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

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

The emergence of social work as a science and a 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 result, a sharp increase in unemployment, crime, alcoholism, etc.
At the end of the nineteenth century. Social reformers and leaders of charitable organizations have come to the conclusion that to effectively solve these problems, not just philanthropists are needed, but specially trained personnel to provide social assistance to vulnerable, needy sections of the population.
In the 90s. XIX century in England, lectures and practical work were organized related to the activities of the charity society in London. In Germany, at the same time, similar courses are being opened (within the framework of the women's movement). In the USA (in New York) short-term summer courses are based on which the professional training of social workers is organized. In 1899 a group of social reformers from the Netherlands (Amsterdam) founded an institute for the training of social workers. The program of the institute provided for a full 2-year course of full-time theoretical training and practical training for all those who devoted themselves to social work. In 1910 in Europe and America there were 14 schools of social work. In 1920 opened the first 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 crises. Thus, in the United States in 1929-1933, 15 million people lost their jobs, poverty and suffering reached a peak. Therefore, the Franklin Roosevelt 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 Interim Emergency Relief Administration, was created, which brought in 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 expect a minimum standard of living in a civilized society.
These ideas have been developed in modern social work: the state in a civilized society implements an extensive and systematic organized system of social protection, and social workers who provide social services to clients act as its conductors.
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 from the very beginning, 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 an individual and a 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 essentially depend 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 are different in size, in the nature and structure of the relations existing between their members, in individual composition, in the characteristics of values, norms and rules of relationships shared by the participants, in interpersonal relations, in the goals and content of the activity, i.e. these features are not permanent. General rules behaviors that all members of a group must adhere to are called group norms. All these characteristics are the main parameters by which groups are distinguished, divided and studied in social psychology.

Specifics of the socio-psychological approach

People who have a common significant social attribute 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 kinds 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 according to some common feature necessary in a given system of analysis.

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

In other sciences, a group means a real-life education. In such a group, people are united by some common feature, type of joint activity, or placed in any identical conditions, circumstances in the process of life. At the same time, people consciously refer themselves 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 can be in religious, political, ethnic characteristics. From the point of view of some 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 a 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 consciousness of the individual. The personality is included in the system of views, values, ideas, norms of the various groups in which he is a member. It is important to determine the resultant of all group influences. And for this it is necessary to establish the significance of the group for a person in psychological terms, which characteristics are important for this member of the group. Here in social psychology it is necessary to correlate the sociological approach with the psychological one.

If the sociological approach is characterized by the search for objective criteria for distinguishing between really existing social groups, then the psychological approach is characterized mainly by consideration of the very fact of the presence of a multitude of persons, in the conditions of which the activity of the individual takes place. In this case, interest is focused not on the substantive activities of the group, but on the form of actions. this person in the presence of other people and interaction with them. The question was posed in this way in socio-psychological research at the early stages of the development of social psychology. The group here is not considered a real social cell of society, a microenvironment of personality formation. However, for some purposes, just such an 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 have a 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 in the analysis there is no content side of this multitude of persons. Words about the presence of certain relations within the group also say little: the presence of relations in any association is important, but without describing the nature of these relations, this addition is insignificant. When relationships are a characteristic of a social group included in some system of social activity, then it is possible to determine the significance of these relationships for the individual.

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 relationship within it is not enough. The task is to combine the sociological and (we will call it so) "general psychological" approach to the group. If we admit that social psychology, first of all, explores the patterns of behavior and activities of people, due to the fact of their inclusion in real social groups, then it must also be admitted that the focus of analysis is precisely the substantive characteristics of such groups, the identification of 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 formulation is logical from the point of view of the general methodological principles of activity theory. The significance of the group for the individual, first of all, is that the group is a certain system of activity, given by its place in the system of social division of labor and therefore itself acts as the 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 the 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, also 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 distinguish some features that are characteristic of it as a subject of activity. The commonality of the content of the group's activity also gives rise to the commonality of the psychological characteristics of the group, whether we call them "group consciousness" or some other term. The psychological characteristics of the group should include such group formations as group interests, group needs, group norms, group values, group opinion, group goals. And although the current level of development of social psychology has neither the tradition nor 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 in these characteristics that each group psychologically differs from the other. For an individual entering a group, awareness of belonging to it is carried out primarily through the acceptance of these characteristics, i.e. through the realization of the fact of some mental community with other members of this social group, which allows him to identify with the group. We can say that the "border" of the group is perceived as the boundary 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 the group is the presence of the so-called "we-feelings". This means that the universal principle of the mental formation of the community is the distinction for individuals 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 a person’s belonging to a certain group, i.e. social identity. The statement of belonging of an individual to a group is of considerable interest for social psychology, allowing us to consider the psychological community as a kind of psychological "section" of a real social group. The specificity of the socio-psychological analysis of the group manifests itself precisely here: the real social groups identified by means of sociology are considered, but in them, further, those features of them 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 fixed, 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. So, for example, some authors do not limit themselves to the study of these 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 in terms of whether they relate to the psychological description of the 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 their knowledge will help to more specifically reveal the mechanism of the relationship between the individual and society. Society affects 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 also necessary to consider the group not just as a "multiple", but as a real cell of society, included in the broad context of social activity, which is the main integrating factor and the main feature of the social group. The general participation of group members in joint group activity 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 study in social psychology.

Much attention in the history of social psychology has been given to studies of the characteristics of groups and their impact on the individual. There are some characteristic features such studies.

1. The group approach is considered as one of the variants of the socio-psychological approach. In American psychology, there is also an individual approach. Both of these approaches are a consequence of two origins of social psychology: sociology and psychology. Proponents of both group and individual approaches find the causes of people's social behavior. But for supporters of an individual approach, it is characteristic 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 wide social system in which it is included. Here - a purely formal understanding of the group.

The group approach, on the other hand, penetrates mainly beyond the limits of the group, where a given individual draws norms and values, into the social characteristics of social relations. In European social psychology, this approach is common. It substantiates the idea of the need for a social context in any study. Here such a study of groups is criticized, when all group processes are divided into various fragments, while the significance of the meaningful activity of the group is lost.

2. Many authors who define a 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 - communications, interactions, attractions, perceptions, etc. All of these processes are assumed to take place in a group, but studies do 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 activity. Consequently, the description of the processes turns out to be isolated, the essential parameters of the group are excluded when studying its internal processes.

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

A clear formulation of the requirements of a new approach to the study of the group is necessary. The main task is to consider more specifically the patterns of human communication and interaction in real social cells, i.e. where they appear. To accomplish this task, in addition to the accepted certain methodological principles, it is necessary to set the conceptual apparatus. Within its framework, the group can be investigated and its main characteristics described. Such a conceptual scheme is necessary in order to be able 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 studying the socio-psychological characteristics of joint activities.

§one. Analysis of the main theoretical categories and concepts.

§2. The specifics of the socio-psychological characteristics of joint activities.

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

§one. general characteristics research.

§2. Research results.

Conclusion.

Bibliography.

Appendix.

Introduction

Relevance The theme is that in the process of joint activities, its members need to contact each other to transfer information and coordinate their efforts. The productivity of the group depends entirely on the level of coordination, no matter what type of activity it is engaged in. Because There are few studies on this issue, and this is the reason for the relevance of our study.

An object of our study: 4th year students of KSU, faculty of natural sciences; green farm workers.

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

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

Tasks 1) study the available literature on this issue; 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 research lies in the fact that the study using this technique before this work on this group of subjects was not conducted.

Practical significance research: the results of this work can be used by psychologists employed in the field of education, in the labor field, etc., as well as various leaders of some activities.

Research methods literature analysis, testing, comparative analysis.

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

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

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

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

§one.Analysis of the main theoretical categories and concepts

The general psychological theory of activity, adopted in domestic psychological science, also in this case sets 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 under the condition that they are included in some general activity.

The specific content of various forms of joint activity is a certain ratio of individual "contributions" that are made by the participants. Three possible forms, or models: 1) when each participant does his part common 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 a simultaneous interaction of each participant with all the others - "sports teams" Umansky, 1980. S. 131 ..

The socio-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 activity 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 manifestations of it in specific social situations. These manifestations determine both the direction of the effectiveness of the individual and its level. The group develops its own criteria for the effectiveness of the activities of each of its members and, with their help, either positively accepts an effectively acting person (and then this is a sign of favorable developing relations in the group), or does not accept it (and then this is a signal that a conflict situation is brewing). This or that position of the group, in turn, affects the effectiveness of the activities of each individual, and this is of great practical importance: it allows you to see whether the group stimulates the effectiveness of the activities of its members or, on the contrary, restrains it.

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

Sometimes activity and communication are considered not as parallel interrelated processes, but as two sides. social human being; his way of life Lomov, 1976. S. 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 for communication Leontiev, 1975. S. 289. Communication can be interpreted as a special kind of activity. Within this point of view, two varieties of it are distinguished: in one of them, communication is understood as a communicative activity, or the activity of communication, acting independently at a certain stage of ontogenesis, for example, among preschoolers Lisina, 1996. In the other, communication is generally understood as one of the types of activity (meaning primarily speech activity).

In our opinion, the broadest understanding of the connection between activity and communication is expedient, when communication is considered both as a side of joint activity (since activity itself is not only labor, but also communication in the labor process), and as its original derivative.

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

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

communication barriers. Under the conditions of human communication, very specific communication barriers can arise. They are social or psychological in nature. Such barriers may arise due to the fact that there is no common understanding of the communication situation, caused not just by the different language spoken by the participants in the communication process, but by the deeper differences that exist between the partners. It can be social(political, religious, professional) differences that give rise to a different worldview, worldview, worldview. Such barriers are generated by objective social reasons affiliation of communication partners to different social groups, to different cultures. Barriers to communication can also be purely expressed psychological character. They may arise or be due to individual psychological characteristics communicating (for example, excessive shyness of one of them, Zimbardo, 1993, secrecy of the other, the presence of a feature in someone called "non-communicative"), or due to the special kind of psychological relations that have developed between the communicating people: hostility towards each other, distrust and etc.

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

During it, it is extremely important for the participants not only to exchange information, but also to organize an “exchange of actions”, to plan a common strategy. With this planning, such regulation of the actions of one individual is possible by “plans that have matured in the head of another” Lomov, 1975. P. 132, which makes the activity truly joint, when it is no longer a separate individual, but a group that will act as its carrier. 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 for them. Communication is organized in the course of joint activity, “about” it, and it is in this process that people need to exchange both information and the actions themselves.

Social activity is based on interpersonal interactions consisting of single actions. A single action is some elementary act; they subsequently form systems of action.

Cooperation is a necessary element of joint activity, generated by its special nature. A.N. Leontiev named 2 main features of joint activity: a) division of a single process of activity between participants; b) a change in the activity of each, since the result of the activity of each 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 match Leontiev, 1972. S. 270-271.

How is the direct result of the activity of each participant connected with the final result of joint activity? The means of such a connection are relations developed in the course of joint activity, 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 single combat is preserved in the interaction, it does not develop into a conflict, but only provides a genuine competitiveness.

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 the unconditional winner, the other partner is in absolute loss (for example, the situation of the world chess championship), which means a violation of partnership, the emergence of elements of conflict; c) confrontation, when on the part of one participant in the interaction there is an intention to cause damage to another, i.e. rivals turn into enemies.

Conflict - the presence of opposite tendencies in 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 a conflict.

Ways to resolve the conflict - the most important part of the problem. Feedback plays a big role here, i.e. identifying the partner's reaction to the action. Feedback serves as a means of regulating the behavior of the participants in the conflict, which is especially evident in negotiations. The purpose of negotiations is to reach an agreement, the main method of which is a compromise, i.e. the agreement of each side to equally retreat from its previous position in order to bring them closer together.

§2. Specificitysocio-psychological charactercollaborative approach

It is possible to generalize and highlight the main activities that are common to all people. These are communication, play, teaching 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 activities are of a developmental nature, i.e. with the inclusion and active participation in them, intellectual and personal development occurs.

Communication is considered as an activity aimed at the exchange of information between communicating people. It also pursues the goals of establishing mutual understanding, good personal and business relations, providing mutual assistance and teaching and 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 non-verbal information, without using any auxiliary means for this. In mediated communication, there is no direct contact between people. They exchange information either through other people or through means of recording and reproducing information (books, radio, telephone, etc.).

2. A game is a type of activity that does not result in the production of any material or ideal product (with the exception of business and design games for adults and children). Games often have the character of entertainment, they are aimed at getting rest.

There are several types of games: individual and group, subject and story, role-playing and games with rules. Individual games are a type of activity when one person is occupied with the game, group games include several individuals. Object games are associated with the inclusion of any objects in a person's gaming activity. Story games unfold according to a certain scenario, reproducing it in basic detail. Role-playing games allow a person to behave, limited to a specific role that he takes on in the game. Games with rules are regulated by a certain system of rules for the behavior of their participants. Often in life there are mixed types of games: object-role-playing, plot-role-playing, story-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 others and are not the basis for conclusions about a person. Play behavior and play relationships have little effect on real human relationships, at least among adults.

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

3. Teaching acts as a type of activity, the purpose of which is the acquisition of 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 their side, additional result. Features of educational activity are that it directly serves as a means of psychological development of the 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, transformed the conditions of his life in such a way that he discovered the prospects for further, practically inorganic development.

The process of integrating a growing individual into the current 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 take place. First, the activity is enriched with new subject content. Its object and, accordingly, the means of satisfying the needs associated with it are new objects of material and spiritual culture. Secondly, the activity has new means of implementation, which accelerate its course and improve the results. Thirdly, in the process of activity development, individual operations and other components of activity are automated, they turn into skills and abilities. Fourthly, as a result of the development of activity, new types of activity can be separated from it, separated and further independently developed.

Dactivitiesb and mental processes. Mental processes: perception, attention, imagination, memory, thinking, speech - act as the most important components of 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. Perception in the process of practical activity 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 connected with activity. First, 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 the imagination is a reflection, although not literal, 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 is itself a special kind of mnemonic activity, which contains actions and operations aimed at preparing the material for better memorization.

Recall also involves the performance of certain actions aimed at recalling the material imprinted in memory in a timely and accurate manner.

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 malfunction of a special kind of activity, so that often, when characterizing it, the phrase “speech activity” is used.

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

Skills, skills and habits. Automated, consciously, semiconsciously and unconsciously controlled components of activity are called skills, habits 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. Skills, in contrast to skills, are formed as a result of the coordination of skills, their combination into systems with the help of actions that are under conscious control. Skills, 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, that make up the external, motor aspects of activity);

Cognitive (include abilities related to the search, perception, memorization and processing of information.);

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

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

Another element of activity is habit. It differs from skills and abilities in that it is a so-called unproductive element of activity. Habits are an inflexible part of an activity that a person performs mechanically and does not have a conscious purpose or a clearly expressed productive end. Unlike a mere habit, 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. Practical research

§one. 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 the green economy were interviewed; average age respondents - 50 years.

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

The questionnaire was created by M. Snider and adapted by N.V. Amyaga. Self-presentation refers to the 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 ability of the individual to distinguish the specifics of various situations and the more flexible and differentiated behavior in accordance with them. M. Snider, the author of this scale, singled out 2 types of personalities: a “pragmatic” personality and a “principled” personality. A person demonstrates a type of self-presentation corresponding to his personality type, reflecting rather internal characteristics (for a "principled personality"), or tailored more in accordance with situational features (for a "pragmatic" one).

With the help of this technique, 15 students of the 4th year of KSU were interviewed (average age - 20 years).

§2. Research results

1. Method "Do you know how to influence others."

Of the twelve people interviewed, 8 people scored the largest number points (35-65 points) - these are people who have the prerequisites to effectively influence others. 4 people scored 30 or less points. They are less effective in influencing others. (Annex 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 of 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 shown by 6 people. 3 people have a low indicator (“poorly managing themselves”). (Annex 5)

1. Ivanova - 8 points;

2. Kolupaeva - 13 points;

3. Komogorova - 13 points;

4. Dyuryagin - 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 capture and describe a qualitative and quantitative picture of joint activities;

The labor method, which involves the study of activities through training and its subsequent implementation by the researcher himself;

The included conversation method is implemented in the very process of activity, as if "in parallel" with the course of activity. This method exists in two main varieties: either the subject in the course of the activity gives her verbal explanations, or at the same time he answers the questions of the researcher.

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 how they influence and what is the significance of the socio-psychological characteristics of joint activities.

Conclusion

Socio-psychological conditions for the development of joint activities are associated with the observance of 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 their psychological status. If the partner accepts the role assigned to him, then the role conflict does not occur. The most favorable for the prevention of role conflict is interaction with others on an equal footing;

Conflict prevention contributes to the interaction of people and social groups of interdependence in decisions and actions. Too much dependence of a person on a partner limits his freedom and can provoke conflict. In the course of communication, it is necessary to feel what kind of partner's dependence on us is not uncomfortable for him;

in the process of joint activities, members of the group provide each other, in addition to normative assistance personal services. If a person has provided a non-normative service to a colleague, and in return has not received services of approximately the same value over time, this can lead to a disruption in the relationship between employees;

· An important socio-psychological condition for the prevention of conflicts is not causing damage 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.
Assessing himself and the results of his activities, a person more often chooses positive sides his personality and what he managed to do as a result of work. The work of another person is judged on what he or she failed to do compared to the normative requirements.

Thus, considering the above, we can draw the following conclusions.

The degree of interconnection of employees in the process of joint activities with other members of the team is different. The individual nature of work, when everyone is busy with their own business, does not require direct interaction in the process of work. But even in this case, business relations of cooperation and mutual assistance inevitably arise between people, they show interest in each other's affairs, help less experienced workers, rely on the advice and help of more qualified specialists. This type of joint activity is defined as socio-psychological and is 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 the same team. In such collectives, mutual assistance and cooperation, collective responsibility for a common cause becomes 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; both social and psychological characteristics influence joint activities.

Using the technique of Amyaga N.V. to measure the personal representation of a person in communication (it is communication that forms a 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 differentiated in various situations that may develop as a result of joint activities.

According to Agrashenkov’s “Can you influence others” method, it was found that most people have the prerequisites (these are both social and psychological prerequisites) to effectively influence others. These people should 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.

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Appendix 1

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

Someone without much difficulty manages to subordinate more than a dozen people to his influence, but someone is so influenced by other people that he is used to considering someone else's opinion as his own. In order to influence others, self-confidence alone is not enough.

With this test, you can find out if you have qualities that help you influence people.

Answer "yes" or "no" to the following questions.

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

A) yes (5 points);

B) no (0 points).

2. Do people who dress and act extravagant 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 immediately react when you notice the slightest sign of disrespect?

A) yes (5 points);

B) no (0 points0.

5. Do you feel bad when someone succeeds in the area that you consider the 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 result in your business?

A) yes (5 points);

B) no (0 points).

7. Would you sacrifice everything to achieve the best result in your business?

A) yes (5 points);

B) no (0 points).

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

A) yes (0 points);

B) no (5 points).

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

A) yes (0 points);

B) no (5 points).

10. Do you strive to keep your circle of friends the same?

A) yes (5 points);

B) no (0 points).

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

A) yes (5 points);

B) no (0 points).

12. Do you like to tease overconfident 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 the results.

35-65 points. You have the prerequisites to effectively influence others, change their behavior patterns, teach, manage, set on the right path. In these kinds of situations, you usually feel like a fish out of water. You are convinced that a person should not close himself in his shell. He must do something for others, guide them, point out the 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 stance does not become overly aggressive. In this case, you can easily turn into a fanatic or a tyrant.

30 points or less. Alas, although you are often right, you are not always able to convince others of this. Do you think 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 also often being 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.

Instruction. The following are statements about how you respond to a number of different situations. All statements are different, do not coincide in meaning, so carefully read each of them 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 “false” 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 ideas that I believe in myself.
5. I can give impromptu speeches even on topics about which I have almost no information.
6. I believe 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. Maybe I would make a good actor
9. I rarely need advice from friends to make choices in books, music or movies.
10. Sometimes it seems to others that I am experiencing deeper feelings than I really are.
11. I laugh more at a comedy when I watch it with others than when I'm alone.
12. In a group of people I am rarely the center of attention.
13. In different situations with different people I behave in a very different way.
14. It is not very easy for me to get others to feel sympathy for me.
15. Even if I'm not in a good mood, I often pretend to have a good time.
16. I am not always what I appear to be.
17. I will not express special opinions or change behavior when I want to please someone or win favor.
18. I am considered a person who can entertain.
19. To please, to build 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 intelligence or impromptu actions.
21. I have trouble trying to change my behavior to suit different people and situations.
22. During parties, I present opportunities for others to joke and tell stories.
23. In companies I feel somewhat awkward and do not show myself well enough.
24. If it is required for some just cause, I can tell anyone, looking straight into the eyes, and at the same time keep an impassive expression on my face.
25. I can make others be friendly with me, even if I don't like them.

Processing of results.

Result processing involves counting results using a key. Each answer that matches the key is worth one point, non-matching - 0 points.

Processing key:

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

2) the answer is "incorrect" 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 an appropriate self-presentation in a particular social situation. Their repertoire of self-presentation is not very wide, their behavior is rather determined by internal emotional states and attitudes, rather than the style and characteristics of a particular situation.

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

Appendix3

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

	15-25 points "good self-management"	11-14 points Intermediate level of self-management ability in communication	0-10 points "poor self-management"
1. Ivanova
2. Kolupaeva
3. Komogorova
4. Dyuryagin
5. Abzaeva
6. Gusakova

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

Appendix4

67% are people who effectively influence others;

33% are people who ineffectively influence others.

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