CHAPTER 9 The Need for Human Relations "At last I have met a brotherly soul," Cain said to Abel. Ya. Vasilkovsky Man differs from animals in that he is a social being. A person grows and develops within the framework of social, cultural and historical

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Introduction

Chapter I. Concepts and Theories of Interpersonal Needs Analysis

1.1 Basic interpersonal needs

1.1.1 Need for inclusion

1.1.2 The need for control

1.2 Typology of interpersonal behavior

1.3 Theories of needs (views of various authors on the structure of needs)

1.4 Intensification and acquisition of needs

2.1 Need as a subject of need satisfaction

2.2 Understanding need as the absence of good

2.3 Need as necessity

2.4 Classification of needs

Conclusion

Applications

Introduction

Each person realizes his social essence in interpersonal relationships. Interacting with others, people seek to satisfy various needs, depending on many factors; biological, personal, situational, etc. Our research focuses on elucidating personal characteristics associated with the motivational aspects of interpersonal relationships. Particular attention, we believe, should be paid in this case to tolerance for uncertainty, since it is the attitude towards uncertainty that has recently begun to be realized as one of the fundamental characteristics of a person. Psychologists, philosophers, sociologists and other scientists note that the attitude towards uncertainty underlies the interaction of a person with the outside world and - thereby - with other people (Frenkel-brunswik E., 1949; Badner S., 1962; Norton R., 1975 ; Kahneman D., 1982; Lukovitskaya E.G., 1998). The purpose of our study is to find out whether there is a relationship between interpersonal needs and psychological determinants and whether there are gender differences in these relationships. Therefore, we suggested that there should be a relationship between tolerance for uncertainty and needs realized in interpersonal relationships.

To achieve this goal it is necessary:

1. Conduct an analysis of existing research methods.

2. Based on the analysis, choose the methods that are most suitable for our study and test the subjects.

3. Based on the test results, conduct an analysis using the Statistics program.

4. Analyze the results obtained and test the above hypothesis.

The sample is a group of 28 people aged 18 to 22, including 14 men and 14 women.

Chapter I. Concepts and theories of interpersonal needs analysis

1. 1 Basic interpersonal needs

The theoretical basis of the work is the concept of W. Schutz, according to which there are three interpersonal needs and those areas of behavior that relate to these needs, sufficient to predict and explain interpersonal phenomena. Schutz (1958) pointed out the close relationship between biological and interpersonal needs:

1. Biological needs arise as a reflection of the need to create and maintain a satisfactory balance between the organism and the physical environment. Therefore, both biological and social needs are a requirement for an optimal exchange between the environment, either physical or social, and the organism.

2. Failure to meet biological needs leads to physical illness and death; mental illness, and sometimes death, can be the result of inadequate satisfaction of interpersonal needs.

3. Although the organism is able to adapt in a certain way to insufficient satisfaction of biological and social needs, this brings only temporary success.

If the child was frustrated with the satisfaction of interpersonal needs, then, as a result, characteristic ways of adaptation were formed in him. These ways, formed in childhood, continue to exist in adulthood, determining on the whole the typical way of orienting an individual in a social environment.

1.1.1 Need for inclusion

It is the need to create and maintain satisfying relationships. relations with other people, on the basis of which interaction and cooperation arise.

Satisfactory relationships mean for the individual psychologically acceptable interactions with people that flow in two directions:

1. From an individual to other people - ranges from "establishes contact with all people" up to "does not establish contact with anyone";

2. From other people to the individual - range from "always contacted" to "never contacted".

At the emotional level, the need for inclusion is defined as the need to create and maintain a sense of mutual interest. This feeling includes:

1. Interest of the subject to other people;

2. The interest of other people in the subject.

From the point of view of self-esteem, the need for inclusion is manifested in the desire to feel a valuable and significant person. Behavior corresponding to the need for inclusion is aimed at establishing connections between people, which can be described in terms of exclusion or inclusion, belonging, cooperation. The need to be included is interpreted as a desire to please, attract attention, interest. A class bully who throws erasers does so because of a lack of attention. Even if this attention to him is negative, he is partially satisfied, because. Finally, someone paid attention to him.

To be a person who is not like others, i.e. to be an individual is another aspect of the need for inclusion. Most of the aspirations are aimed at being noticed, i.e. attract attention. This is what a person strives for in order to be different from other people. He must be an individual. The main thing in this selection from the mass of others is that you need to achieve understanding. A person considers himself understood when someone is interested in him, sees the features inherent only to him. However, this does not mean that he should be honored and loved.

A problem that often arises at the beginning of an interpersonal relationship is the decision whether to be involved in the relationship or not. Usually, when initially establishing a relationship, people try to introduce themselves to each other, often trying to find in themselves that trait that could interest others. Often a person is initially silent, because. he is not sure that other people are interested; it's all about inclusion.

Inclusion implies such concepts as relationships between people, attention, recognition, fame, approval, individuality and interest. It differs from affect in that it does not include strong emotional attachments to individuals; but from control by the fact that its essence is to occupy a prominent position, but never - dominance.

Characteristic modes of behavior in this area are formed, first of all, on the basis of children's experience. The parent-child relationship can be either positive (the child is in constant contact and interaction with the parents) or negative (the parents ignore the child and contact is minimal). In the latter case, the child experiences fear, a feeling that he is an insignificant person, feels a strong need to be accepted by the group. If the inclusion is inadequate, then he tries to suppress this fear either by eliminating and withdrawing, or by an intensive attempt to join other groups.

1.1.2 The need for control

This need is defined as the need to create and maintain satisfying relationships with people based on control and power.

Satisfactory relationships include psychologically acceptable relationships with people in two ways:

1. From the individual to other people ranging from "always controls the behavior of other people" to "never controls the behavior of others";

2. From other people to the individual - in the range from "always control" to "never control".

On an emotional level, this need is defined as the desire to create and maintain a sense of mutual respect based on competence and responsibility. This feeling includes:

1. Sufficient respect towards others;

2. Getting enough respect from other people.

At the level of self-understanding, this need is manifested in the need to feel like a competent and responsible person.

Behavior driven by the need for control relates to people's decision-making process and also touches on areas of power, influence and authority. The need for control ranges on a continuum from the desire for power, authority and control over others (and, moreover, over one's future) to the need to be controlled, i.e. be relieved of responsibility. There are no hard links between dominating behavior and submissive behavior in the same person. Two people who dominate others may differ in how they let others control them. For example, an overbearing sergeant may obey his lieutenant's orders with gusto, while a bully may constantly contradict his parents. Behavior in this area, in addition to direct forms, also has indirect ones, especially among educated and polite people.

The difference between control behavior and inclusion behavior is that it does not imply notoriety. "Power Beyond the Throne" is a perfect example of the high level of need for control and the low level of inclusion. "The Wit" is a prime example of a great need for inclusion and a small need for control. Control behavior differs from affect behavior in that it deals more with power relationships than with emotional closeness.

There can be two extremes in the parent-child relationship: from highly limited; regulated behavior (the parent completely controls the child and makes all decisions for him) to complete freedom (the parent allows the child to decide everything on his own). In both cases, the child feels fear that he will not be able to cope with the situation at a critical moment. An ideal relationship between parent and child reduces this fear, however, too much or too little control leads to the formation of defensive behavior. The child seeks to overcome fear either by dominating others and obeying the rules, or rejects the control of other people or their control over himself.

1.1.3 Interpersonal need for affect

It is defined as the need to create and keep satisfaction. creative relationships with other people, based on love and emotional relationships. The need of this type concerns, first of all, paired relationships.

Satisfactory relationships always include psychologically acceptable relationships of the individual with other people in two ways:

1. From the individual to other people, ranging from "establish a close personal relationship with everyone" to "do not form a close personal relationship with anyone";

2. From other people to an individual - ranging from "always form a close personal relationship with an individual" to "never form a close personal relationship with an individual."

At the emotional level, this need is defined as the desire to create and maintain a sense of mutual warm emotional relationship. It includes:

1. The ability to love other people sufficiently;

2. Understanding that a person is loved enough by other people.

The need for affect at the level of self-understanding is defined as the need for an individual to feel that he is worthy of love. It usually concerns a close personal emotional relationship between two people. An emotional relationship is a relationship that can exist, as a rule, between two people, while relations in the field of inclusion and control can exist both in a couple and between an individual and a group of people. The need for affect leads to behavior whose goal is emotional rapprochement with a partner or partners.

Behavior corresponding to the need for emotional connections in groups indicates the establishment of friendly relations and differentiation between group members. If there is no such need, then the individual, as a rule, avoids close communication. A common method for avoiding close association with any one person is to be friendly with all members of the group.

In childhood, if a child is brought up inadequately emotionally, then a feeling of fear may form in him, which he can subsequently try to overcome in various ways: either closing in on himself, i.e. avoidance of close emotional contacts, or an attempt to behave outwardly friendly.

In relation to interpersonal interactions, inclusion is considered, first of all, the formation of an attitude, while control and affection concern relationships that have already been formed. Among existing relationships, control concerns those people who give orders and decide things for someone, and affection concerns whether the relationship becomes emotionally close or distant.

In short, inclusion can be characterized by the words "inside-outside", control - "up-down", and affection - "near-far". Further differentiation can be made at the level of the number of people included in the relationship. Affection is always a relationship in a couple, inclusion is usually an attitude of an individual to many people, while control can be both an attitude to a couple and an attitude to many people.

The preceding formulations confirm the interpersonal nature of these needs. For the normal functioning of the individual, it is necessary that there is a balance in the three areas of interpersonal needs between him and the people around him.

1.2 Typology of interpersonal behavior

Parent-child relationships within each area of ​​interpersonal needs may be optimal or less than satisfactory. Schutz describes three types of normal interpersonal behavior within each area that correspond to different levels of need satisfaction. Pathological behavior is also described for each area.

Types of interpersonal behavior as adaptive mechanisms arose, as Schutz argues, in a certain way: too much inclusion leads to socially excessive, and too little to socially deficient behavior; too much control - to the autocratic, too little - to the abdiccratic; too much affection leads to sensuous excess; and too weak - to sensually deficient behavior. Later, Schutz came to the conclusion that too much or, conversely, insufficient satisfaction of a need can turn into any type of behavior.

For each of the areas of interpersonal behavior, Schutz describes the following types of behavior:

1. Deficient - assuming that the person does not directly try to satisfy his needs;

2. Excessive - the individual tirelessly tries to satisfy his
needs;

3. Ideal - needs are adequately met;

4. Pathology.

The diagnostics of these needs was carried out with the help of the OMO Interpersonal Relationship Questionnaire. adapted by A.A. Rukavishnikov.

W. Schutz defines compatibility as a characteristic of the relationship between two or more persons, between an individual and a role, or between an individual and a work situation, resulting in mutual satisfaction of individual or interpersonal needs and their harmonious coexistence.

1 . 3 Theories of needs (views of various authors on the structure of b news)

The basis of the theory of needs is the idea that the energy charge, direction and stability of behavior is determined by the existence of needs. We are born with a limited set of needs that can be changed through learning.

1.3.1 Murray's theory of needs

Henry Murray suggested that people can be characterized using a limited set of needs. He explained individual differences through differences in the strength of needs in individual people, opposing the notion that the causes of individual differences are associated with learning. Murray's list of basic human needs.

1. Humiliation - submission. Seeking and receiving pleasure from insults, insults, accusations, criticism, punishments. Self-deprecation. Masochism.

2. Achievement - overcoming obstacles and achieving high standards. Competition and superiority over others. Effort and victory.

3. Affiliation (affect) - the formation of close and friendly relations. Making contact, communicating, living next to other people. Cooperation and establishment of social contacts.

4. Aggression - an attack or insult to another person. Fight. Power confrontation. Humiliating, harming, blaming or belittling another person. Revenge for wrongs done.

5. Autonomy - resistance to attempts to influence or force something. Challenge to conventions. Independence and freedom of action according to impulses.

6. Opposition - the desire to win or resume efforts in case of failure. Overcoming weaknesses. Preservation of honor, pride and self-respect.

7. Protection - protecting oneself from accusations, criticism, humiliation. Willingness to provide explanations and apologies. Test resistance.

8. Respect - admiration and willingness to follow the best, the other person close to you. Cooperation with the leader. Appreciation, honor or praise

9. Domination (control) - influence on others and control over them. The use of persuasion, prohibitions, prescriptions, orders. Restriction of others. Organization of group behavior.

10. Presentation - drawing attention to yourself. The desire to impress, motivate, amuse, amaze, surprise, intrigue, shock, or horrify others.

11. Avoidance of harm - avoidance of pain, physical injury, illness and death. Avoiding a dangerous situation, taking precautions.

12. Avoidance "moral" - avoidance of failure, shame, humiliation, ridicule. Refusal to act out of fear of failure.

13. Caring - caring for, helping or protecting another. Expression of sympathy. Child care. Feeding, help, support, creation of comfortable conditions, care, treatment.

14. Order - to put in order, organize, put things away. Be clean and tidy. Be scrupulously accurate.

15. Game - relaxation, recreation, entertainment, pleasant pastime. Fun, games. Laughter, jokes, joy. Entertainment for the sake of entertainment.

16. Rejection - bullying, ignoring or rejecting another person. Indifference and indifference. Discrimination against other people.

17. Sensitivity - seeking impressions and enjoying them.

18. Sex - Formation and further development of love relationships. Having sex.

19. Getting support - seeking help, protection, sympathy. Requests for help. Pray for mercy. The desire to be close to a loving, caring parent. Seeking dependency, getting support.

20. Understanding - analysis of experience, abstraction, distinction between concepts, definition of relationships, synthesis of ideas.

Above is a list of psychological needs. In some points, this list intersects with the needs of Schutz's theory. For example, the need for affiliation i.e. in affect, the need for dominance, i.e. in control of others and the need for support.

David McClelland worked on the rationale for the need for achievement, as well as the need for affiliation and the need for power. He was able to prove that the need for achievement largely determines our behavior.

1.3.2 Maslow's hierarchy of needs

Abraham Maslow argued that basic physiological needs correlate with some kind of deficiency, while higher-order needs correlate with personal growth. This assumption fits well with the distinction between achievement motivation (achievement oriented) and avoidance motivation (avoidance oriented). According to Maslow, needs can be grouped into separate categories arranged in a hierarchical order, with basic or primary needs at the base of this hierarchy. Only after the needs of the lowest basic level have been satisfied can a transition to the next set of needs be made.

1. The lowest level. Physiological needs: hunger, thirst, etc.

2. Needs for security: the desire to feel safe, to feel protected, out of danger.

3. Need for belonging and love: the desire to establish close relationships with other people, to be accepted, to belong.

4. The need for respect: the desire for achievement, competence, approval and recognition.

5. Cognitive needs: the desire to know, understand, explore.

6. Aesthetic needs: the desire for symmetry, order, beauty.

7. Top level. Needs for self-actualization: the desire for self-realization, the realization of one's potential.

1 . 4 Intensification and Acquisition of Needs

Previously, many psychologists believed that people are born with a certain set of basic needs, these needs can be intensified through the use of a reward system. They believed that the needs we are born with are some kind of propensity to act, a reward system can reinforce such propensities and turn them into stable and stable needs. Thus, the comparison of two concepts - the concept of needs and the concept of the reward system - contributed to the acceptance of the idea that the environment is a factor that has a strong enough influence on the formation of human motivation. This idea was readily shared by psychologists who believed that learning plays an important role in the development of needs.

Some psychologists have suggested the existence of needs that are almost entirely due to environmental influences. The work of David McClelland (McClelland, 1985), devoted to the study of the achievement motive, was built on the basis of this assumption. Among other things, he argued that children who receive rewards for their achievements grow up with a highly developed achievement motive. In his research, McClelland was able to show that there are parenting styles that, compared to others, increase the likelihood of developing a strong need for achievement; these data are fully consistent with the idea that rewards play an important role in the process of formation and intensification of needs.

Chapter II. Different views on the concept of "needs" and the classification of needs

2 .1 Need as a subject of need satisfaction

It is common to look at a need as a reflection in the mind of a person of an object that can satisfy (eliminate) a need. V. G. Lezhnev (1939) wrote that if a need does not imply the existence of something that can satisfy it, then there is simply no need itself as a psychological reality. Many need is considered not only the image of the object, but the object itself. With this interpretation, the need, as it were, is taken out of the subject. This point of view reflects the everyday, everyday understanding of the need. For example, when a person says "I want bread." The view of need as an object leads some psychologists to the fact that it is objects that they consider as a means of developing needs. This indicates that the development of the human need sphere is not carried out according to the principle of “stimulus-reaction” (object-need) due to the presentation of new objects to him. This does not lead to the desire to have them precisely because a person does not have a need corresponding to these objects. Why is an object identified with a need in everyday consciousness and even in the consciousness of psychologists? The fact is that with the acquisition of life experience, a person begins to understand how, with the help of what, the need that has arisen can be satisfied. Prior to its first satisfaction, the need, as A. N. Leontiev (1971) noted, still “does not know” its subject, it still has to be found, and, we add, it still needs to be remembered. Therefore, the needs of babies are initially not related to objects. They express the presence of a need by general anxiety, crying. Over time, children will recognize those items that help get rid of discomfort or enjoy. Gradually, a conditioned reflex connection is formed and consolidated between the need and the object of its satisfaction, its image (both primary and secondary representation). Original need-target complexes “objectified needs” are formed, according to A. N. Leontiev, in which the need is specific, and the goal is often abstract (you need food, liquid, etc.). Therefore, in many stereotyped situations, after the appearance of a need and its awareness in a person, images of objects that previously satisfied this need, and at the same time the actions necessary for this, immediately emerge, according to the mechanism of association. The child does not say that he has a feeling of hunger, thirst, but says: "I want to eat."

Thus, in the minds of a child, and then an adult, objects become the equivalent of needs, just as xylitol replaces sugar for diabetics, without being such. However, in a number of cases, even in adults, there may be no associative connection between a need and the object of its satisfaction. This happens, for example, when a person finds himself in an uncertain situation or feels that he is missing something, but does not understand what it is, or incorrectly represents the subject of need. The objects of its satisfaction cannot be the essence of a need. For sociologists, needs act as values, and it is typical that many do not identify values ​​and needs.

2 . 2 Understanding need as the absence of good

V. S. Magun believes that the economic tradition, which combines intermediate and final needs (goods) within the framework of a common series, is more constructive than the psychological one. But this does not mean that the need does not belong to the psychological field. The "economic" approach, according to V. S. Magun, will allow understanding the mechanisms of interaction of an individual's own needs with the needs of other people and social systems. V. S. Magun based his approach on the concepts of preservation and development (improvement) of the subject, which are perceived by scientific and everyday consciousness as manifestations of human well-being. V. S. Magun denotes the states and processes of the subject and its external environment, which are the causes (it would be more correct to say factors, conditions) of the preservation and development of this subject. V. S. Magun, following the economists, introduces the concept of orders. At the same time, under the good of the first order, he understands, for example, the state of satiety, under the good of the second order - bread, then - grain, a mill on which grain is grown, and so on ad infinitum. The author takes the state of the absence of a good as a need. Being in such a state, the subject, as it were, requires the restoration of its broken integrity (preservation), or development, or the appearance of conditions that ensure these results. V. S. Magun calls the missing good an object of need. Thus, the need for good X is the state of the absence of good X, and the presence of good X means the absence of need for it.

This seemingly logical chain of reasoning suffers from many flaws. On the other hand, the appearance of certain needs can itself be regarded as a blessing (in the general human, not economic sense), for example, the emergence of the need to live after an acute depression.

Seeing the reasons for the change in the state of the subject (the appearance of a need) outside the person, he introduces the term "external need", although he understands that this sounds unusual. He also highlights potential needs, which are understood as everything, due to the lack of which the processes of preservation and development of the individual can be disrupted. Here he again comes into conflict with himself, since the good itself becomes a need, and not its absence and the state of the subject associated with it. In addition, reasoning like: if I don’t have it, then I have a need for it, are far from reality.

V.S. Magun concludes that satisfaction affects the need in two ways as satisfaction grows, the need for the corresponding good can either weaken or increase. The opposite situation is questionable: the more satisfaction a person has, the stronger his need for the corresponding good will be. If you do not introduce a clarification that we are talking about a known need that has become a value for a person, and not about a real need experienced at the moment, then it is difficult to agree with V. S. Magun.

Between satisfaction (as an attitude) and the significance of a particular value, positive relationships (correlations) are revealed. The more satisfaction a given person develops from a particular factor, the more valuable this factor becomes for him. But this is not directly related to the really experienced need, which V.S. is trying to prove. Magun. His idea that the stronger the satisfaction with some factor, the more pronounced a person's actual need for it, could be realized when considering the experience of a need as an anticipation of something.

2 . 3 Need as necessity

B.F. Lomov (1984) defines need as an objective necessity. A need can reflect not only an external objective necessity, but also an internal, subjective one. The need for something (its awareness) can be one of the stimuli of human activity, not being a need in the proper sense of the word, but reflecting either an obligation, a sense of duty, or a preventive expediency, or a need. But not only useful is a necessity and need. Necessity can also reflect the dependence of the organism and personality on specific conditions of existence, on environmental factors that are essential for their own preservation and development. Some authors understand the need in this way, as dependence on something. Leontiev determined that there is a need and a demand from oneself for a certain productive activity (creation); the organism and personality are active not only because they need to consume something, but also because they need to produce something. B. I. Dodonov refers to “theoretical” needs beliefs, ideals, interests; everything that influences the motivational process acts as a need for him. From the point of view of D.A. Leontiev's need is an objective relationship between an object and the world.

M. S. Kagan et al. (1976) write that a need is a reflection of an objective relationship between what a subject needs for optimal functioning and the extent to which he actually possesses it; it is a reflection of the relation between the necessary and the present.

V.L. Ossovsky (1985) notes that the relationship between the subject of need and the surrounding world can be genetically programmed (in the form of a programmed life activity carried out through reflexes, instincts) or can be acquired in the process of ontogenetic development of a person.

V. P. Tugarinov (1969) defines needs as objects (phenomena, their properties) that people need (necessary, pleasant) as a means of satisfying needs and interests.

The stated position of philosophers and sociologists refers to the requirements of a person to the world around him not as needs, but as a needful relationship of a person with this world.

2.4 Classification of needs

Since social needs play a leading role in our study, according to W. Schutz's classification of needs and the views on understanding needs below are closely related to W. Schutz's ideas about needs. In this regard, we can recognize the concept of W. Schutz as universal.

There are various classifications of human needs, which are divided both according to the dependence of the organism (or personality) on some objects, according to the needs that it experiences. A. N. Leontiev in 1956, respectively, divided the needs into substantive and functional ones.

Needs are also divided into primary (basic, innate) and secondary (social, acquired). A. Pierron proposed to distinguish between several fundamental physiological and psychophysiological needs that provide the basis for any motivated behavior of animals and humans.

Behavioral, exploratory attention, novelty, communication and help seeking, competitive drives, etc.

In domestic psychology, needs are most often divided into material (food, clothing, housing), spiritual (the need for knowledge of the environment and oneself, the need for creativity, aesthetic pleasures, etc.) and social (the need for communication, work , in social activities, in recognition by other people, etc.).

Spiritual and social needs reflect the social nature of man, his socialization. Even the need for food in humans has a socialized appearance: after all, a person does not eat raw food, like animals, but as a result of a complex process of its preparation.

PV Simonov (1987) believes that human needs can be divided into three groups: vital, social and ideal. In each of these groups, the needs of preservation and development are distinguished, and in the social group, there are also needs “for oneself” (realized by the subject as rights belonging to him) and “for others” (realized as “duties”).

AV Petrovsky (1986) divides needs: by origin - into natural and cultural, by subject (object) - into material and spiritual; natural needs can be material, and cultural - material and spiritual.

P. A. Rudik (1967) distinguishes social and personal needs, which is hardly correct: each need is personal. Another thing is what goals (public or personal) correspond to the satisfaction of a person's needs. But this will already characterize the motive, not the need.

In V. A. Krutetsky (1980), needs are divided into natural and spiritual, social needs.

W. McDougall (W. McDougall, 1923), based on the understanding of needs as instincts, singled out the following instinct-like motivational dispositions (ready-made ways of responding):

n food production; search and accumulation of food;

n disgust; rejection and avoidance of harmful substances;

n sexuality; courtship and marriage;

n fear; flight and hiding in response to traumatic, pain and suffering or threatening influences;

n curiosity; exploration of unfamiliar places and objects;

n patronage and parental care; feeding, protecting and sheltering the younger ones;

n communication; being in a society of equals, and in solitude - the search for such a society;

n self-affirmation: dominance, leadership, assertion or demonstration of oneself in front of others;

n submission; concession, obedience, exemplification, subordination to those who demonstrate superior strength;

n anger; indignation and forcible removal of any hindrance or obstacle preventing the free exercise of any other tendency;

n a call for help; actively seeking help when one's own efforts end in complete failure;

n creation; creation of shelters and tools;

n acquisition; acquiring, possessing and protecting anything that seems useful or attractive;

n laughter; ridiculing the shortcomings and failures of the people around us;

n comfort; elimination or avoidance of what causes discomfort (change of posture, location);

n rest and sleep; tendency to immobility, rest and sleep in a state of fatigue;

n vagrancy; travel in search of new experiences.

Among them, the needs for courtship coincide with the needs from the concept of W. Schutz in close, intimate relationships. The need for communication with the individual's need to belong to different groups. The need for dominance is related to the need to control and influence others. The need for obedience closely borders on the human need for others to control him.

G. Murray (N. Murrey, 1938) identifies the following psychogenic needs: aggression, affiliation, dominance, achievement, protection, play, avoidance of harm, avoidance of failure, avoidance of accusations, independence, rejection, comprehension, knowledge, help, patronage, understanding, order, drawing attention to oneself, recognition, acquisition, opposition, clarification (training), creation, preservation (thrift), respect, humiliation.

E. Fromm (1998) believes that a person has the following social needs: in human relationships (attributing oneself to a group, feeling "we", avoiding (loneliness); in self-affirmation (the need to verify one's own significance) in order to avoid feelings of inferiority , infringement, affection (warm feelings for a living being and the need for animals - otherwise apathy and aversion to life); in self-consciousness (consciousness of oneself as a unique individuality); in the orientation system and the object of worship (involvement in culture and ideology, partiality towards ideal objects In this classification, the need for human connection coincides with the need for inclusion, the need for self-esteem with the need for control, the need for attachment with the need for affect.

Only A. Maslow gave a coherent classification and system of needs, highlighting their groups: physiological needs, needs, security, social connections, self-esteem, self-actualization. He calls the needs of the lower levels the needs, and the higher ones the needs of growth. At the same time, he believes that these groups of needs are hierarchically dependent from the first to the last.

Chapter III. Conducting a study of the relationship between interpersonal needs and psychological characteristics and analyzing the results

Diagnosis of the need for inclusion, the need for control and the need for affect was carried out using the questionnaire of interpersonal relations OMO, adapted by A.A. Rukavishnikov. Personality traits were diagnosed using the FPI questionnaire (form B) adapted at St. Petersburg State University. Uncertainty tolerance was measured using the Badner Uncertainty Tolerance Scale, which consists of three subscales: novelty, complexity, and intractability. At the same time, uncertainty tolerance is understood as a tendency to perceive uncertain situations as desirable and, therefore, to strive for them.

The study involved 28 people aged 18 to 22 years, including 14 men and 14 women. I processed the results obtained using the Statistics program. In this case, the Spearman rank correlation coefficient was used, since it gives a more accurate result with a small sample size.

The results of the statistical analysis point to numerous significant relationships between uncertainty tolerance and interpersonal needs, but I have reviewed the most significant ones. In particular, the lower a person's tolerance for difficult situations, the higher his need to be included in a social group (r s = 0.47). Apparently, membership in a group is one of the mechanisms by which a person reduces the uncertainty of a situation. Established relationships, knowledge of the norms and rules of behavior in various situations allow a person to respond stereotypically to the outside world, and the stability of the environment acts as a guarantor of certainty (the correlation matrix is ​​given in Appendix 2).

The following relationship is interesting: the more a person is tolerant of uncertainty, the more expressed his desire to control and influence others, to take leadership and decision-making for himself and others (r s = -0.43). In our opinion, this fact indicates a close relationship between leadership and a person's ability to actively interact with uncertainty. As an additional guess, it can be noted that people who are intolerant of uncertainty may need guidance from a person who does not lose confidence and decision-making ability in such a situation (see Appendix 2).

It is impossible not to note the following: the lower a person's tolerance for uncertainty, the higher his need for intimate relationships (r s = 0.39). Perhaps a person who is intolerant of a situation of uncertainty strives for close, intimate relationships because he is comfortable in them, since he can predict the further development of events and thereby avoid uncertainty (see Appendix 2).

As for the relationship of interpersonal needs with other personal characteristics, we would like to note the following. The higher the person's need for control by others, the lower his irritability (r s = -0.66). Presumably, others are more willing to help calm and balanced people than irritable ones (the correlation matrix is ​​given in Appendix 1).

More sociable individuals experience a stronger desire to belong to different groups (r s = 0.49). This connection seems to us quite obvious, since it is in a group of people that it is most easy to satisfy the need for communication (see Appendix 1).

An individual who is inclined to control and influence others is more extroverted (r s = 0.47). It may be that extroverts facing the outside world feel the need to control others more than introverts in order to satisfy their social needs (see appendix 1).

In terms of gender differences, we found the following. In men, the need for control and guidance from others is greater than in women (p=0.018). This fact is contrary to generally accepted beliefs. It is quite possible that it can be explained by the fact that in modern society the differences between the sexes are gradually being erased, that is, women are becoming more masculine, and men are acquiring features that are traditionally considered feminine. The age characteristics of the sample, which could also affect the difference found, should not be discounted (see Appendix 4).

Women are less tolerant of intractable problems than men (p=0.039). Perhaps this is due to psychological differences between men and women (see Appendix 4). Evolutionary psychology studies show that the ideal man is smart, creative, and adaptable. All these characteristics are associated with a high tolerance for uncertainty. At the same time, I would like to note that - it is quite possible - the men who participated in the study do not have such characteristics, but only answer questions in such a way as to wishful thinking. In other words, in this case, the factor of social desirability can play a distorting role.

The higher the irritability, the lower the tolerance for intractable problems (r s =0.58). Perhaps because in insoluble problems, the individual's irritability increases (the correlation matrix is ​​given in Appendix 3).

Conclusion

To achieve the set goal of the work, the following was done:

· The following methods related to the topic of the work were considered: OMO interpersonal relations questionnaire, FPI questionnaire, form B, Badner uncertainty tolerance scale.

· A study was conducted using the above methods, most of the subjects are students of Novosibirsk State University, but this could not affect the results in any way, that is, the sample is quite representative.

· On the basis of the obtained results, a correlation analysis was carried out using the Statistics program, the results of the analysis - see appendices 1,2,3,4.

After doing all the necessary calculations, I got the following dependencies:

· The lower a person's tolerance for difficult situations, the higher his need to be included in a social group.

· The more a person is tolerant of uncertainty, the more expressed his desire to control and influence others, to take leadership and decision-making for himself and others.

The lower a person's tolerance for uncertainty, the higher his need for intimate relationships.

The higher a person's need for control by others, the lower his irritability

More sociable individuals have a stronger desire to belong to different groups

An individual who tends to control and influence others is more extroverted

In men, the need for control and guidance from others is greater than in women

Women are less tolerant of intractable problems than men

The analysis and interpretation of the data obtained allows us to say that personality traits are indeed associated with interpersonal needs. And a special role in their determination is played by a person's tolerance for uncertainty.

List of used literature

1. Rukavishnikov A.A. Questionnaire of interpersonal relations. - Yaroslavl, 1992.

2. Frenkin R. Motivation of behavior. - St. Petersburg: Peter, 2003.

3. Ilyin E. Motives and motivations. - St. Petersburg: Peter, 2006.

4. Budner, S. (1962). Intolerance of ambiguity as a personality variable. Journal of Personality, 30, 29-50.

5. Palmer J., Palmer L. Evolutionary psychology. Secrets of the behavior of Homo Sapiens. - St. Petersburg: prime - EUROZNAK, 2003.

6. The problem of psychological compatibility in modern social psychology O.I. Matyukhina, S.E. Poddubny // Modern problems of management psychology: Sat. scientific Tr. / RAN. Institute of Psychology, Tver. state un-t; Rep. Ed.: T.P. Emelyanova, A.L. Zhuravlev, G.V. Telyatnikov. - M., 2002.

7. Krichevsky R.L., Dubovskaya E.M. Psychology of a small group: theoretical and applied aspects. M.: Publishing House of Moscow State University, 1991.

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People who are members of different groups inevitably communicate with each other, which is quite natural, moreover, natural. The emerging interpersonal communication and interaction turn out to be a subject that is subject to the study of a science called social psychology.

Due to the specific features of a person, he must communicate within a social group, because otherwise, in the absence of proper contact between individual individuals, none of the human communities will have any opportunities for the implementation of joint activities.

Communication and interpersonal relationships

In connection with the need for individuals to carry out any collective activity, there is a need for communication, which is a procedure that contributes to the development of relations between individuals.

Literally every emerging interpersonal connection is accompanied by the desire to solve three key tasks:

• development of interpersonal relationships;
• expanding the base of mutual understanding of man by man;
• interpersonal assessment.

Interpersonal communication will always depend on a number of factors, in particular, on such personality characteristics as: gender and nationality, temperament and age, and finally, the state of health of the individual and the experience of communication he has accumulated. Over time, the perception of the surrounding world by each individual begins to be refracted through the prism of his lifestyle.

The higher the level of social intelligence of an individual, the more effective he is in his ability to determine the mental state, social and physical appearance of those around him with whom he has to maintain relationships.

Initially and above all, there is a concentration of human attention on the physical, bodily image of the individual, namely on its characteristics:

• physiological - sweating, respiration, blood circulation;
• functional - posture, posture, non-verbal features;
• paralinguistic.

The formation of the social image of the individual is accompanied by his perception at the level of characteristics:

• extralinguistic, such as timbre, voice height, its originality;
• proxemic, relating to the relative position of the communicants;
• social identity, expressed in clothes, shoes, accessories;

Social features turn out to be more informative than features of physical appearance. It is worth noting that in any case, there are mechanisms that prevent the perception of an undistorted image, which significantly limits the potential for unbiased comprehension of others. In this case, we are talking about the role of the first impression, which largely influences the formation of the image of the individual.

What is also important is the inclusion of the mechanism of interpretation, when the perception of a particular individual is associated with the use of accumulated personal experience. It often happens that interpersonal cognition occurs through the identification of a particular person with another individual, as a result of which motives and features that are not really characteristic of him can be attributed to him.

The longer individuals interact, the deeper their interpersonal interpenetration. It is quite natural that one of the components of interaction is interpersonal relationships.

Interpersonal communication, its psychology

The procedure in which the interaction of individuals is carried out for the purpose of mutual knowledge, the development of relationships, as a result of which mutual influences on the behavior and views of the participants in such relationships are manifested, is regarded as the psychology of interpersonal communication.

After all, communications (communication) turn out to be one of the key categories of psychology and are considered by it on an equal footing with such categories as:

• Behavior
• Thinking
• Personality
• Relations

What is meant by communication in psychology? First of all - human relations, implying various configurations of the general activity of individuals. Most often, communication and activity are recognized as different aspects of social human existence, or communication is understood as a separate element of this or that activity, considered in turn as a condition for communication. Communicating, people exchange their views, emerging ideas, feelings.

The complexities of interpersonal communication and interaction are manifested through the emergence of motivational and operational difficulties that correlate with the interactive and communicative aspects of communication. Characteristic features are the lack of desire to comprehend the characteristics of the personality of the interlocutor, his interests and internal state. As a result - the manifestation of communication problems with the desire to benefit from communication with the interlocutor through his deception, intimidation or demonstrating extreme concern for him.

Youth environment and interpersonal communication

The turning point in the process of evolution of interpersonal relations is adolescence and especially youth. It is in this period, at the age of 14, that different relationships are established with older people, with their own parents, classmates, friends, teachers, with people of other nationalities, with sick people.

Usually a teenager is turned inward, often he is immersed in his own fantasies, thoughtful. However, he is often intolerant of others, extremely irritable, there is a manifestation of aggression. At the age of 16, a period of self-knowledge with self-affirmation usually begins, a young individual shows his powers of observation. Because of their extremely critical attitude to reality, young people do not accept and deny many things.

The youth environment, due to the frequent inability of students to sympathize, respect the feelings of others, is filled with conflicts, which is the reason for the destabilization of the emotional background of student groups. At this age, young people of both sexes often violate the principles of a culture of behavior. In order to avoid activating such situations, adults should try not to increase the degree of communication, adhering to a respectful tone. It is recommended not to use categorical judgments in relation to teenagers in matters relating to music and fashion.

Exceptionally good relationships are the key to balanced interpersonal communication in the youth environment, which adults should strive for. Avoidance of scandals and the desire to reach compromises is the main goal of adults, who need to try to give in gently, without deploying conflicts with their demonstration to as many people around as possible. It is this approach that will favor the establishment of stable good relations.

Interpersonal communication and its culture

The development of interpersonal relations and their culture contributes to the ability to correctly determine the traits of a human character with the correct perception of the surrounding individuals, the choice of the appropriate style and tone of communication. Often the same words can, when communicating with different people, calm or excited, provoke a different reaction.

With the development of interpersonal relationships, their culture is also formed, which is based on a high need for deeply emotional, meaningful communication. It is satisfied when a person is able to empathize with other people, perceiving their thoughts and feelings. To maintain a culture of interpersonal communication, it is important to have the ability to correctly formulate questions, as well as be able to answer them exhaustively and accurately, for which you have a large vocabulary and imagery of speech.