits of adolescents

The state of scientific development of the research problem.

The phenomenon of interpersonal relationships in Russian psychology was studied by A.A. Bodalev, L.I. Bozhovich, V.A. Domodedova, J1.B. Zhemchugova, A.N. Zhuravlev, A.I. Ilyina, V.A. Kan-Kalik, E.F. Kokareva, A.I. Krupnov, M.I. Lisina, L.I. Marisova, A.E. Olynannikova, O.P. Sannikova, V.B. Shchebetenko, etc.; in foreign countries - J. Guilford, F. Zimbardo, R. Ketell and others. Features of sociability as a systemic personality trait were studied by A.Yu. Agapova, A.R. Akimova, A.G. Aleikin, T.M. Babaev, I.V. Bakova, M.I. Volk, L.A. Zhuravleva, G.V. Zarembo, I.S. Isaeva, E.A. Kovalenko,

A.I. Krupnov, S.S. Kudinov, I.A. Novikova, O.A. Tyrnova, H.A. Fomina, E.Yu. Chebotareva, I.V. Chivileva, D.A. Shlyakhta, N.F. Shlyakhta, Yan Bin and others.

Anxiety as a mental state was considered in the works

B.M. Astapova, B.I. Kochubey, A.M. Prikhozhan, D.I. Feldshteina, Yu.L. Khanina et al.

Features of communication in adolescence were studied by K. Levin, D.B. Elkonin, L.S. Vygotsky, L.I. Bozhovich, I.S. Konom, A.B. Mudrik et al., and various aspects of emotional response at this difficult age were the subject of research by I.V. Dubrovina, A.I. Zakharova, V.V. Suvorova, A.M. Parishioner, E.G. Eidemiller, V.V. Yustitsky and others.

Hypothesis: The work of a social teacher to ensure the harmonization of interpersonal relationships among teenage school students will be effective if a special set of activities and exercises is used in the practice of the social teacher.

The object of the study is interpersonal relationships between adolescents.

The subject of the study is a complex of social and pedagogical activities aimed at harmonizing interpersonal relationships among teenage school students.

The purpose of this study is: to study the influence of a specially developed set of socio-pedagogical activities and exercises on interpersonal relationships among adolescent students

Based on the goal, the following tasks were set:

1. Analysis of pedagogical, psychological and social literature.

2 Studying the experience of social educators in harmonizing interpersonal relationships among adolescents.

3. To study, using selected diagnostic techniques, the features of interpersonal relationships among adolescents at school.

4.Develop and test a program of social and pedagogical activities to harmonize interpersonal relationships among adolescents.

To achieve the objectives, the following research methods were used:

Analysis of regulatory documents, programs, textbooks, methodological manuals in pedagogy, general psychology, special psychology and technology when writing the theoretical part of the study;

Induction and deduction in formulating conclusions;

Observation of the practical work of students with developmental delays during practical classes;

A pedagogical experiment to test the assumptions made during the study.

Practical significance is determined by the possibility of using the developed teaching materials in professional activity social teacher in a secondary school.

To achieve the set goals and objectives, a set of methods was used: conversation; the “Sociometry” method, the method created by T. Leary, G. Leforge, R. Sazek and the “Assessment of a teenager’s relationship with the class” method.

The subjects are teenagers of 9"B" class consisting of 18 people.

Chapter 1. Theoretical aspects of socio-pedagogical work on the harmonization of interpersonal relationships among adolescents

1.1 Problems of interpersonal relationships in modern psychological and pedagogical literature

The functions of communication in interpersonal relationships are those roles or tasks that communication performs in the process of human social existence.

There are classification schemes for communication functions, in which, along with those listed, the following functions are separately distinguished:

1. Organization of joint activities; people getting to know each other;

2. Formation and development of interpersonal relationships (partly this classification is given in the monograph by V.V. Znakov; and the cognitive function as a whole is included in the perceptive function identified by G.M. Andreeva).

Firstly, communication is impossible without a certain level of understanding (or rather, mutual understanding) of the communicating subjects.

Understanding is a certain form of reproduction of an object in consciousness, which arises in the subject in the process of interaction with cognizable reality.

However, the communication process is incomplete if non-verbal communication is not taken into account.

In addition, communication is inextricably linked with human activity. Communication itself between people occurs directly in the process of activity, about this activity.

Communication, being a complex psychological and pedagogical phenomenon, has its own structure. Three sides can be distinguished in interpersonal communication:

1. The communicative side of communication is associated with the exchange of information, enriching each other through the accumulation of knowledge by each.

2. The interactive side of communication serves the practical interaction of people with each other in the process of joint activities. Here their ability to cooperate, help each other, coordinate their actions, and coordinate them is manifested. The lack of communication skills and abilities or their insufficient development negatively affects the development of the individual.

3. The perceptual side of communication characterizes the process of people’s perception of other people, the process of learning their individual properties and qualities. The main mechanisms of perception and knowledge of each other in communication processes are identification, reflection and stereotyping.

The communicative, interactive and perceptual aspects of communication in their unity determine its content, forms and role in people’s lives.

1.2 Specifics of interpersonal relationships in adolescence

The problem of building interpersonal relationships arises most acutely in adolescence. Before moving on to this problem, let us consider the essence of this age of children.

Adolescence is a certain period of life between childhood and adulthood. IN Western culture it is constantly lengthening, and there is no complete agreement on the timing of its beginning and end. Typically, adolescence is considered as an intermediate stage between childhood and adulthood, and it goes through it differently for everyone and in different ways. different time, but eventually most teenagers achieve maturity.

In this sense, adolescence can be likened to a bridge between childhood and adulthood that everyone must cross before becoming a responsible and creative adult.

Let us note that at present there is a rather confusing picture with the definition of the age limits of adolescence. Some take the teenage model as a basis, extending the period to 18-19 years, others extremely narrow the interval. Without going into a lengthy discussion, let us take as a basis a fairly traditional approach to periodization: early childhood and preschool childhood, the period of primary schoolchildren (7-10 years), adolescence (10-14 years), the first youth period (high school students - 14-17 years). Naturally, in this periodization there is a direct relationship with the existing educational system, but this model, in our opinion, is productive, understandable and can be easily used in this study.

On modern stage The boundaries of adolescence approximately coincide with the education of children in middle school from 11-12 years old to 15-16 years old. But it should be noted that the main criterion for periods of life is not calendar age, but anatomical and physiological changes in the body.

The most significant development in adolescence is puberty. Its indicators determine the boundaries of adolescence. The beginning of a gradual increase in the secretion of sex hormones begins at 7 years of age, but an intense increase in secretion occurs in adolescence. This is accompanied by a sudden increase in height, maturation of the body, and the development of secondary sexual characteristics. Based on this, Lichko A.E. distinguishes between younger adolescence - 12-13 years, middle - 14-15 years, senior - 16-17 years.

Adolescence is the most difficult and complex of all childhood ages. It is also called adolescence, because during this period there is a peculiar transition from childhood to adulthood, from immaturity to maturity, which permeates all aspects of the development of a teenager: anatomical and physiological structure, intellectual, moral development, as well as various types of his activities.

A teenager is still an insufficiently mature and socially mature person. This is a personality who is at a special stage of formation of its most important traits and qualities: it is not yet developed enough to be considered an adult, and at the same time so developed that it is able to consciously enter into relationships with others and follow the requirements of social norms and actions in its actions. rules Along with this, a teenager is a person who has entered a period of legal responsibility for his actions and actions, i.e. a teenager is able to make thoughtful decisions, perform reasonable actions and bear moral and legal responsibility for them. And although the law, taking into account the peculiarities of the socio-psychological development of minors, establishes limited liability for them, older adolescence and youth can be considered as characterized by personal responsibility.

The main feature of a teenager is personal instability. It is at this time that the teenager declares himself as a person with a capital P. Opposite traits, aspirations, tendencies coexist and fight with each other, determining the inconsistency of character and behavior. This is what most often becomes the most conflicting aspect when teenagers communicate with the older generation and among themselves. Adolescents adapt to socially stable ideas about men and women, strategies of behavior in society, with peers, and with parents. In this short period of time, the teenager must orient himself in the concepts of “man” and “woman”, as well as apply these concepts to himself, feeling the differences between his current state and who he was/was before.

As a child grows up, he becomes ready for life in adult society as an equal participant in life; the teenager develops a need to know himself. The answer to the question “Who am I?” often torments a teenager. He shows interest in himself, he forms his own views and judgments; own assessments of certain events and facts appear; he tries to evaluate his capabilities and actions, comparing himself with his peers and their actions.

There are many reasons why interpersonal problems among teenagers. However, as a rule, the bulk of conflicts arise as a result of one of the teenagers violating the moral code of comradeship, which is the same everywhere and does not depend on culture or country. The code is expressed in a clear style of behavior in relation to peers. In particular, among teenagers it is considered important to observe the following rules in relations between members of the same group:

mutual support;

help in everything;

emotional comfort in communication;

keeping secrets;

cannot be criticized;

You can’t lecture;

you can't be jealous;

respect for the inner world of another.

Anyone who does not comply with these rules of partnership can be treated very harshly. They may find themselves “rejected” by everyone and be persecuted.

In addition, interpersonal problems among adolescents may arise due to other reasons.

Differences in ideas and values. Differences in values are a very common cause of interpersonal problems among teenagers. Instead of objectively assessing the situation, young people focus on those views, alternatives and aspects of the situation that, in their opinion, are favorable to their personal needs.

Poor communication. Poor communication is both a cause and a consequence of interpersonal problems. It can act as a catalyst for problems, preventing an individual or group from understanding the situation or the points of view of others. Common problems in the transmission of information that cause problems are ambiguous quality criteria, the inability to accurately determine the mutual subordination of adolescents among themselves, as well as the presentation of mutually exclusive demands on each other. These problems may arise or deepen due to the inability of adolescents to formulate and communicate to peers an accurate description of their worldview.

At the same time, poor communication of information is also a consequence of problems. Thus, between participants in interpersonal conflicts the level of communication decreases, misconceptions about each other begin to form, hostile relationships develop - all this leads to an intensification and continuation of problems.

Imbalance of the teenager’s social position in the group. A common source of problems between teenagers. Occurs when the social function is not fully supported by means and, accordingly, by position in the group.

Differences in behavior and life experience. The teenager does not feel identity and is immediately prepared for the fact that he will not be understood by another person. A communication barrier arises.

In addition, research shows that all adolescents can be divided into three groups based on their tendency to experience interpersonal problems:

resistant to conflicts (assertive behavior);

holding back from conflicts (unconfident behavior);

conflict (aggressive style of interpersonal communication).

Adolescents who choose assertive behavior (constructive personality) are characterized by:

answer without hesitation, speak loudly enough and in a natural tone;

do not avoid looking at your interlocutor;

willing to discuss the proposed topic;

make your feelings known openly;

tell your opinion;

during a conversation or any personal contact, take into account the rules and laws inherent in a given group, but at the same time navigate and use them at your own discretion.

Adolescents of the second group (unconfident behavior) are characterized by:

the orientation of the individual towards conformal behavior (i.e. the strict framework of laws, rules of behavior, public morality are mandatory and cannot even be revised);

tendency to hide own opinion(which may sometimes not be formed due to the lack of need to express it);

adequate emotional reactions, with a preference for vague and less expressive forms verbal communication(what can be expected of him and no more).

Adolescents who have chosen an aggressive style of interpersonal communication (dominant personality) are characterized by:

answer before the interlocutor has finished his thought;

speak loudly in a defiant tone;

look down on others;

speak disparagingly about the subject of conversation (condemn, blame, belittle);

impose your opinion on everyone;

pour out your feelings passionately;

putting yourself above everyone else and hurting others so as not to hurt yourself.

A constructive personality, when interpersonal problems arise, behaves firmly but correctly, knows how to express dissatisfaction and joy, and strives for people using a cooperative strategy.

An insecure person uses a self-suppression strategy. For example, he says “yes” when he should say “no”; avoids situations where it is necessary to take the initiative. But he can react constructively if there is no specific partner in the situation.

The dominant personality uses aggressive strategies in situations where the constructive personality behaves as described earlier.

As research results show, the size of the latter group is somewhere around 6-7% of the total number of adolescents. According to the English researcher Robert Bramson, in order to ensure a favorable psychological climate among adolescents, the main efforts need to be made only on a tenth of them - the “aggressive” difficult subjects. The remaining 9/10 themselves strive for orderliness. Among the “conflict” ones, Bramson identifies five types of troublemakers. Let us briefly describe them:

Aggressive. They are divided into two subtypes: tanks, snipers and explosives.

Tanks are absolutely confident that their advice is the most competent. The only thing they don't like is aggressive reactions from those with whom they communicate. To achieve any success in a dispute with tanks, you need to give them the opportunity to “let off steam,” and then they often even become tame.

Snipers shoot at their peers with various barbs and witticisms and thereby create disorder among teenagers. The most effective method of influencing them is to demand to explain in detail what he thinks under this or that witticism. But at the same time, the sniper must not lose face, otherwise he will “explode” or hide “with a stone in his bosom.”

Bombers are the types who lash out at their opponents with abuse, and lose their temper so artistically that it gives others the impression that they have been greatly offended. They need to be allowed to throw out accumulated emotions.

Complainants. These types describe their “troubles” so colorfully that a social educator often forms an opinion in their favor. The best thing to do in such cases is to rephrase the complaints in your own words, making it clear that their feelings are noticed.

Indecisive. These types of people take so many tentative steps before doing anything that they irritate others. Those who are indecisive avoid those who put pressure on them. They carry out the instructions imposed on them without enthusiasm.

Irresponsible. To some extent, these are anxious individuals, but anxiety does not give rise to avoidance of the problem, but to aggression. If they feel a warm attitude toward themselves, their behavior will, as it were, naturally fall within the framework.

Know-it-alls. They are, in essence, fairly educated teenagers, but they behave so defiantly that they cause others to feel inferior. It should be remembered that they rarely agree to admit their mistakes.

Thus, the main causes of interpersonal problems among adolescents may be individual psychological characteristics of communication, including intellectual, volitional, and personal manifestations of a person.

Interpersonal are called purely personal relationships and connections between individual group members, regardless of the conditions and nature of their joint activities. The basis of such relationships are the emotional experiences that one member of the group, as a certain person, evokes in another.

There are two types of feelings that arise among group members towards each other and give a special character to their interpersonal relationships:

1) Feelings that bring personalities closer together.

2) Feelings that push one person away from another.

The basis of adolescents’ interpersonal relationships is always a kind of assessment of each other. In the informal interpersonal system of relations, positions are determined by the individuality of each student and the characteristics of each class.

Interpersonal interaction is a really functioning connection, mutual interaction between individual subjects. In its structure, three components and interconnected components are most often distinguished:

practical, behavioral, affective, gnostic (A.A. Bodalev);

behavioral affective, cognitive (Ya.L. Kolominsky)

regulatory, affective, informational (B.F. Lomov).

Each of these components has rich psychological content. The behavioral component includes results and actions, facial expressions and gestures, pantomime and speech, i.e. everything that people can observe from each other. Affective includes everything that is associated with the state of the individual, and gnostic is characterized by the activity of the individual, receiving and processing information.

Interpersonal interaction becomes communication only when there is a mutual exchange of thoughts and feelings with the formation of a common fund of these thoughts and feelings, knowledge, skills, interests, and value orientations.

Interpersonal interaction is described using such phenomena as mutual understanding, mutual influence, mutual actions, relationships, communication.

In social pedagogy, there are two types of interpersonal interaction among adolescents:

functional-role

emotional - interpersonal.

Functional-role interaction occurs in the spheres of cognition, objective-practical and spiritual-practical activities, organized games, sports and is aimed at serving them.

Emotional-interpersonal interaction occurs in the sphere of communication and is aimed at satisfying the needs of subjects for emotional contact.

Feldshtein D.I. identifies three forms of interpersonal interaction among adolescents:

1. Intimate and personal communication - interaction based on personal sympathies - “I” and “you”. The content of such communication is the complicity of the interlocutors in each other’s problems. Intimate and personal communication occurs when the partners share common values, and complicity is ensured by understanding each other’s thoughts, feelings and intentions, and empathy. Higher forms intimate and personal communication are friendship and love.

2. Spontaneous group communication - interaction based on random contacts - “I” and “they”. The spontaneous group nature of communication among adolescents dominates if socially useful activities for adolescents are not organized. This type of communication leads to the emergence of various kinds of teenage companies and informal groups. In the process of spontaneous group communication, aggressiveness, cruelty, increased anxiety, isolation, etc. become stable.

3. Socially oriented communication - interaction based on the joint implementation of socially important matters - “I” and “society”. Socially oriented communication serves the social needs of people and is a factor contributing to the development of forms public life groups, teams, etc.

Research conducted by Feldshtein D.I. show that a teenager’s need for intimate and personal communication is mostly satisfied (31% and 34%), the need for socially oriented communication remains unsatisfied in 38.5% of cases, which determines the predominance of spontaneous group communication (56%), although the need in this form it is expressed in a minimal amount.

Adults as well as younger children are excluded as partners

There can be many leaders in a team, especially since various circumstances produce temporary, situational leaders. When there are many leaders in a team, this is a positive phenomenon, since the diversity of leaders ensures a varied life for the team, but under the obligatory condition: their moral values should not contradict each other.

Any informal leader has a personal attraction, which manifests itself in different shapes. There are three types of leaders: the leader,

A leader (in the narrow sense of the word) is a situational leader.

The leader is the most authoritative member of the group, possessing the gift of suggestion and persuasion. He influences other members of the group with words, gestures, and glances. Thus, researcher R. Stogdill proposed the following list of qualities of a leader - a leader:

1) physical qualities - active, energetic, healthy, strong;

2) personal qualities - adaptability, self-confidence, authority, desire for success;

3) intellectual qualities - intelligence, ability to make the right decision, intuition, creativity;

4) abilities - contact, ease of communication, tact, diplomacy.

A leader is much less authoritative than a leader. Along with suggestion and persuasion, he often has to encourage action by personal example (“do as I do”). As a rule, its influence extends only to part of the members of the informal group.

A situational leader has personal qualities that are significant only in some very specific situation: a special event in a team, sport's event, hiking, etc.

There are leaders in any team, and they deserve special attention, since they are the ones who actively influence the moral and psychological climate in the team.

Among informal leaders one can distinguish business, emotional, authoritarian, democratic and, finally, most importantly, positive and negative leaders.

Umansky L.I. divides organizational abilities into three groups: organizational flair,

the ability to exert emotional and volitional influence,

a penchant for organizational activities.

He includes the following components in the group of organizational flair:

Psychological acumen - quick understanding of the psychological characteristics and state of other people, the ability to remember people and their actions, a tendency to psychologically analyze the behavior and actions of other people and one’s own, the ability to mentally put oneself in the mental situation of another person and act in his place, deep faith and conviction in the strength, abilities and capabilities of the individual and the collective;

Practical psychological intelligence - the ability of a leader and manager to distribute tasks depending on the individual characteristics of people, to regulate the mental state depending on the conditions of activity and taking into account the relationships between them when setting tasks put forward to the team in its activities;

Psychological tact - the ability to quickly find the necessary tone, an appropriate form of communication, depending on mental state and individual characteristics of the people around him, in speech adaptation to different people, simplicity and naturalness in relationships with them, a sense of fairness and objectivity when assessing and selecting people.

To the second group of organizational qualities L.I. Umansky attributes qualities associated with emotional-volitional influence:

Social energy - the leader’s ability to infect the people around him with his energy (with the help of facial expressions, glances, facial expressions, gestures, postures), logical, speech and practical influence through personal example;

Exactingness, characterized by courage, constancy and flexibility, categoricalness and persistence, various forms of coercion, from a playful form to an order, an individual approach depending on permanent and temporary mental characteristics and the state of people;

Criticality is the ability to analyze deviations from the norm in the activities and behavior of other people, which is expressed in independence when conducting critical analysis together with the team, logic and reasoning of critical comments, directness and courage, depth of comments, as well as goodwill.

In the third group of qualities - a penchant for organizational activities - L.I. Umansky highlights the ability of a leader to independently engage in organizational activities, boldly take on the functions of an organizer and responsibility for the work of other people in difficult and unfavorable conditions, the need to carry out organizational activities and constant readiness to take on them, receiving positive emotions from their implementation and boredom if they are not study.

People with communicative abilities experience a constant need for both communicative and organizational activities and actively strive for it, quickly find their bearings in a new team, are proactive, prefer to make independent decisions in an important matter or in a difficult situation, defend their opinions and they strive to be accepted by their comrades, they can bring excitement to an unfamiliar company, they like to organize all sorts of games and events, and they are persistent in activities that attract them. They themselves are looking for things to do that would satisfy their need for communication and organizational activity. People with high communication skills easily and happily come into contact with strangers, are pleasant conversationalists and all people are friends for them.

It is often noted that the leader, being closely associated with the formal organization of the group, can cope with its leadership only if the group members perceive him as a leader (in which case leadership serves as an important complementary factor in the leadership process). Considering that the activities of a leader are broader and cover areas where a leader would not be able to cope, the effectiveness of leadership depends on the extent to which the leader relies on leaders in his work, and they support him. The art of leadership is, in a certain sense, the ability to coordinate the work of leaders, to rely on them, that is, to strengthen the stability and vitality of an official organization, skillfully using and directing interpersonal connections and relationships in the right direction.

It should be noted that there is a stereotype that children who are unpopular in the class, who always suffer attacks in the team, are excellent students and know-it-alls. However, in reality, it’s quite the opposite - such children develop psychological trauma, and hence their academic performance drops, especially in subjects such as arithmetic, physics, etc.

As practice shows, in any team, there are children with obvious differences who are not accepted by the team; these are children - “victims”.

Indeed, there is always something about “victims” that can alienate others. Provoke attacks from them. They are not like the others. Most often, children with obvious problems become victims of bullying. Most likely, a child is attacked and ridiculed - he has an unusual appearance (visible scars, squint, etc.), is quiet and weak, does not know how to stand up for himself, is unkemptly dressed, often skips classes, is unsuccessful in his studies, etc.

Rejected children may vary:

Low self-esteem and a low level of aspiration, or vice versa, high self-esteem and a high level of aspiration;

They evaluate themselves inadequately, highly on those parameters in which they are obviously less successful than their classmates (for example, in studies, having friends, etc.).

In connection with the above, the following methods were used to organize the study:

1. “Sociometry” technique.

Sociometry is a branch of social psychology that studies interpersonal relationships, focusing primarily on their quantitative measurement.

The term sociometric research appeared in the 19th century in connection with attempts to apply mathematical methods to the study of social facts. In the 20th century microsociology emerges, whose supporters (G. Gurvich and others) tried to explain social phenomena by studying the interpersonal relationships of individuals. J. Moreno gave a new meaning to the term “sociometry.”, reducing it to the study of the relationships of individuals and including in sociology, along with experimental methods, reactionary-utopian reasoning. With the development of social psychology, the term "Sociometry" is more strictly used only to designate a certain set of methods for studying interpersonal relationships. A sociometric test records the fact of preference, or the attitude expressed by an individual regarding interaction with other individuals in certain situations. It allows you to describe the position of an individual in a group as it appears to the subject himself, to compare this with the reactions of other group members, and to express the relationships within the compared groups using formal methods (mathematical, graphic, etc.).

Psychodrama and sociodrama reproduce the interpersonal relationships of the individuals being studied in a theatrical situation and are used for both diagnostic and therapeutic purposes. Sociometric methods are widely used in the study of small groups for the purpose of improving leadership, as well as for therapeutic purposes.

2. Methodology created by T. Leary, G. Leforge, R. Sazek.

The technique was created by T. Leary (T. Liar), G. Leforge, R. Sazek in 1954 and is intended to study the subject’s ideas about himself and the ideal “I”, as well as to study relationships in small groups. Using this technique, the predominant type of attitude towards people in self-esteem and mutual assessment is revealed.

When studying interpersonal relationships and social attitudes, two factors are most often identified: dominance-submission and friendliness-aggression. It is these factors that determine the overall impression of a person in the processes of interpersonal perception. They are named by M. Argyle as one of the main components in the analysis of the style of interpersonal behavior and, in content, can be correlated with two of the three main axes of the semantic differential of Charles Osgood: evaluation and strength. In a long-term study conducted by American psychologists under the leadership of B. Bales, the behavior of a group member is assessed according to two variables, the analysis of which is carried out in a three-dimensional space formed by three axes: dominance-submission, friendliness-aggressiveness, emotionality-analyticity.

3. Methodology “Assessing a teenager’s relationship with the class.”

Interpersonal perception in a group depends on many factors. The most studied of them are: social attitudes, past experience, characteristics of self-perception, the nature of interpersonal relationships, the degree of information about each other, the situational context in which the process of interpersonal perception takes place, etc. As one of the main factors, interpersonal perception can be influenced not only by interpersonal relationships, but also by the individual's attitude in the group. The individual's perception of the group represents a kind of background against which interpersonal perception takes place. In this regard, the study of an individual’s perception of a group is an important point in the study of interpersonal perception, linking two different social-perceptual processes.

The proposed methodology allows us to identify three possible “types” of an individual’s perception of a group. In this case, the role of the group in the individual activity of the perceiver acts as an indicator of the type of perception.

Type 1. The individual perceives the group as an obstacle to his activities or is neutral towards it. The group does not represent an independent value for the individual. This is manifested in avoidance of joint forms of activity, in preference individual work, in limiting contacts. This type of individual’s perception of a group can be called “individualistic.”

Type 2. The individual perceives the group as a means to help achieve certain individual goals. In this case, the group is perceived and evaluated from the point of view of its “usefulness” for the individual. Preference is given to more competent group members who can provide assistance, take on the solution to a complex problem, or serve as a source of necessary information. This type of perception by an individual of a group can be called “pragmatic”.

Type 3. The individual perceives the group as an independent value. The problems of the group and its individual members come to the fore for the individual; there is an interest in the successes of each member of the group and the group as a whole, and the desire to contribute to group activities. There is a need for collective forms of work. This type of perception by an individual of his group can be called “collectivistic”

Thus, after conducting a study, it is possible to identify problems of interpersonal relationships in the classroom and, according to the identified problems, offer recommendations for eliminating them.

1.3 Main directions and methodology of social and pedagogical activities on harmonization

The methodological foundations of social pedagogy reflect the knowledge of other sciences used by social pedagogy - general and social philosophy, pedagogy, sociology, general and social psychology, anthropology, social law, social management, social informatics, social work, ecology, medicine. It is understood as the basic provisions of the sciences about society and man, defining methodological guidelines and main directions, content, organization and methodology of cognition and transformation of social and pedagogical practice in accordance with the specifics of the object-subject sphere.

The structure of the methodology of social pedagogy reflects its content and includes:

theory of scientific research activity (methods of cognition “outside”). Knowledge about the knowledge of social pedagogical practice (methodology of social pedagogy) involves the study and formation of the content, organization, logical structure and principles of the scientific-cognitive process and research activities of a social teacher. It can be described in the form of a list of methodological categories that act as characteristics scientific research: problem, topic, relevance, object of research, its subject, purpose, objectives, hypothesis, significance for science, significance for practice;

theory of disciplinary science (methods of cognition “on oneself”). Knowledge about social-pedagogical knowledge, the study of which is carried out by that part of the methodology of social pedagogy, which is called social-pedagogical science. The latter is a comprehensive study and theoretical generalization of the experience of the functioning of science as an integral system with the aim of increasing the efficiency of processes scientific activity. It is necessary for an in-depth analysis of the logical structure of social pedagogy as a scientific discipline, its development and implementation of its main functions;

theory of scientific and transformative social and pedagogical activity (methods of social and pedagogical activity). Knowledge about the transformation of social and pedagogical practice, the refraction of theory in it through the introduction of scientific knowledge, the use of advanced experience, and innovation in practical activities.

The basis of the methodology of social pedagogy is the following components: the methodology of social pedagogy itself

methodology of cognition and transformation of social pedagogy

The methodology of social pedagogy itself

In social pedagogy, the general factors of social education of adolescents are analyzed in sufficient detail. A.V. Mudrik distinguishes: megafactors, macrofactors, mesofactors and microfactors. The factor does not act automatically; it only determines the prospect of influencing the potential of the phenomenon (process). In order for it to be actualized, it is necessary to have certain conditions under which the factor turns into a driving force for the development of a socio-pedagogical phenomenon.

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Purpose of the game: harmonization of interpersonal relationships through the creation of a situation of interaction in a group, the development of models of effective communication in it and ways to resolve it constructively. Harmonization of interpersonal relationships among preschool children

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