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Specifics of socio-psychological problems of personality. Formation of social work as a science and specific socio-psychological activity in the practice of social work

Specifics of socio-psychological problems of personality. Formation of social work as a science and specific socio-psychological activity in the practice of social work

Emergence social work as a science and specific social activity was due to the aggravation of social conflicts in the 19th century. in connection with the rapid development of capitalism in Western countries - industrialization and urbanization and, as a consequence, a sharp increase in unemployment, crime, alcoholism, etc.
At the end of the 19th century. social reformers and leaders of charitable organizations came to the conclusion that to effectively solve these problems, we need not just philanthropists, but specially trained personnel to provide social assistance to the weakly protected segments of the population that need it.
In the 90s XIX century In England, lectures and practical work were organized related to the activities of the charity society in London. At the same time, similar courses are being opened in Germany (as part of the women's movement). In the USA (in New York), short-term summer courses are based, on the basis of which the professional training social workers. In 1899 a group of social reformers from Holland (Amsterdam) founded an institute for training social workers. The institute's program provided for a full 2-year course of full-time theoretical education and practical training for everyone who devoted themselves to social work. In 1910 There were 14 schools of social work in Europe and America. In 1920 first opened in Latin America school of social work in Chile, thanks to the active work of the outstanding social work pioneer René Sanda.
The need to intensify social work increases during times of crisis. Thus, in the USA in 1929-1933, 15 million people lost their jobs, poverty and suffering reached their peak. Therefore, Franklin Roosevelt's government adopted the New Deal, which played a huge role in stabilizing the economy and providing social assistance to the poor. For the first time, unemployment was approached as a social problem, a special government agency, the Temporary Emergency Relief Administration, was created, which invited well-trained social workers from private services. Franklin Roosevelt believed that government assistance to the unemployed is not a handout or charity, but social justice, which is based on the right of every citizen to count on a minimum standard of living in a civilized society.
These ideas have found development in modern social work: the state in a civilized society implements an extensive and systematic organized system of social protection, and its guides are social workers who provide social services to clients.
Thus, social work includes 2 main elements - social protection and social services.
The objects of social work are an individual, a group, a family, but since success in social assistance to them depends on the social environment -local authorities, district, social institutions and institutions operating here, then all of them are also the object of social work.
Already initially, in the process of formation and institutionalization of social work, it was clear that its organic component is the psychological activity of social workers and psychologists, psychosocial work with the individual and the group.
Within the framework of social work, social individual psychotherapy arose, therefore, in the first period, social work was even reduced to socio-psychological work.

Introduction

The psychology and behavior of each individual depend significantly on his social environment, or environment. Social environment is a complex society consisting of numerous, diverse, more or less stable associations of people called groups.

There are groups that differ in size, in the nature and structure of the relationships existing between their members, in individual composition, characteristics of values, norms and rules of relationships shared by participants, interpersonal relationships, goals and content of activities, i.e. these characteristics are not constant. General rules Behaviors that all members of a group are required to adhere to are called group norms. All these characteristics are the main parameters by which groups are identified, divided and studied in social psychology.

Specifics of the socio-psychological approach

People who have a common significant social characteristic based on their participation in some activity are united in groups. The problem of groups in sociology and social psychology is the most important issue.

In human society, many different types of associations arise, and therefore the fundamental question of sociological analysis is the question of what criterion should be used to isolate groups from them. In the social sciences, the concept of "group" can be used in different ways. In demographic analysis or statistics, for example, we mean conditional groups.

Conditional groups are arbitrary associations of people based on some common characteristic necessary in a given system of analysis.

That is, a group is considered to be several people who have some common characteristic, who have given certain indicators, etc.

In other sciences, a group means a really existing formation. In such a group, people are united by some common characteristic, type of joint activity, or are placed in some identical conditions or circumstances in the process of life. At the same time, people consciously identify themselves as belonging to this group (to varying degrees).

Social psychology deals primarily with real-life groups. In this regard, her approach differs from the sociological one. The main problem of the sociological approach is to find an objective criterion for distinguishing groups. These differences may be in religious, political, ethnic characteristics. From the point of view of any objective criterion accepted as the main one for each system of sociological knowledge, sociology analyzes each social group, its relations with society and interpersonal relationships its members.

In the course of his life, a person performs various social functions and can be a member of various social groups. Therefore, the socio-psychological approach considers a person as the point of intersection of various group influences. That is, a person is formed at the intersection of these groups. This determines the place of the individual in the system of social activity, and also affects the formation of the individual’s consciousness. The personality is included in the system of views, values, ideas, and norms of the various groups in which he belongs. It is important to determine the resultant of all group influences. And for this it is necessary to establish the meaning of the group for a person in psychological terms, what characteristics are important for a given group member. Here in social psychology it is necessary to correlate the sociological approach and the psychological one.

If the sociological approach is characterized by the search for objective criteria for distinguishing between actually existing social groups, then the psychological approach is characterized primarily by consideration of the very fact of the presence of many persons, under the conditions of which the individual’s activity takes place. In this case, interest is focused not on the substantive activities of the group, but on the form of action this person in the presence of other people and interaction with them. The question was posed this way in social psychological research in the early stages of the development of social psychology. The group here is not considered a real social unit of society, a microenvironment for the formation of personality. However, for some purposes this approach is necessary, especially within the framework of general psychological analysis. The question is whether this approach is sufficient for social psychology. The definition of a group as a simple set of which a person is an element, or as an interaction of people who share common social norms, values and are in certain relationships to each other, is only a statement of the presence of many people acting side by side or together. This definition does not characterize the group in any way, and the analysis does not contain the substantive side of this set of individuals. Words about the presence of certain relationships within a group also say little: the presence of relationships in any association is important, but without a description of the nature of these relationships, this addition is insignificant. When relationships are a characteristic of a social group included in some system of social activity, then the significance of these relationships for the individual can be determined.

All of the above allows us to conclude that for social psychology a simple statement of a multitude of people or even the presence of some kind of relationships within it is not sufficient. The task is to combine the sociological and (let’s call it that) “general psychological” approach to the group. If we recognize that social psychology, first of all, studies the patterns of behavior and activity of people, determined by the fact of their inclusion in real social groups, then we must also recognize that the focus of the analysis is precisely the substantive characteristics of such groups, identifying the specifics of the impact on the personality of a particular social group, and not just an analysis of the “mechanism” of such an impact. This statement is logical from the point of view of the general methodological principles of activity theory. The significance of a group for an individual lies, first of all, in the fact that a group is a certain system of activity, given by its place in the system of social division of labor and therefore itself acts as a subject of a certain type of activity and through it is included in the entire system public relations.

In order to provide this kind of analysis, social psychology needs to rely on the results of sociological analysis of groups, i.e. turn to those real social groups that are identified according to sociological criteria in each given type of society, and then, on this basis, carry out a description of the psychological characteristics of each group, their significance for each individual member of the group. Important integral part Such an analysis is, of course, the mechanism for the formation of the psychological characteristics of the group.

If we accept the proposed interpretation of the group as a subject of social activity, then, obviously, we can identify some features characteristic of it precisely as a subject of activity. The commonality of the content of the group’s activities also gives rise to the commonality of the group’s psychological characteristics, whether we call them “group consciousness” or some other term. The psychological characteristics of a group should include such group formations as group interests, group needs, group norms, group values, group opinion, group goals. And although the modern level of development of social psychology does not have either the tradition or the necessary methodological equipment for the analysis of all these formations, it is extremely important to raise the question of the “legitimacy” of such an analysis, because it is precisely according to these characteristics that each group differs psychologically from the other. For an individual belonging to a group, awareness of belonging to it is realized primarily through the acceptance of these characteristics, i.e. through awareness of the fact of some mental community with other members of a given social group, which allows him to identify with the group. We can say that the “border” of the group is perceived as the border of this mental community. When analyzing the development of groups and their role in the history of human society, it was found that the main, purely psychological characteristic of a group is the presence of the so-called “we-feeling”. This means that the universal principle of the mental formation of a community is the distinction for individuals included in the group of a certain formation “we” in contrast to another formation - “they”. “We-feeling” expresses the need to differentiate one community from another and is a kind of indicator of the awareness of an individual’s belonging to a certain group, i.e. social identity. Ascertaining that an individual belongs to a group is of significant interest for social psychology, allowing us to consider the psychological community as a kind of psychological “slice” of a real social group. The specificity of the socio-psychological analysis of a group manifests itself precisely here: real social groups identified by means of sociology are considered, but in them, further, those of their features are determined that together make the group a psychological community, i.e. allow each member to identify with the group.

With this interpretation, the psychological characteristics of the group are recorded, and the group itself can be defined as “a community of interacting people in the name of a conscious goal, a community that objectively acts as a subject of action.” The degree of detail with which further analysis can reveal the characteristics of such a generality depends on the specific level of development of the problem. For example, some authors do not limit themselves only to the study of the named group characteristics, but also propose to see in the group, by analogy with the individual, such indicators as group memory, group will, group thinking, etc. At present, however, there is no sufficiently convincing theoretical and experimental evidence that this approach is productive.

While the last of these characteristics are controversial from the point of view of whether they belong to the psychological description of a group, others, such as group norms or group values, group decisions are studied in social psychology precisely as belonging to special group formations. Interest in these formations is not accidental: only knowledge of them will help to more specifically reveal the mechanism of connection between the individual and society. Society influences the individual precisely through the group, and it is extremely important to understand how group influences mediate between the individual and society. But in order to accomplish this task, it is necessary to consider the group not just as a “set,” but as a real unit of society, included in a broad context of social activity, which serves as the main integrating factor and the main feature of a social group. General participation members of the group in joint group activities determines the formation of a psychological community between them and, thus, under this condition, the group really becomes a socio-psychological phenomenon, i.e. object of research in social psychology.

Much attention in the history of social psychology was paid to research into the characteristics of groups and their impact on the individual. There are a few characteristic features such research.

1. The group approach is considered as one of the options for the socio-psychological approach. In American psychology there is also an individual approach. Both of these approaches are a consequence of two sources of origin of social psychology: sociology and psychology. Proponents of both group and individual approaches find reasons for people's social behavior. But supporters of the individual approach tend to search only for the immediate causes of such behavior. The group is important to them only as the fact of the presence of many people, but outside the wider social system in which it is included. Here is a purely formal understanding of the group.

The group approach penetrates primarily beyond the boundaries of the group, where a given individual draws norms and values, into the social characteristics of social relations. This approach is common in European social psychology. It substantiates the idea of the need for social context in any research. This study of groups is criticized here, when all group processes are divided into various fragments, while the meaning of the meaningful activity of the group is lost.

2. Many authors who define the group separate the two main blocks of socio-psychological research. The first block is characterized by the study of processes that characterize human communication and interaction - communication, interaction, attraction, perception, etc. It is assumed that all these processes occur in a group, but the research does not present such a variable as group activity. The second block of research is related to the study of the groups themselves. He studies the size of the group, its composition, structure. The group processes studied in the first block are also mentioned, but without connection with joint group activities. Consequently, the description of the processes turns out to be isolated; essential parameters of the group are excluded when studying its internal processes.

3. All the attention in traditional social psychology is paid only to a certain type of group - small groups. IN to a greater extent they study emerging interpersonal relationships, but do not clarify how they depend on the nature of group activity and how they are related to social relations.

A clear formulation of the requirements of a new approach to group research is necessary. The main task is to more specifically consider the patterns of human communication and interaction in real social cells, i.e. where they appear. To accomplish this task, in addition to certain accepted methodological principles, a conceptual apparatus should also be defined. Within its framework, a group can be studied and its main characteristics described. Such a conceptual scheme is necessary so that it is possible to compare groups with each other, as well as to obtain comparable results in experimental studies.

social group psychological individual

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Introduction

Chapter 1. Theoretical aspects of the study of socio-psychological characteristics of joint activities.

§1. Analysis of basic theoretical categories and concepts.

§2. Specifics of socio-psychological characteristics of joint activities.

Chapter 2. Practical study of the socio-psychological characteristics of joint activities.

§1. general characteristics research.

§2. Research results.

Conclusion.

Bibliography.

Application.

Introduction

Relevance The theme is that in the process of joint activities, its members need to come into contact with each other to transfer information and coordinate their efforts. The productivity of the group, no matter what type of activity they engage in, entirely depends on the level of coordination. Because There are few studies on this issue and this determines the relevance of our research.

An object our research: 4th year KSU students of the Faculty of Natural Sciences; green farm workers.

Itemohm research is the specificity of the socio-psychological characteristics of joint activities.

Purpose The research is the study of the characteristics of the socio-psychological characteristics of joint activities.

Tasks 1) study the available literature on this problem; 2) conduct a theoretical analysis of concepts; 3) conduct practical research; 4) summarize guidelines, aimed at studying the socio-psychological characteristics of joint activities.

Novelty The research lies in the fact that research using this technique has not been carried out on this group of subjects before this work.

Practical significance research: the results of this work can be used by psychologists involved in the field of education, in the labor sphere, etc., as well as various managers of certain activities.

Research methods literature analysis, testing, comparative analysis.

Hypothesis: both social and psychological characteristics influence joint activity; to determine the level of influence of these characteristics was:

1) a study of the socio-psychological characteristics of joint activities was conducted;

The course work consists of an introduction, 2 chapters, a conclusion, a list of references and an appendix.

Chapter 1. Theoretical aspects of the studysocio-psychological characteristics of joint activities

§1.Analysis of main theoretical categories and concepts

The general psychological theory of activity, accepted in Russian psychological science, also sets in this case some principles for socio-psychological research. Just as in individual activity its goal is revealed not at the level of individual actions, but only at the level of activity as such, in social psychology the meaning of interactions is revealed provided that they are included in some general activity.

The specific content of various forms of joint activity is a certain ratio of individual “contributions” made by the participants. Three possible forms, or models: 1) when each participant does his part general work independently of others - “joint-individual activity” (for example, some production teams, where each member has his own task); 2) when a common task is performed sequentially by each participant - “joint-sequential activity” (for example, a conveyor); 3) when there is simultaneous interaction of each participant with all the others - “sports teams” Umansky, 1980. P. 131..

Social and psychological qualities of a person are qualities that are formed in various social groups, in conditions of joint activities with other people, as well as in communication with them. The qualities that are directly manifested in joint activities, in their totality, determine the effectiveness of the individual’s activities in the group. The category “performance” is usually used to characterize a group. At the same time, the contribution of each individual is an important component of group effectiveness. This contribution is determined by the extent to which a person is able to interact with others, cooperate with them, participate in making a collective decision, resolve conflicts, subordinate his individual style of activity to others, perceive innovations, etc. in all these processes certain qualities of the personality are manifested, but they do not appear here as the elements from which the personality is “composed”, namely only as its manifestations in specific social situations. These manifestations determine both the direction of the individual’s effectiveness and its level. The group develops its own criteria for the effectiveness of each of its members and, with their help, either positively accepts an effectively functioning individual (and then this is a sign of favorably developing relations in the group), or does not accept it (and then this is a signal of a brewing conflict situation). This or that position of the group, in turn, affects the effectiveness of each individual, and this is of great practical importance: it allows you to see whether the group stimulates the effectiveness of its members or, on the contrary, restrains it.

Unity of communication and activity. Communication as a reality of human relations presupposes that any forms of communication are included in specific forms of joint activity: people not only communicate in the process of performing various functions, but they always communicate in some activity, “about” it. Thus, an active person always communicates: his activities inevitably intersect with the activities of other people. But it is precisely this intersection of activities that creates certain relationships of an active person not only to the subject of his activity, but also to other people. It is communication that forms a community of individuals performing joint activities.

Sometimes activity and communication are considered not as parallel existing interconnected processes, but as two sides social human existence; his way of life Lomov, 1976. P. 130. In other cases, communication is understood as a certain aspect of activity: it is included in any activity, is its element, while the activity itself can be considered as a condition of communication Leontyev, 1975. P. 289. Communication can be interpreted as a special type of activity. Within this point of view, two of its varieties are distinguished: in one of them, communication is understood as a communicative activity, or a communication activity that appears independently at a certain stage of ontogenesis, for example, among preschoolers Lisina, 1996. In the other, communication in general terms is understood as one of the types of activity (this refers primarily to speech activity).

In our opinion, it is advisable to have the broadest understanding of the connection between activity and communication, when communication is considered both as an aspect of joint activity (since activity itself is not only work, but also communication in the labor process), and as its unique derivative.

In the real practical activity of a person, the main question is not so much how the subject communicates, but rather what he communicates about. People communicate not only about the activities with which they are associated.

Through communication, activities are organized and enriched. Building a plan for joint activities requires each participant to have an optimal understanding of its goals, objectives, and capabilities of each participant. The inclusion of communication in this process allows for “coordination” or “mismatch” of the activities of individual participants Leontyev, 1997. P. 63. Activities through communication are not just organized, but actually enriched, new connections and relationships between people arise in it.

Communication barriers. In the context of human communication, completely specific communication barriers can arise. They are social or psychological in nature. Such barriers may arise due to the fact that there is a lack of common understanding of the communication situation, caused not simply by the different languages spoken by the participants in the communication process, but by deeper differences that exist between partners. It can be social(political, religious, professional) differences that give rise to different attitudes, worldviews, and worldviews. These kinds of barriers are generated by objective social reasons, the belonging of communication partners to different social groups and different cultures. Barriers to communication can be purely expressed psychological character. They can arise either as a result of individual psychological characteristics communicating (for example, excessive shyness of one of them Zimbardo, 1993, secrecy of another, the presence of a trait in someone called “non-communication”), or due to the special kind of psychological relationships that have developed between the communicating: hostility towards each other, distrust and etc.

Exchange of actions. If the communicative process is born on the basis of some joint activity, then the exchange of knowledge and ideas about this activity inevitably presupposes that the achieved mutual understanding is realized in new joint attempts to further develop the activity and organize it. The participation of many people in this activity at the same time means that everyone must make their own special contribution to it, which allows interaction to be interpreted as the organization of joint activity.

During it, it is extremely important for participants not only to exchange information, but also to organize an “exchange of actions” and plan a common strategy. With this planning, such regulation of the actions of one individual is possible “by plans matured in the head of another” Lomov, 1975. P. 132, which makes the activity truly joint, when its bearer will no longer be an individual, but a group. The concept of “interaction” is the side that captures not only the exchange of information, but also the organization of joint actions that allow partners to implement some common activity. Communication is organized during joint activity, “about” it, and it is in this process that people need to exchange both information and the actions themselves.

Social activities are based on interpersonal interactions, consisting of single actions. A single action is some elementary act; From them, systems of actions are subsequently formed.

Cooperation is a necessary element of joint activity, generated by its special nature. A.N. Leontyev named 2 main features of joint activity: a) division of a single process of activity between participants; b) a change in everyone’s activity, since the result of everyone’s activity does not lead to the satisfaction of his needs, which in general psychological language means that the “object” and “motive” of the activity do not coincide Leontiev, 1972. pp. 270-271.

How is the immediate result of the activity of each participant connected with the final result of joint activity? The means of such connection are the relationships developed during joint activities, which are realized primarily in cooperation.

A number of studies introduce the concept of productive competition, characterized as humane, honest, fair, creative Shmelev, 1997, during which partners develop competitive and creative motivation. In this case, although combat remains in the interaction, it does not develop into conflict, but ensures only genuine competition.

There are several degrees of productive competition: a) competition, when the partner does not pose a threat and the loser does not die (for example, in sports, the loser does not drop out, but simply takes a lower place in the ranking); b) rivalry, when only the winner is an absolute winner, the other partner is an absolute loser (for example, the situation of the World Chess Championship), which means a violation of the partnership and the emergence of elements of conflict; c) confrontation, when on the part of one participant in the interaction there is an intention to cause harm to another, i.e. rivals turn into enemies.

Conflict is the presence of opposing tendencies among the subjects of interaction, manifested in their actions. Conflict is a psychological phenomenon, either a form of psychological antagonism (i.e. the representation of a contradiction in consciousness) or it is necessarily the presence of conflict actions Kudryavtseva, 1991. P. 37. Both of these components are mandatory signs of conflict.

Methods for resolving conflict are the most important part of the problem. Feedback plays a big role here, i.e. identifying the partner’s reaction to the action taken. Feedback serves as a means of regulating the behavior of conflict participants, which is especially evident during negotiations. The purpose of negotiations is to reach an agreement, the main method of which is compromise, i.e. the agreement of each party to equally retreat from its previous position with the aim of bringing them closer together.

§2. Specificssocio-psychological characteristicseristic of joint activities

We can generalize and highlight the main types of activities common to all people. This is communication, play, learning and work. They should be considered as core activities.

1. Communication is the first type of joint activity that arises in the process of individual development of a person, followed by play, learning and work. All these types of activities are developmental in nature, i.e. When included and actively participating in them, intellectual and personal development occurs.

Communication is considered as a type of activity aimed at the exchange of information between communicating people. It also pursues the goals of establishing mutual understanding, good personal and business relationships, providing mutual assistance and the educational influence of people on each other. Communication can be direct and indirect, verbal and non-verbal. In direct communication, people are in direct contact with each other, know and see each other, directly exchange verbal or nonverbal information, without using any auxiliary means. With indirect communication there are no direct contacts between people. They exchange information either through other people, or through means of recording and reproducing information (books, radio, telephone, etc.).

2. Game is a type of activity the result of which is not the production of any material or ideal product (with the exception of business and design games of adults and children). Games are often of an entertainment nature and serve the purpose of relaxation.

There are several types of games: individual and group, subject and plot, role-playing and games with rules. Individual games are a type of activity when one person is engaged in the game, group games involve several individuals. Object games are associated with the inclusion of any objects in a person’s play activity. Story games unfold according to a certain scenario, reproducing it in basic detail. Role-playing games allow human behavior limited to a specific role that he takes on in the game. Games with rules are governed by a certain system of rules of conduct for their participants. Often in life there are mixed types of games: subject-role-playing, plot-role-playing, plot-based games with rules, etc. The relationships that develop between people in the game are artificial in the sense of the word that they are not taken seriously by those around them and are not the basis for drawing conclusions about a person. Gaming behavior and gaming relationships have little effect on real relationships between people, at least among adults.

However, games have great importance in people's lives. For children, games have primarily a developmental value, and for adults they serve as a means of communication and relaxation. Some forms play activity take on the character of rituals and sports hobbies.

3. Teaching acts as a type of activity, the purpose of which is to acquire knowledge, skills and abilities by a person. Teaching can be organized and carried out in special educational institutions. It can be unorganized and occur along the way, in other activities as a by-product, additional result. Peculiarities educational activities are that it directly serves as a means psychological development individual.

4. Labor occupies a special place in the system of human activity. It was thanks to labor that man built a modern society, created objects of material and spiritual culture, and transformed the conditions of his life in such a way that he discovered prospects for further, almost inorganic development.

The process of integrating a growing individual into the existing system of activities is called socialization, and its gradual implementation involves the gradual involvement of the child in communication, play, learning and work - the four main types of activity.

In the process of development of activity, its internal transformations occur. Firstly, the activity is enriched with new subject content. Its object and, accordingly, the means of satisfying the needs associated with it become new objects of material and spiritual culture. Secondly, activities have new means of implementation that speed up their progress and improve results. Thirdly, in the process of development of activity, automation of individual operations and other components of activity occurs, they turn into skills and abilities. Fourthly, as a result of the development of activity, new types of activity can be separated from it, isolated and further independently developed.

Dactivityb and mental processes. Mental processes: perception, attention, imagination, memory, thinking, speech - act as essential components any joint human activity. Without participation mental processes human activity is impossible; they act as its integral internal moments.

But it turns out that mental processes do not just participate in activity, they develop in it and themselves represent special types of activity.

1. In the process of practical activity, perception transforms its most important human qualities. In activity, its main types are formed: perception of depth, direction and speed of movement, time and space.

2. Imagination is also associated with activity. Firstly, a person is not able to imagine or imagine something that has never appeared in experience, was not an element, subject, condition or moment of any activity. The texture of imagination is a reflection, although not a literal one, of the experience of practical activity.

3. To an even greater extent, this applies to memory, and to its two main processes at the same time: memorization and reproduction. Memorization is carried out in activity and itself represents a special kind of mnemonic activity, which contains actions and operations aimed at preparing the material for better memorization.

Recall also involves performing certain actions aimed at promptly and accurately recalling the material imprinted in memory.

4. Thinking in a number of its forms is identical to practical activity (the so-called “manual” or practical thinking). In more developed forms - figurative and logical - the activity moment appears in it in the form of internal, mental actions and operations.

5. Speech also represents a special kind of activity, so the phrase “speech activity” is often used to characterize it.

It has been experimentally proven that internal, i.e. mental processes, called higher mental functions, are activities in origin and structure. Theories have been developed and proven in practice that claim that mental processes can be formed through external activity organized according to special rules.

Abilities, skills and habits. Automated, consciously, semiconsciously and unconsciously controlled components of activity are called skills, abilities and habits, respectively.

Skills are elements of activity that allow you to do something with high quality.

Skills are fully automated, instinct-like components of skills, implemented at the level of unconscious control. Abilities, unlike skills, are formed as a result of the coordination of skills, their integration into systems using actions that are under conscious control. Abilities, unlike skills, are always based on active intellectual activity and necessarily include thinking processes.

Skills and abilities are divided into several types:

Motor (include a variety of movements, complex and simple, components of external, motor aspects of activity);

Cognitive (include abilities associated with searching, perceiving, remembering and processing information.);

Theoretical (associated with abstract intelligence, expressed in a person’s ability to analyze, generalize material, build hypotheses, theories, transfer information from one sign system to another; example: creative work);

Practical (these are exercises; thanks to them, skills are automated, skills and activities in general are improved).

Another element of activity is habit. It differs from ability and skills in that it represents a so-called unproductive element of activity. Habits are inflexible parts of activity that a person performs mechanically and has no conscious purpose or clearly defined productive conclusion. Unlike a simple skill, a habit can be consciously controlled to a certain extent. But it differs from skill in that it is not always reasonable and useful (bad habits).

Chapter2. Case study

§1. General characteristics of the study

Designed to study the ability to influence others (according to A.V. Agrashenkov). Using this technique, 12 people working in green farming were interviewed; average age respondents - 50 years old.

2. Methodology for identifying the ability to manage self-presentation in communication. Diagnostic purpose: The questionnaire allows us to study the extent to which people exercise control over their behavior and, thereby, can influence the impression that others have of them. This scale allows us to distinguish between people who are good at managing the impression they make (“well-managing people”) and people whose behavior is determined more by internal attitudes rather than by self-presentation (“poorly managing themselves”).

The questionnaire was created by M. Snider and adapted by N.V. Amyaga. Self-presentation refers to various strategies and tactics that a person uses to make a determination on others. The higher the ability to manage self-presentation in communication, the wider the role repertoire of the individual, the higher the individual’s ability to distinguish the specifics of different situations and behave more flexibly and differentiated in accordance with them. M. Snyder, the author of this scale, identified 2 types of personalities: a “pragmatic” personality and a “principled” personality. A person demonstrates a type of self-presentation that corresponds to his personality type, reflecting rather internal characteristics (for a “principled personality”), or tailored rather in accordance with situational characteristics (for a “pragmatic” personality).

Using this technique, 15 4th year KSU students (average age - 20 years) were interviewed.

§2. Research results

1. Methodology “Do you know how to influence others?”

Of the twelve people interviewed, 8 people scored greatest number points (35-65 points) - these are people who have the prerequisites to effectively influence others. 4 people scored 30 points or less. They are less effective in influencing others. (Appendix 6)

No. 1 - 55 points; No. 7 - 45 points;

No. 2 - 45 points; No. 8 - 45 points;

No. 3 - 45 points; No. 9 - 15 points;

No. 4 - 50 points; No. 10 - 20 points;

No. 5 - 40 points; No. 11 - 30 points;

No. 6 - 35 points; No. 12 - 25 points.

2. Methodology for the ability to manage self-presentation in communication.

Of the 15 people surveyed, 6 people have high rates - these are people who “manage themselves well.” An average (moderate) level of ability to manage self-presentation in communication was also demonstrated by 6 people. 3 people have a low indicator (“poor self-control”). (Appendix 5)

1. Ivanova - 8 points;

2. Kolupaeva - 13 points;

3. Komogorov - 13 points;

4. Duryagin - 13 points;

5. Abzaeva - 12 points;

6. Gusakova - 13 points;

7. Ugryumova - 10 points;

8. Rylov - 24 points;

9. Antropova - 15 points;

10. Baitova - 15 points;

11. Gorbunova - 17 points;

12. Savelyeva - 15 points;

13. Vaganova - 15 points;

14. Sipina - 11 points;

15. Starovaitov - 7 points.

The main methods for studying joint activities are:

A natural experiment, the essence of which is to create controlled conditions of activity and change them in the direction of interest to the researcher;

Observation - allows you to record and describe the qualitative and quantitative picture of joint activities;

The labor method, which involves studying an activity through training and its subsequent implementation by the researcher himself;

The method of included conversation is implemented in the process of activity itself, as if “parallel” to the course of activity. This method exists in two main varieties: either the subject gives verbal explanations during the activity, or he answers the researcher’s questions.

Thus, there is a whole system of methods for studying joint activities.

In our work, we used testing methods to study the socio-psychological characteristics of joint activities, and also studied the literature on this issue. These methods made it possible to fully clarify the influence and significance of the socio-psychological characteristics of joint activities.

Conclusion

The socio-psychological conditions for the development of joint activities are associated with compliance with the basic laws of social interaction. There are five main patterns of conscious or unconscious violation, which can lead to conflicts in joint activities, and, as a result, will be contrary to development:

· each of the partners in the process of interaction plays in relation to the other the role of a senior, equal or junior in terms of their psychological status. If the partner accepts the role assigned to him, then role conflict does not occur. The most favorable way to prevent role conflict is to interact with others as equals;

· Conflict prevention is facilitated by the interaction of people and social groups through interdependence in decisions and actions. Too much dependence of a person on a partner limits his freedom and can provoke conflict. During communication, it is necessary to feel that the partner’s dependence on us is not uncomfortable for him;

· in the process of joint activities, group members provide each other with normative assistance personal services. If a person provides a non-standard service to a co-worker, and in return does not receive services of approximately the same value over time, this can lead to a breakdown in the relationship between employees;

· an important social and psychological condition for preventing conflicts is not causing harm to others in the process of interacting with them. Damage disrupts interpersonal or intergroup interaction and can become the basis of conflict;

· in the process of interaction, people constantly evaluate each other.
When assessing himself and the results of his activities, a person more often chooses positive sides his personality and what he managed to accomplish as a result of his work. Another person's performance is judged by what he or she failed to do compared to standard requirements.

Thus, taking into account the above, the following conclusions can be drawn.

The degree of interaction between workers in the process of joint activities with other team members varies. The individual nature of work, when everyone is busy with their own business, does not require direct interaction during the work process. But even in this case, problems inevitably arise between people. business relationship cooperation and mutual assistance, they show interest in each other’s affairs, help less experienced workers, rely on the advice and assistance of more qualified specialists. This type of joint activity is defined as socio-psychological and distinguished as a special type of relationship. The socio-psychological type of joint activity arises on the basis of people’s awareness of their belonging to one team. In such teams, mutual assistance and cooperation, collective responsibility for a common cause, become the norm. The high level of development of these groups is explained by the fact that here the cohesion of the team is based on a moral sense of common purpose, duty, and cooperation.

As a result of practical research, our hypothesis was confirmed, i.e. both social and psychological characteristics influence cooperative performance.

Using the technique of Amyaga N.V. to measure a person’s personal representation in communication (it is communication that forms the community of individuals performing joint activities), it was found that most people manage themselves well, and thus can influence the impression that others have about them. They behave more flexibly and differentiatedly in various situations that may arise as a result of joint activities.

According to Agrashenkov’s method “Do you know how to influence others”, it was found that most people have the prerequisites (these are both social and psychological prerequisites) to effectively influence others. These people must do something for others, guide them, point out mistakes, teach them, i.e. all those actions that may arise as a result of joint activities.

Bibliography

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Application 1

Test. “Do you know how to influence others,” according to A.V. Agrashenkov.

Some people, without much difficulty, manage to subjugate more than a dozen people to their influence, while others are so susceptible to the influence of other people that they are accustomed to considering other people’s opinions as their own. Self-confidence alone is not enough to influence others.

With this test you can find out whether you have the qualities that help you influence people.

Answer yes or no to the following questions.

1. Can you imagine yourself as an actor or political leader?

A) yes (5 points);

B) no (0 points).

2. Do people who dress and act extravagantly annoy you?

A) yes (0 points);

B) no (5 points).

3. Are you able to talk to another person about your intimate experiences?

A) yes (5 points);

B) no (0 points).

4. Do you react immediately when you notice the slightest signs of disrespect?

A) yes (5 points);

B) no (0 points0.

5. Do you feel bad when someone succeeds in the area that you consider most important?

A) yes (5 points);

B) no (0 points).

6. Do you like to do something very difficult in order to achieve the best results in your business?

A) yes (5 points);

B) no (0 points).

7. Could you sacrifice everything to achieve the best results in your business?

A) yes (5 points);

B) no (0 points).

8. Do you prefer a measured lifestyle with a strict schedule for all activities and even entertainment?

A) yes (0 points);

B) no (5 points).

9. Do you like to change the decor in your home or rearrange furniture?

A) yes (0 points);

B) no (5 points).

10. Do you strive to ensure that your circle of friends remains unchanged?

A) yes (5 points);

B) no (0 points).

11. Do you like to try new ways to solve old problems?

A) yes (5 points);

B) no (0 points).

12. Do you like to tease overly self-confident and arrogant people?

A) yes (5 points);

B) no (0 points).

13. Do you like to prove that your boss or someone very authoritative is wrong about something?

A) yes (5 points);

B) no (0 points).

Scoring. Sum up the results.

35-65 points. You have the prerequisites to effectively influence others, change their behavior patterns, teach, manage, and guide them on the right path. In these types of situations, you usually feel like a fish out of water. You are convinced that a person should not withdraw into his shell. He must do something for others, guide them, point out mistakes made, take them into account so that they feel better in the surrounding reality. Those who do not like this style of relationship, in your opinion, should not be spared. However, you need to be very careful that your position does not become overly aggressive. In this case, you can easily turn into a fanatic or a tyrant.

30 or less points. Alas, although you are often right, you are not always able to convince others of this. Do you believe that your life and the lives of those around you should be subject to strict discipline, common sense and good manners, and its course should be quite predictable. You don't like to do anything by force. At the same time, you are often too restrained, not achieving the desired goal because of this and, moreover, often finding yourself misunderstood.

Appendix 2

Questionnaire of the ability to manage self-presentation in communication (N.V. Amyaga).

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

Instructions. Below are statements that relate to how you respond to a number of different situations. All statements are different and do not coincide in meaning, so read each of them carefully before answering. If the statement is “true” or “rather true” in relation to you, please put a “plus” mark in the “True” column. If the statement is “wrong” or “rather false” in relation to you, put a “plus” mark in the “False” column.

Full name__________________________________________ Age______

Occupation_______________________________________

Questionnaire text.
1. I find it difficult to imitate other people's behavior.
2. My behavior most often reflects everything that I think, feel and what I really believe.
3. At parties and other gatherings of various kinds, I try to do or say things that please others.
4. I can only defend those ideas in which I believe.
5. I can give impromptu speeches even on topics about which I have almost no information.
6. I believe that I can express myself in ways that impress or entertain people.
7. If I am not sure how to behave in a certain situation, I begin to navigate by observing the behavior of other people.
8. Perhaps I would make a good actor
9. I rarely need advice from friends to make choices in books, music or films.
10. Sometimes it seems to others that I experience deeper feelings than I really do.
11. I laugh more at a comedy when I watch it with others than when I watch it alone.
12. In a group of people, I am rarely the center of attention.
13. In different situations with different people I behave in very different ways.
14. It is not very easy for me to make others feel sympathy for me.
15. Even if I'm not in a good mood, I often pretend that I'm having a good time.
16. I am not always what I seem to be.
17. I will not express special opinions or change behavior when I want to please someone or gain favor.
18. I am considered a person who can entertain.
19. To be liked and to establish relationships with people, I try, first of all, to do exactly what people expect from me.
20. I have never been particularly successful when playing games with others that require ingenuity or impromptu actions.
21. I have difficulty changing my behavior to suit different people and situations.
22. During parties, I provide opportunities for others to joke and tell stories.
23. I feel somewhat awkward in companies and do not perform well enough.
24. If this is required for some just cause, I can, looking straight into the eyes, tell a lie to anyone and at the same time maintain an impassive expression on my face.
25. I can make others be friendly to me, even if I don’t like them.

Processing the results.

Result processing involves counting the results using a key. Each answer that matches the key is scored one point, each answer that does not match is scored 0 points.

Processing key:

1) answers “true” to judgments with the following numbers: 5, 6, 7, 8, 10, 11, 13, 15, 16, 18, 19, 24, 25;

2) answer “false” to judgments with the following numbers: 1, 2, 3, 4, 9, 12, 14, 17, 20, 21, 22, 23.

The overall final indicator of the ability to manage self-presentation in communication is obtained by summing up all the points received. The final indicator can range from 0 to 25. The higher it is, the higher the ability to manage self-presentation in communication.

Interpretation of results

Subjects who have high scores on the questionnaire (15-25 points) are able to regulate their behavior well and make it appropriate to the situation. Their behavior is flexible, and the range of its variability for different situations is wide.

Subjects who have low scores on the questionnaire (0-10 points) pay little attention to information that signals appropriate self-presentation in a certain social situation. Their repertoire of self-presentation is not very wide; their behavior is determined rather by internal emotional states and attitudes, rather than the style and characteristics of a particular situation.

The range from 11 to 14 points is assessed as an average (moderate) level of ability to manage self-presentation in communication.

Application3

Table of results for the methodology for identifying the ability to manage self-presentation in communication.

	15-25 points "good self-government"	11-14 points Average level of ability to manage self-presentation in communication	0-10 points "poor self-control"
1. Ivanova
2. Kolupaeva
3. Komogorova
4. Duryagin
5. Abzaeva
6. Gusakova

8. Ugryumova
9. Antropova
10. Baitova
11. Gorbunova
12. Savelyeva
13. Vaganova
14. Sipina
15. Starovaitov

Application4

67% are people who effectively influence others;

33% are people who influence others ineffectively.

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