Introduction

The psychology and behavior of each individual essentially depend on his social environment, or environment. The 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. The general rules of conduct 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 the interpersonal relations of 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 recognize 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 we must also recognize that the focus of analysis is precisely the content characteristic of such groups, identifying the specifics of the impact on the personality of a particular social group. groups, 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 modern level 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 the 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 fulfill 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 several salient features of 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 that there are many people, but outside the broad 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. To a greater extent, they study the developing interpersonal relations, but it is not clear 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 of the study.

§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.

Thingohm 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 methodological recommendations 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 of the common work independently of the 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, belonging of communication partners to different social groups, to different cultures. Barriers to communication can also be purely expressed psychological character. They can arise either as a result of the individual psychological characteristics of the communicants (for example, excessive shyness of one of them, Zimbardo, 1993, the secrecy of the other, the presence of a trait in someone called "non-communicative"), or due to a special kind of psychological relationship that has developed between the communicants: hostility in relation to each other, distrust, 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, or 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 the behavior of a person, limited to a certain 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: subject-role-playing, plot-role-playing, story 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.

Nevertheless, games are of 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 of gaming activity take on 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 the participation of 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, unlike skills, are formed as a result of the coordination of skills, their combination into systems through 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 has no conscious purpose or explicitly 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; the average age of the respondents is 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 surveyed, 8 people scored the most 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 verbal explanations to it, 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 with personal services in addition to normative assistance. 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 social psychological condition conflict prevention 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.
Assessing himself and the results of his activities, a person more often chooses the positive aspects of his personality and what he managed to do as a result of work as the basis for evaluation. 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.

Bibliography

1. Almanac of psychological tests. - M.: "KSP", 1995. - 400 p.

2. Amyaga N.V. Methods for measuring the personal representation of a person in communication // Journal of a practical psychologist - No. 1, 1998.

3. Andreeva G.M. social psychology: Textbook for universities / G.M. Andreeva. - 5th ed., Rev. and additional - M .: Aspect Press, 2002. - 364 p.

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5. Gamezo M.V. Domashenko I.A. Atlas of psychology. M., 1986

6. Istratova O.N. Psychodiagnostics: a collection of the best tests. - 5th ed. - Rostov n / a: Phoenix, 2008. - 375, (1) p.: ill. - (Psychological workshop).

7. Leontiev A.N. Activity. Consciousness. Personality. Moscow: Poliizdat, 1975.

8. Lomov B.F., Zhuravlev A.L. Psychology and management. Moscow: Nauka, 1978.

9. Nemov R.S. Psychology: textbook. for stud. higher ped. textbook institutions: In 3 books. - 4th ed. - M.: Humanit. ed. Center VLADOS, 2002. - Book 1: General foundations of psychology. - 688 p.

10. Know yourself and others: Popular tests. - 4th ed., add. - M.: ITC "Marketing", 2000 - 400s.

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13. Psychological dictionary, ed. Zinchenko V.P., Moscow 1997, 440p.

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16. Shmelev A.G. Productive competition: Design experience. M.: 1997.

17. Preobrazhenskaya N.A. your business skills. - Ekaterinburg: U-Factoria, 2005. - 304 p. (Series "practice of self-knowledge").

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19. Dictionary of a practical psychologist / Comp. S.Yu. Golovin. - Minsk, 1997. - 800 p.

20. Social reference book, Kyiv, 1990.

21. Social dictionary, Minsk, 1991.

22. Taukenova L.M. Cross-cultural studies of personal and interpersonal conflicts, coping behavior and mechanisms of psychological defense in patients with neuroses// Avtorev.dissert. for the degree of candidate of medical sciences - SPb., 1995.

23. Fund of time and activities in the social. sphere, M: Nauka, 1989.

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. You think that your life and the life 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.

Annex 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 very different ways.
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 appropriate self-presentation in a particular social situation. Their repertoire of self-presentation is not very wide, their behavior is determined more by internal emotional states and attitudes, and not by the style and features 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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In our daily life, we are faced with such diverse and important phenomena for us as communication; role, interpersonal and intergroup relations; conflicts; rumors; fashion; panic; conformism. The phenomena listed and similar to them are based, first of all, on the mental activity and behavior of people who interact with each other as social subjects. In other words, we are talking about phenomena generated by the interaction of both individuals and their associations - social groups: this is a family, and a production team, and a company of friends, and a sports team, and Political Party, and the whole people constituting the population of a country.

Any of the mentioned social subjects - a specific person or a specific social group - interacts with another social subject (subjects) in accordance with certain patterns that have a psychological and at the same time social nature. However, this psychological is so closely intertwined with the social that an attempt to separate them in a concrete interaction of people is doomed to failure in advance.

For example, the course of a conflict between two students will certainly be influenced by the characteristics of their characters, temperaments, motives, goals, emotions, social statuses, roles and attitudes. But; however, factors of a completely different order will be decisive here, namely: the actual behavior of these persons, their mutual perception, relationships, as well as the social situation in which all this takes place. Even without a deep analysis, it is clear that each of these factors is, as it were, an alloy of the social and psychological. Therefore, the designation "socio-psychological" is best suited to these factors and their corresponding phenomena. In turn, the science that studies such phenomena and their patterns can rightly be called social psychology.

Here it should immediately be noted that social psychology studies not only socio-psychological phenomena. As an applied science, it explores the socio-psychological aspect (or side) of any real phenomena in the life and activities of people in almost all areas. This fully applies to the spheres of economy, politics, law, religion, national relations, education, family, etc.

In order to show how the socio-psychological aspect relates to aspects of other sciences and how these sciences themselves relate in the study of a particular phenomenon, let us take an ordinary examination as an example. From the point of view of sociology, this is a type of interaction between representatives of two social groups (teachers-students), aimed at realizing their public and personal interests and goals. From the point of view of general psychology, an exam is an episode of mental activity and behavior of a certain individual (subject). At the same time, if a teacher is taken as a subject, then the student here will be nothing more than an object of his activity. If the position of the subject is assigned to the student, then, accordingly, the teacher becomes the object of his activity. From the standpoint of pedagogy, the exam is one of the forms of control over the assimilation of knowledge by students, and from the standpoint of informatics, it is a special case of information exchange. And only from the point of view of social psychology, the exam is considered as a specific communication of individuals within the framework of their specific social roles and interpersonal relationships.

In other words, if the exam interests us as a kind of communication (conflict or contact, role-playing or interpersonal, etc.), during which its participants influence each other, as well as this or that development of their mutual relations, then we must turn to specifically to social psychology. In turn, this will allow the use of theoretical knowledge adequate to the problem being solved, the conceptual apparatus, optimal means and methods of research. At the same time, in order to understand the whole essence of what is happening in the process of a particular exam, in addition to social psychology, certain knowledge in the field of sociology, general psychology, pedagogy and, of course, in the academic discipline in which this exam is taken, will be required.

Social psychology has relatively recently entered the state educational standard in all pedagogical specialties. For a long time, only students of psychological faculties studied social psychology, and most of the domestic textbooks and manuals on social psychology were focused specifically on them. In fact, s.p. as a science and a branch of knowledge, it is relevant for all specialists working in the field of "human-to-human".

(and you will understand this as soon as we touch on the subject of its study)

Social psychology as an independent branch of scientific knowledge began to take shape at the end of the 19th century, but the concept itself began to be widely used only after 1908 in connection with the appearance of the works of W. McDougall and E. Ross. These authors were the first to introduce the term "social psychology" into the title of their works. Some questions of s.p. were set a very long time ago within the framework of philosophy and were in the nature of understanding the features of the relationship between man and society. However, the study of socio-psychological scientific problems proper began in the 19th century, when sociologists, psychologists, philosophers, literary critics, ethnographers, physicians began to analyze the psychological phenomena of social groups and the characteristics of mental processes and human behavior depending on the influence of people around them.

By this time, science was quite "ripe" in order to identify some socio-psychological patterns. But it turned out that the problems posed were very difficult to study within the framework of the then existing sciences. Integration was needed. And above all - the integration of sociology and psychology, because psychology studies the human psyche, and sociology - society.

Regularities are the most significant, recurring phenomena that occur every time, under certain conditions.

G. M. Andreeva defines the specifics of social. psychology as follows: - is the study of the patterns of behavior and activities of people, due to their inclusion in social groups, as well as the psychological characteristics of these groups.

S.P. - This is a branch of psychological science that studies the patterns of emergence and functioning of socio-psychological phenomena that are the result of the interaction of people as representatives of different communities. (Krysko V. G.)

For comparison, the definitions of the American school of social. psychology:

SP is a scientific study of the experience and behavior of an individual in connection with the impact on him of a social situation.

SP is the scientific study of the relationship of individuals to each other, in groups and in society. (from the book by P.N. Shikhirev “Modern joint venture of the USA”)?

SP - the science that studies how people learn about each other, how they influence and relate to each other (David Myers) - he gives this definition based on the fact that SPs, in his opinion, study attitudes and beliefs, conformity and independence, love and hate.



This issue has been widely discussed in the literature. So, in the works of B. D. Parygin, the model of personality, which should take its place in the system of social psychology, involves a combination of two approaches: sociological and general psychological. Although this idea itself is not objectionable, the description of each of the synthesized approaches seems to be controversial: the sociological approach is characterized by the fact that in it the person is considered mainly as an object social relations, and general psychological - by the fact that here the emphasis is placed only "on the general mechanisms of the mental activity of the individual." The task of social psychology is “to reveal the entire structural complexity of the personality, which is both an object and a subject of social relations...” [Parygin, 1971, p. 109]. It is unlikely that both a sociologist and a psychologist will agree with such a division of tasks: in most concepts of both sociology and general psychology, they accept the thesis that a person is both an object and a subject of the historical process, and this idea cannot be implemented. only in the socio-psychological approach to personality.

In particular, the general psychological model of personality raises an objection, which “is usually limited to the integration of only biosomatic and psychophysiological parameters of the personality structure” [Ibid. S. 115]. As already noted, the tradition of the cultural-historical conditioning of the human psyche is directed directly against this assertion: not only the individual, but also individual mental processes are considered as determined by social factors. Moreover, it cannot be argued that when modeling a personality, only biosomatic and psychophysiological parameters are taken into account here. Accordingly, it is hardly possible to agree with the interpretation of the socio-psychological approach to personality as a simple imposition of “a biosomatic and social program on top of each other” [Ibid.].

It is possible to approach the definition of the specifics of the socio-psychological approach descriptively, i.e. based on the practice of research, simply list the tasks to be solved, and this path will be fully justified. So, in particular, among the tasks are called: the determination of the mental make-up of the personality; social motivation of the behavior and activities of the individual in various socio-historical and socio-psychological conditions; class, national, professional personality traits; patterns of formation and manifestation of social activity, ways and means of increasing this activity; problems of internal inconsistency of the personality and ways to overcome it; self-education of the individual, etc. [Shorokhova, 1975, p. 66]. Each of these tasks in itself seems to be very important, but it is not possible to catch a certain principle in the proposed list, just as it is not possible to answer the question: what is the specificity of the study of personality in social psychology?

Does not solve the issue and the appeal to the fact that in social psychology the personality should be investigated in communication with other personalities, although such an argument is also sometimes put forward. It must be rejected because, in principle and in general psychology, there is a large layer of research into personality in communication. In modern general psychology, the idea is rather persistently held that communication has the right to exist as a problem precisely within the framework of general psychology.

It is possible to formulate an answer to the question posed, based on the accepted definition of the subject of social psychology, as well as on the understanding of the personality proposed by A. N. Leontiev. Social psychology does not specifically investigate the question of the social conditioning of the personality, not because this question is not important for it, but because it is solved by the whole of psychological science and, first of all, by general psychology. Social psychology, using the definition of personality given by general psychology, finds out how, i.e. First of all, in which specific groups, the personality, on the one hand, assimilates social influences (through which of the systems of its activity), and on the other― how, in what specific groups it realizes its social essence (through what specific types of joint activities).

The difference between this approach and sociological lies not in the fact that for social psychology it is not important how socio-typical traits are presented in a person, but in the fact that it reveals how these social-typical traits were formed, why in some conditions they manifested themselves in full, and in others arose some other despite the individual's belonging to a particular social group. For this, to a greater extent than in sociological analysis, the emphasis is on microenvironment personality formation, although this does not mean a rejection of research and the macroenvironment of its formation. To a greater extent than in the sociological approach, such regulators of the behavior and activity of the individual as the entire system of interpersonal relations and their emotional regulation are taken into account here.

From general psychological approach, this approach differs not in that the whole complex of questions of the social determination of personality is studied here, but in general psychology it is not. The difference lies in the fact that social psychology considers the behavior and activities of a "socially determined personality" in specific real social groups, individual contribution each individual in the activities of the group, causes, on which the value of this contribution to the overall activity depends. More precisely, two series of such causes are studied: those rooted in the nature and level of development of those groups in which the individual acts, and those rooted in the individual himself, for example, in the conditions of his socialization.

We can say that for social psychology, the main guideline in the study of personality is the relationship of the individual with the group (not just personality in the group namely, the result obtained from relationship of an individual with a particular group). On the basis of such differences in the socio-psychological approach from the sociological and general psychological approach, it is possible to isolate the problems of personality in social psychology.

The most important thing is to identify those patterns that govern the behavior and activities of an individual included in a particular social group. But such a problematic is unthinkable as a separate, "independent" block of research undertaken outside the group's research. Therefore, in order to realize this task, one must essentially return to all those problems that were solved for the group, i.e. "repeat" the problems discussed above, but look at them from the other side - not from the side of the group, but from the side of the individual. Then it will be, for example, the problem of leadership, but with the shade that is associated with the personal characteristics of leadership as a group phenomenon; or the problem of attraction, considered now from the point of view of the characteristics of certain features of the emotional sphere of the personality, which manifest themselves in a special way when perceived by another person. In short, a specifically socio-psychological consideration of the problems of the personality of races is the other side of the consideration of the problems of the group.

But at the same time, there are still a number of special problems that are less affected by the analysis of groups and which are also included in concept"social psychology of personality". In order to discover that through through which groups the influence of society on the individual is carried out, it is important to study a specific life path personality, those cells of the micro- and macroenvironment through which it passes [Psychology of a developing personality, 1987]. In the traditional language of social psychology, this is the problem socialization. Despite the possibility of distinguishing sociological and general psychological aspects in this problem, this is a specific problem of the social psychology of the individual.

On the other hand, it is important to analyze what is the result obtained not in the course of passive assimilation social impacts, but during active development its entire system of social ties. How a person acts in conditions of active communication with others in those real situations and groups where his life activity takes place, this problem in the traditional language of social psychology can be designated as a problem social setting. This direction of analysis also quite logically fits into the general scheme of ideas of social psychology about the relationship between the individual and the group. Although both sociological and general psychological facets are often seen in this problem, it, as a problem, falls within the competence of social psychology.

The result of the study of personality problems in social psychology should be considered the integration of the personality in the group: the identification of those personality traits that are formed and manifested in the group, the feeling of group belonging that arises on the basis of the reflection of these qualities. In the language of traditional social psychology, this problem is called the problem social identity personality. As in the first two cases, despite the presence of sociological and general psychological aspects in the problematic, in its entirety, this is a problem social psychology.

We can agree with the idea that “the social psychology of personality still appears as a rather unstructured area of ​​socio-psychological research, and therefore difficult for any systematic presentation of it” [Belinskaya, Tikhomandritskaya, 2001. P. 24], but nevertheless the less suggested three aspects of the problems may outline its subject matter.

Literature

Ananiev B. G. Problems of modern human knowledge. M., 1976. Asmolov A. G. Personality as a subject of psychological research. M., 1988.

Belinskaya E. P., Tikhomandritskaya O. A. Social psychology of personality. M., 2001.

Kon I. S. Sociology of personality. M., 1967.

Leontiev A.N. Activity. Consciousness. Personality. M., 1975.

Parygin B. D. Fundamentals of socio-psychological theory. M., 1971.

Platonov K. K. Socio-psychological aspect of the problem of personality in the history of Soviet psychology // Social psychology of personality. M., 1979.

Smelzer N. Sociology / Per. from English. M., 1994.

Shorokhova E. V. Socio-psychological understanding of personality // Methodological problems of social psychology. M., 1975.

Yadov V. A. Personality and mass communications. Tartu, 1969.

Chapter 16

Socialization

The concept of socialization. The term "socialization", despite its wide prevalence, does not have an unambiguous interpretation among various representatives of psychological science [Kon, 1988. p. 133]. In the system of domestic psychology, two more terms are used, which are sometimes proposed to be considered as synonyms for the word "socialization": "personal development" and "education". Without giving yet an exact definition of the concept of socialization, let's say that the intuitively guessed content of this concept is that it is the process of "entry of the individual into the social environment", "assimilation of social influences", "introducing him to the system of social ties", etc. . The process of socialization is the totality of all social processes, thanks to which the individual learns a certain system of norms and values ​​that allow him to function as a member of society [Bronfenbrenner, 1976].

One of the objections is usually built on the basis of such an understanding and consists in the following. If there is no personality outside the system of social ties, if it is initially socially determined, then what is the point of talking about its entry into the system of social ties? The possibility of exact dilution of the concept of socialization with other concepts widely used in domestic psychological and pedagogical literature is also doubtful. ("personal development" and "upbringing"). This objection is very important and deserves to be discussed. specially.

The idea of ​​personality development is one of the key ideas of domestic psychology [Development Psychology, 2001]. Moreover, the recognition of the individual as the subject of social activity attaches particular importance to the idea of ​​personality development: the child, developing, becomes such a subject, i.e. the process of its development is inconceivable outside of its social development, and therefore outside of its assimilation of a system of social ties and relations, outside of inclusion in them. In terms of the scope of the concept of “personal development” and “socialization”, in this case, it seems to coincide, and the emphasis on the activity of the individual seems to be much more clearly represented precisely in the idea of ​​development, and not socialization: here it is somehow muted, since it is in the center of attention - social environment and emphasizes the direction of its impact on the individual.

At the same time, if we understand the process of personality development in its active interaction with the social environment, then each of the elements of this interaction has the right to be considered without fear that the predominant attention to one of the sides of the interaction must necessarily turn into its absolutization, underestimation of the other component. A truly scientific consideration of the issue of socialization in no way removes the problem of personality development, but, on the contrary, suggests that a person is understood as a becoming active social subject.

Some more difficult the question of the relationship between the concepts of "socialization" and "education" [Rean, Kolominsky, 1999. p. 33]. As you know, the term "education" is used in our literature in two meanings - in the narrow and broad sense of the word. In the narrow sense of the word, the term "education" means the process of purposeful influence on a person by the subject of the educational process in order to transfer, instill in him a certain system of ideas, concepts, norms, etc. The emphasis here is on purposefulness, regularity of the process of influence. The subject of influence is understood as a special institution, a person appointed to achieve the named goal. In the broad sense of the word, education is understood as the impact on a person of the entire system of social relations in order to assimilate social experience, etc. In this case, the whole society can act as the subject of the educational process, and, as is often said in everyday speech, "entire life". If we use the term "education" in the narrow sense of the word, then socialization differs in its meaning from the process described by the term "education". If this concept is used in the broad sense of the word, then the difference is eliminated.

Having made this clarification, we can define the essence of socialization as follows: socialization is a two-way process, which includes, on the one hand, the assimilation of social experience by the individual by entering the social environment, the system of social ties; on the other hand (often insufficiently emphasized in studies), the process of active reproduction by the individual of the system of social ties due to his vigorous activity, active inclusion in the social environment. It is these two aspects of the process of socialization that many authors pay attention to, accepting the idea of ​​socialization in the mainstream of social psychology, developing this problem as a full-fledged problem of socio-psychological knowledge.

The question is posed in such a way that a person is not just assimilates social experience, but transforms it into one's own values, attitudes, orientations. This moment of transformation of social experience fixes not just its passive Adoption, but presupposes the activity of the individual in the application of such transformed experience, i.e. in famous recoil, when its result is not just an addition to the already existing social experience, but its reproduction, i.e. moving it to the next level. This explains the continuity in the development of not only a person, but also society.

The first side of the process of socialization - the assimilation of social experience - is a characteristic of what how the environment affects a person; its second side characterizes the moment human impact on the environment through activities. The activity of the position of the individual is assumed here because any impact on the system of social ties and relations requires the adoption of a certain decision and, therefore, includes the processes of transformation, mobilization of the subject, construction of a certain strategy of activity. Thus, the process of socialization in this sense does not in any way oppose the process of personality development, but simply allows us to identify different angles of view on the problem. If for developmental psychology the most interesting view of this problem is “from the side of the individual”, then for social psychology it is “from the side of the interaction of the individual and the environment”.

If we proceed from the thesis accepted in general psychology that one is not born a person, one becomes a person, then it is clear that socialization in its content is a process of becoming a person, which begins from the first minutes of a person’s life. There are three areas in which this formation of personality is carried out first of all: activity, communication, self-consciousness. Each of these areas should be considered separately. General characteristic all these three spheres is the process of expansion, multiplication of the individual's social ties with the outside world.

11 Another principle of revealing the content of socialization is also possible, for example, considering it as enculturation(transmission of culturally assigned values), internalization(learning patterns of behavior), adaptation(ensuring regulatory functioning), constructing reality(building a strategy of "co-owning behavior") [Belinskaya, Tikhomandritskaya, 2001, pp. 33–42].

Concerning activities, then throughout the entire process of socialization, the individual deals with the expansion of the “catalog” of activities [Leontiev, 1975. P. 188], i.e. the development of more and more new activities. At the same time, three more extremely important processes take place. First, this orientation in the system of connections present in each type of activity and between its various types. It is carried out through personal meanings, i.e. means identifying for each individual especially significant aspects of activity, and not just understanding them, but also their development. One could call the product of this orientation a personal choice of activity. As a consequence of this, a second process arises: centering around the main, chosen, focusing on it and subordinating all other activities to it. Finally, the third process is the development by the personality in the course of the implementation of activities new roles and understanding their significance. If we briefly express the essence of these transformations, then we can say that we have before us the process of expanding the capabilities of the individual precisely as subject of activity.

This general theoretical outline allows us to approach the experimental study of the problem. Experimental studies are, as a rule, borderline in nature between social and developmental psychology, they study for different age groups the question of what is the mechanism of personality orientation in the system of activities, what motivates the choice that serves as the basis for centering activity. Particularly important in such studies is the consideration of the processes goal setting. Unfortunately, this issue does not yet find much development in its socio-psychological aspects, although the orientation of the individual, not only in the system of direct connections given to him, but also in the system of personal meanings, apparently, cannot be described outside the context of those social “units”. ”, in which human activity is organized, i.e. social groups.

The second area is communication - is considered in the context of socialization also from the side of its expansion and deepening, which goes without saying, since communication is inextricably linked with activity. Extension communication can be understood as the multiplication of a person's contacts with other people, the specifics of these contacts at each age limit. As for grooves communication is, first of all, the transition from monologue to dialogic communication, de-centration, i.e. the ability to focus on a partner, a more accurate perception of him. The task of experimental research is to show, firstly, how and under what circumstances the multiplication of communication links is carried out and, secondly, what a person receives from this process. Studies of this plan bear the features of interdisciplinary research, since they are equally significant for both developmental and social psychology. From this point of view, some stages of ontogeny have been studied in particular detail: preschool and teenage years. As for some other stages of human life, the small number of studies in this area is explained by the debatable nature of another problem of socialization - the problem of its stages.

Finally, the third area of ​​socialization is the development self-awareness personality. In the most general form, we can say that the process of socialization means the formation of the image of his “I” in a person: the separation of the “I” from activity, the interpretation of the “I”, the correspondence of this interpretation with the interpretations that other people give to the personality [Kon, 1978. P. nine]. In experimental studies, including longitudinal studies, it has been established that the image of the “I” does not arise in a person immediately, but develops throughout his life under the influence of numerous social influences. From the point of view of social psychology, it is especially interesting here to find out how the inclusion of a person in various social groups sets this process. Does the fact that the number of groups can vary greatly, and therefore the number of social “influences” also vary, play a role? Or is such a variable as the number of groups irrelevant at all, and the main factor is the quality of the groups (in terms of the content of their activities, their level of development)? How does the level of development of his self-consciousness affect a person's behavior and activities (including in groups) - these are the questions that must be answered in the study of the process of socialization.

Unfortunately, it is in this area of ​​analysis that there are especially many conflicting positions. This is due to the presence of those numerous and varied understandings of personality, which have already been mentioned. First of all, the very definition of "I-image" depends on the concept of personality, which is accepted by the author. There are several different approaches to the structure of the "I". The most common scheme includes three components in the "I": cognitive (knowledge of oneself), emotional (self-assessment), behavioral (attitude towards oneself). Self-awareness is a complex psychological process that includes: self-determination(search for a position in life), self-realization(activity in different areas), self-affirmation(achievement, satisfaction), self-esteem. There are other approaches to what is the structure of human self-consciousness [Stolin, 1984]. The most important fact that is emphasized in the study of self-consciousness is that it cannot be presented as a simple list of characteristics, but as an understanding of oneself as a certain personality. integrity, in defining one's own identity. Only within this integrity can we speak of the presence of some of its structural elements.

Another property of self-consciousness is that its development in the course of socialization is a controlled process, determined by the constant acquisition of social experience in the context of expanding the range of activities and communication. Although self-consciousness is one of the most profound, intimate characteristics of the human personality, its development is unthinkable outside of activity: only in it is a certain “correction” of the idea of ​​oneself constantly carried out in comparison with the idea that is emerging in the eyes of others. “Self-consciousness, not based on real activity, excluding it as “external”, inevitably comes to a dead end, becomes an “empty” concept” [Kon, 1967. p. 78].

That is why the process of socialization can only be understood as a unity of changes in all three designated areas. They, taken as a whole, create for the individual an "expanding reality" in which he acts, learns and communicates, thereby mastering not only the nearest microenvironment, but the entire system of social relations. Along with this development, the individual brings his experience, his creative approach into it; therefore, there is no other form of assimilation of reality other than its active transformation. This general fundamental position means the need to identify the specific "alloy" that occurs at each stage of socialization between the two sides of this process: the assimilation of social experience and its reproduction. This problem can be solved only by defining the stages of the socialization process, as well as the institutions within which this process is carried out.

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 United States (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 education 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 The first school of social work in Latin America was opened in Chile, thanks to the active work of the outstanding pioneer of social work, 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.

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