The structure of interpersonal relations in the educational team. Methodological development for the formation of interpersonal relationships in classroom groups

tags: Interpersonal , Attitude , Team , Development , Activity , Work , Person , Influence

Introduction ______________________________________________ 3

I. Interpersonal relationships in a team __________________ 6

1. Interpersonal

relationships as an activity ____________ 6

2. Development of interpersonal relationships in the group ____________ 7

3. Features of interpersonal relationships of older students

II. Study of the influence of a psychologist on the formation of a team of schoolchildren ____________________

1. Preparatory stage of work _________________________ 17

2. Methods used in psychodiagnostics ___________ 19

III. Carrying out work ___________________________________________ 23

1. Sociometric method _____________________ 27

2. Determination of the value-oriented unity of the class __ 28

3. The study of the psychological climate in the classroom _____________ 30

Conclusion ____________________________________________ 33

References _____________________________________ 36

Introduction

L.I. Bozhovich emphasized that in the mental development of a child, not only the nature of his leading activity is decisive, but also the nature of the system of relationships with the people around him, into which he enters at different stages of his development. Therefore, communication between adolescents and high school students with peers and adults must be considered the most important psychological condition for their personal development. Failures in communication lead to internal discomfort, which cannot be compensated for by any objective high indicators in other areas of their life and work. Communication is subjectively perceived by teenagers and high school students as something personally very important: this is evidenced by their sensitive attention to the form of communication, its tone, trust, attempts to comprehend, analyze their relationships with peers and adults. However, as the analysis of the modern pedagogical process shows, the need of students of adolescence and senior school age for favorable, confidential communication with adults at school very often does not receive its satisfaction. This circumstance leads to the formation of increased anxiety, the development of a feeling of self-doubt associated with inadequate and unstable self-esteem, with difficulties in personal development, establishing interpersonal contacts, orientation in life situations, etc. All this is many times aggravated if the child does not have a favorable communication in the family.

Interpersonal relations in the student team

Andreeva L.M. Speshilov S.A.

The problem of interpersonal relations in adolescence is that at this age the features of the relationship of the individual with others are determined, which affect its formation and development, as well as the development of individuality; in the actions of the individual, a set of norms, rules and forms of behavior is formed, the individual asserts his place in society.

Purpose of the study : consideration of theoretical and practical aspects of the problem of interpersonal relations in a student team

Object of study: interpersonal relationships

Subject of study: formation of interpersonal relationships

Hypothesis: if corrective classes are held to form team cohesion, then the level of interpersonal relations will increase

Research objectives:

• Conduct an analysis of domestic and foreign literature covering interpersonal relationships
• Measure the degree of cohesion in the student group, identify the status of group members on the basis of sympathy-antipathy, detect microgroups
• To analyze the practical issues of interpersonal relations of students on the example of first-year students
• Develop recommendations for the formation of interpersonal relationships

To solve the tasks, the following research methods were used:

• Comparative method
• Ascertaining and shaping experiments
• Method of analysis of primary and secondary data processing

The study was carried out in four stages:

• Selection of literature and search for an experimental base
• Comparative experimental and diagnostic studies of interpersonal relationships in adolescence
• Conducting classes aimed at the formation of interpersonal relationships
• Formative experimental diagnostic studies

The methodological basis of the study is a set of philosophical, socio-psychological provisions that reveal the essence of the psychology of interpersonal relations

The theoretical part of the study is that it allows you to expand and clarify the idea of ​​interpersonal relationships in adolescence. Theoretical and experimental results are significant for personality psychology.

The practical significance lies in the fact that the data obtained in it allow us to determine the ways of forming the problem of interpersonal relations in society. The results of the study can be used in the practice of psychologists in secondary educational institutions to diagnose the characteristics of interpersonal relationships.

The study involved first-year students of experimental 621 and control 623 groups. The methods were carried out on the same day, which made it possible to exclude the influence of temporary situational factors. These organizational measures made it possible to increase the reliability of the results obtained.

In the ascertaining experiment, the following methods were used:

• Questionnaire "Motivation for going to college"; "The motive for choosing a medical specialty"
• Sociometry "Method of sociometric measurements"
• Drawing test "Non-existent animal"

Identification of the motivation for going to college and the motives for choosing a profession and allows you to find out what exactly prompted a person to choose this type of profession. To carry out the methodology, students were offered questionnaires

After statistical processing of the obtained results, data were obtained on a moderate relationship between the motivation for going to college and the motive for choosing a medical specialty.

For a more visual comparison and detailed analysis of changes in the results obtained above, a formative experiment was carried out with the experimental and control groups.

Findings.

The results of the study allow us to state that interpersonal relationships, determined by the methods of "questionnaire"; "sociometry"; drawing test "non-existent animal" among the members of the experimental group, the rates that have passed the classes are higher than those of the control group.

The data obtained indicate the fact that in real life and professional activities these people in interpersonal relationships are dominated by more sympathy than antipathy among themselves.

In line with the solution of this study, it is essential to consider interpersonal relationships as the most important element of educational activity, which in the experimental group manifested itself (as a result of activity) during the survey.

It should be noted that the performance of the experimental group increased significantly than that of the control group. This can be explained by the effectiveness of the training sessions.

As a result of the work on the formation of interpersonal relations, the indicators of the group cohesion index, motive and motivation, self-assessment of the experimental and control groups, identified by three methods, differ significantly, which confirms the correlation analysis of the Spearman coefficient indicators.

Based on this indicator, it can be confidently stated that the classes on the formation of interpersonal relations had a positive effect in increasing the cohesion of the group, the motive for choosing a specialty and increasing the self-esteem of the subjects of the experimental group. Based on the findings, recommendations were made.

In our work, we tried to solve the problem of interpersonal relations among first-year students, namely those aspects that influence the formation of interpersonal relations. This is the choice of a profession, and the status position within the group, and self-esteem. Our hypothesis was confirmed.

This research topic is of practical interest and can be continued on a wider array of subjects.

The full version of the research work can be viewed on the website of the social network of educators e-mail: [email protected]

Literature:

1. Aleshina Yu.E., Gozman L.Ya., Dubrovskaya E.S. Socio-psychological research methods. M., 2007 p215
2. Aronson E. Social psychology: Psychological laws of human behavior in society M .: Olma - Press, 2004 p. 558
3. Burns R. Development of I - concepts and education. M., Sciences, 1986 p. 211
4. Bern E. Games that people play. Psychology of human relationships. M. "Progress", 1988 p.210
5. Bodalev A.A. Psychology of interpersonal relations // Questions of psychology 1994 № 1 p. 90
6. Burlachuk L.F., Morozov S.M. Dictionary - a guide to psychodiagnostics
7. Vilyunas V.K. Psychological mechanisms of human motivation M.1999 p.189
8. Gretsov, Bedareva Psychological games for high school students and students St. Petersburg: Peter, 2008 p.190
9. Ezhova N.N. Workbook psychologist Rostov-on-Don "Phoenix" 2006

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State Autonomous Educational Institution of Secondary Vocational Education "Baikal Basic Medical College of the Ministry of Health of the Republic of Buryatia"

Andreeva L.M.

Interpersonal relationships in the student team.

INTRODUCTION

CHAPTER I. The problem of interpersonal relations in psychology ..........…….5

§ 1. The problem of interpersonal relations in domestic and foreign psychology ……………………………………………………………………......17

§ 2. Features of interpersonal relationships in adolescence ... ... 24

CHAPTER II An empirical study of interpersonal relationships

§ 1. Organization, methods and procedure of research……………………….34

§ 2. Research on the motivation for entering a medical college………..42

§ 3. Analysis of the results of studies of interpersonal relations on sociometry ………………………………………………………………………………………………………………

§ 4. Analysis of the results of the study of self-esteem of students……………….52

In the student group…………………………………………………………..60

CONCLUSION…………………………………………………………………..62

LIST OF USED SOURCES OF INFORMATION……… 63

INTRODUCTION

Relevance

The system of secondary vocational education in Russia is undergoing transformation and is adapting to new market conditions. At the same time, health care reform places new demands on nursing professionals. Today, medical institutions need not just a nurse, but a specialist who is able to creatively approach their work, a well-educated professional.

The idea of ​​integrity, unity of personal and professional development of a student formed the basis for the formation of a future specialist. The standard of the graduate model includes such integral personality characteristics as competence, emotional and behavioral flexibility.

The assessment of these qualities is based on a combination of a number of psychological techniques that allow tracking and forming a standard of a graduate's personality.

The art of communication, the ability to build relationships with people, to find an approach to them are necessary for everyone. This skill is the basis of life and professional success.

Youth is the age when there is a significant expansion of the circle of communication. At the end of the period of adolescence, a person is focused on mastering the profession. According to the authors Mukhina V.S., Gamezo M.V., Petrova E.A., Khukhlaeva O.V., the so-called peak of interpersonal communication falls on youth.

Interpersonal relationships arise and develop on the basis of certain feelings that people have in relation to each other. Emotions and feelings perform a regulatory function in the interaction between people due to the fact that they appear as a norm of behavior, as a willingness to act in a certain way in relation to certain people.

The relevance of the problem of interpersonal relations in adolescence lies in the fact that at this age the features of the relationship of the individual with others are determined, which affect its formation and development, as well as the development of individuality; in the actions of the individual, a set of norms, rules and forms of behavior is formed, the individual asserts his place in society.

The problem of interpersonal relations was considered in Russian psychology by V.N. Myasishchev, A.V. Petrovsky, A.A. Bodalev, Ya.L. Kolominsky, E.O. Smironov. Myasishchev V.N. developed a theory of relationships, in which the attitude of the individual is always structural and includes the simplest emotional experiences; through the inclusion of evaluative relations in connection with norms and normative criteria, beliefs are formed. Bodalev A.A. developed patterns of formation of relations. Kolominsky Ya.L defines communication as "such informational and substantive interaction between people, during which their interpersonal relationships are realized, manifested and formed."

Purpose of the study:

Research objectives:

1. Develop recommendations for the formation of interpersonal relationships

Object of study- interpersonal relationships

Subject of study

Hypothesis: if corrective classes are held to form team cohesion, then the level of interpersonal relations will increase

The methodological basis of the study is a set of philosophical, socio-psychological provisions that reveal the essence of the psychology of interpersonal relations.

The theoretical significance of the study lies in the fact that it allows you to expand and clarify the idea of ​​interpersonal relationships in adolescence. Theoretical and experimental results are significant for personality psychology.

The practical significance lies in the fact that the data obtained in it allow us to determine ways to optimize the problem of interpersonal relations in society. The results of the study can be used in the practice of psychologists in secondary educational institutions to diagnose the characteristics of interpersonal relationships.

CHAPTER I. The problem of interpersonal relations in psychology.

Studying the individual, we turn to his immediate environment, and through the prism of interpersonal relations, his micro-society, we begin to better understand the problems of the personality and the roots of its personification.

If we talk about attitude, then we must keep in mind the subjective connection that is established by a person, an event and manifests itself in his emotional reactions and certain activities.

V.N. Myasishchev gave a classic definition of personality relations: “Relationships are an integral system of individual, selective, conscious connections of a person with different aspects of objective reality, including three interrelated components: a person’s attitude to people, to himself, to objects of the outside world”[25].

The definition of "interpersonal" indicates not only that the object of the relationship is another person, but also the mutual orientation of the relationship. Interpersonal relationships differ from such types as self-attitude, attitude towards objects, intergroup relations.

The concept of “interpersonal relations” focuses on the emotional and sensory aspect of interaction between people and introduces the time factor and analysis of communication, since under the condition of interpersonal communication, through the continuous exchange of information, there is a dependence of people who have come into contact with each other, and mutual responsibility for the existing relationship.

The interaction of a person with the social system is carried out through a set of connections, thanks to which he becomes a personality, a subject of activity and an individuality. Relations that arise between people in the process of communication, joint practical and spiritual activities, are defined as social relations. The reasons for such relations can be industrial, political, legal, moral, religious, psychological and others.

Psychological relations between people are usually divided into official and informal in accordance with the organization where they are formed. Official relations are sanctioned, documented and controlled by society or individual representatives. Informal relationships may be recognized and even encouraged by formal organizations, but they are not documented.

There are business and personal or (interpersonal relationships). Business relations are associated with educational or labor joint activities and are determined by it. Personal relationships can be evaluative (admiration, popularity) and effective (associated with interaction), they are conditioned not so much by objective conditions as by the subjective need for communication and satisfaction of this need.

N.N. Obozov offers the following classification of interpersonal relationships: acquaintance, friendly, comradely, friendly, love, marital, kinship and destructive. This classification is based on several criteria: the depth of the relationship, the selectivity and choice of partners, the function of the relationship. The main criterion, in his opinion, is the measure, the depth of the individual's involvement in relationships, and additional criteria are the distance between partners, the duration and frequency of contacts, the participation of role-playing clichés in acts of communication, the norms of relations, the requirements for contact conditions. According to N.N. Obozov, different types of interpersonal relationships involve the inclusion in communication of certain levels of personality characteristics [28]

Interpersonal relations in a group can be considered in statics, in the form in which they have formed at a given point in time, and in dynamics, i.e. in the process of development. In the first case, the features of the existing system of relations are analyzed, in the second - the laws of their transformation and development. These two approaches often coexist with each other and complement each other.

Relationships in groups naturally change. At first, at the initial stage of group development, they are relatively indifferent (people who do not know or know each other poorly cannot definitely relate to each other), then they can become conflict, and under favorable conditions, turn into collectivist.

When analyzing the life and activities of an individual who enters into communication with other people, they most often abstract from a broad understanding of the category “relationship”, taking into account only its narrower meaning, in this case we are talking about interpersonal relationships.

Interpersonal relationships are a type of personality relationship that is revealed in relationships with other people. Interpersonal relationships are emotional in nature. They are accompanied by various experiences (likes and dislikes). To refer to interpersonal relationships in psychology, the term "relationship" is used.

The main criterion is depth - a measure of the involvement of a person in a relationship. In the structure of the personality, several levels of manifestation of its characteristics can be distinguished: general species, socio-cultural, psychological, individual. Sociocultural characteristics include: nationality, profession, education, political and religious affiliation, social status.

Psychological characteristics include: intelligence, motivation, character, temperament, abilities.

To the individual - everything is individually unique, due to the characteristics of human life.

Different types of interpersonal relationships involve the inclusion of different levels of personality in communication. The greatest inclusion of personality, up to individual characteristics, occurs in friendly relations.

According to the second criterion, friendship, marital, love relationships are characterized by the greatest selectivity. The least selectivity is typical for dating relationships.

The third criterion - the difference in the functions of relations, means that the functions of relations are manifested in the difference in their content, psychological meaning for partners.

Functions are understood as tasks and issues that are resolved in interpersonal relationships.

In addition to the main ones, there are additional criteria. These include: the distance between partners in communication, the duration and frequency of contacts, the participation of role stereotypes in acts of communication, norms - relationships, requirements for contact conditions. The general pattern is as follows: the deeper the relationship, the shorter the distance, the more frequent the contacts, the less role-playing clichés.

In friendly relations, instrumental and emotional-confessional relations can be distinguished.

Emotional-confessional friendships are based on mutual sympathy, emotional attachment, and trust. Such relationships are characterized by: a decrease in self-control and looseness in communication, the removal of social masks of behavior - the ability to be oneself, the predominance of a positive evaluative attitude of partners.

The opposite of friendship is a relationship of enmity. This type of relationship involves negative emotional attitudes towards a partner. hostile relations are manifested in a lack of trust, violation of the partner’s plans, obstruction in activities, deliberate underestimation of the partner’s self-esteem

Through interpersonal relations, a person can indirectly be included in the system of social relations. Initially, such inclusion occurs through the immediate environment of a person, but as they grow older, the boundaries expand. Informal, emotionally rich, personally significant interpersonal relationships create the basis for the formation of personality.

In the center of attention is M.I. Lisina and her employees were not only the external, behavioral picture of communication, but also the needs and motives of communication, which in fact are relationships. First of all, it is necessary to correlate the concepts of "communication" and "relationship" [ 23 ].

Communication was widely used in the context of the activity approach and was itself considered as a special kind of activity. At the same time, interpersonal relations turned out to be included in the problems of communication. At the same time, interpersonal relationships were intensively studied in line with the psychology of relationships, founded by A.L. Lazursky and V.N. Myasishchev [25].

At the center of this direction lies the idea of ​​a personality, the core of which is an individually-holistic system of subjective-evaluative attitudes towards reality.

It is characteristic that the activity approach developed mainly within the framework of theoretical and experimental psychology, while the psychology of relations developed mainly in the field of psychological practice.

In contrast to the action relation:

1. Has no purpose and cannot be arbitrary
2. It is not a process and, therefore, does not have a space-time sweep; it is a state rather than a process;
3. It does not have culturally normalized external means of implementation and, therefore, cannot be presented and assimilated in a generalized form; it is always extremely concrete individuality.

At the same time, attitude is inextricably linked with action. It generates action, changes and is transformed in action, and itself is formed and arises in action. Personal meaning is both the generatrix of consciousness (which, as you know, precedes action) and the main characteristic of action, and its result. The resulting relation can be both a source of action and its product, but it may not be, since the relation does not always express itself in external activity.

Consider the influence of various factors on the structure of formal and informal relations in the study group, the features of communication in the student team.

Interpersonal relationships arise and function within each type of social relationship, including when studying at a medical college, and allow specific people to express themselves as a person in acts of communication and interaction.

Communication is a prerequisite for the implementation of the process of education and training of students. Its role and importance are due to a number of factors.

Firstly, human activity at any level involves the establishment of information links and contacts, mutual understanding and interaction between people.

Secondly, no human communities, including student groups, can carry out full-fledged joint activities if contact between people is not established and mutual understanding is reached among them.

Thirdly, the very psychological nature of a person makes him need the support and help of other people, in studying and using their life experience, in obtaining the necessary advice and information, which is especially relevant and necessary for first-year students.

Fourthly, the successful solution of educational tasks, the activation of students for their implementation, decision-making, monitoring the execution of instructions - is carried out with the help of communication.

In domestic social psychology, there are three types of interpersonal communication that are different in their orientation: imperative, manipulation and dialogue.

In the conditions of a medical college, the third type of communication is clearly manifested, i.e. dialogical communication. This is an equal subject-subjective interaction, which aims at mutual knowledge, self-knowledge of communication partners. Its effectiveness is largely determined by strict adherence to the rules: psychological attitude to the state of the interlocutor; without evaluative perception of the partner's personality; perception of a partner as an equal, having his own opinion. Naturally, this type of communication requires the teacher to have extensive experience in working with people, as well as certain personal qualities; restraint, respect for the interlocutor, patience, etc.

Imperative communication is an authoritarian, directive form of interaction with a communication partner. It is resorted to in order to achieve control over the behavior and thoughts of a partner, forcing him to certain actions. The peculiarity of imperative communication is that the partner is the passive side. At the same time, in the course of communication, its ultimate goal, its coercive nature, is not hidden.

Manipulative communication is one of the forms of interpersonal communication, in which the impact on a partner to achieve their intentions is carried out secretly. In manipulative communication, the goal is also to achieve control over the behavior and thoughts of another person, but the partner in this case is not informed about the true goals of communication. They either hide or are replaced by others. Most often, manipulation is used in business relations and in the field of propaganda. Manipulative communication is not acceptable in a medical college, as it can lead to distrust on the part of students.

The effectiveness of communication depends on individual-personal and socio-psychological conditions and prerequisites. These in psychology include: a clear understanding of the goals of communication; the presence of appropriate motives; possession of means of communication; formation of communicating skills and knowledge of communication.

The central component of the psychology of the student group, the core of the socio-psychological climate in it are the relationships between students that act in two main forms.

Considering the dynamics of students' relations, it is necessary to take into account the features, specific manifestations and contradictions inherent in adolescence at the stage of transition to maturity.

Self-esteem is an important regulator of human behavior, relationships with others, criticality and exactingness towards oneself, attitude to one's successes and failures depend on it. Self-esteem greatly affects our perception of others. R. Nemov writes that one of the facts that definitely affect the correctness of people's perception of each other is the effect of primacy.

Its essence lies in the fact that the primary impression of a person, the first in order personal information received about him, can have a strong stable influence on the formation of an image. The primary impression of a person is influenced by such trifles as gestures, facial expressions, appearance, speech, and therefore, with low self-esteem, it is actually difficult to make a good impression, since low self-esteem in the first place does not allow a person to reveal himself as a person and realize his potential.

When communicating with a person with low self-esteem, he feels his attitude towards himself on a subconscious level (subconsciously capturing facial expressions, gestures, intonations) and an elementary law works: “Why should I make extra efforts and treat a person better than he expects?”. People with low self-esteem generally do not aspire to a leadership position in a team.

The most important feature of interpersonal relationships is that the emotional component plays a very significant role in informing. This is not the case in other types of relations, such as production, political. The content, the degree of expression of emotions and feelings that students can experience in relation to each other, are extremely diverse: a deep sense of respect, indifference, hatred, readiness to sacrifice everything for the sake of a friend. All emotions and feelings associated with interpersonal relationships can be divided into two large groups - a group of positive and a group of negative feelings and emotions.

The first group includes feelings of bringing together and uniting, in which the subjects of relations demonstrate readiness and desire for cooperation, joint actions (feeling of sympathy and respect for another, positive emotions, manifested as a result of a high assessment of his moral, business and other qualities).

The second group includes bringing together and uniting feelings, when there is no desire for cooperation, interaction becomes impossible, antipathy, contempt, and negative emotions arise.

Likes and dislikes, as an important psychological element of interpersonal relations, affect the psychological climate of the group, and sometimes the entire course, especially if likes or dislikes arise between the leaders of microgroups. No less significantly the nature of interpersonal relationships is influenced by the position of the individual in the system of group relations, which is characterized, first of all, by its status and roles performed.

Status is the position of the subject in interpersonal relationships. The status assigns a social function to a person through the normative empowerment of his rights and duties. Status is realized through a system of roles, that is, various functions that a person performs in accordance with his position in the group. Role behavior is relatively mobile, it can change and improve depending on the situation and personality dynamics. Therefore, the role can be considered a dynamic aspect of the status.

The totality of subordinate positions of the group in the system of intra-group interpersonal preferences forms the sociometric structure of a small group. A system of emotional likes and dislikes between group members that determine the unofficial sociometric status of a group member.

The sociometric status of a group member is a fairly stable value. The value is not only preserved, but also "transfers" with the student to another group. The explanation for this is very simple. Status is a group category and does not exist outside the group, the student gets used to fulfilling the roles assigned to him by a permanent status position. Certain habitual forms of response to the words and actions of others are fixed in behavior. Facial expressions, postures and other non-verbal reactions also "adjust" to a certain role.

Some psychological and social factors influence the magnitude of a student's sociometric status. Firstly, appearance - facial expression, clothing, hairstyle, physique; secondly, the nature of speech - what and how he says, the content and form of communication style; thirdly, behavior - the nature of actions, their motives, manner of behavior; fourthly, activity - what and how the student does, goals, motives and methods of activity, its quality. Each group has a system of its valuable qualities for this community. A high status is given to the one who possesses them in due measure.

The status of a student often depends on his position in other groups, the success of his activities. A student who has distinguished himself in sports, amateur performances, can improve his position in the group and on the course.

Each status includes a number of roles. For example, a student who has the status of headman behaves differently with other students. The set of roles corresponding to a given status is called a role set. There are formal roles that are performed in accordance with the officially assigned status and informal ones (“the soul of the group”, “the ringleader”). With long-term interactions, roles become stable. And in the future they greatly influence the behavior of the individual and his actions.

The ratio of status and role in formal and informal groups is different. In a formal group, statuses are normatively defined and delineated. A person first occupies a status (appointed or elected to a position), and then begins to play a role. There may be cases of occupying a status without playing a role or with playing a role. In an informal group, a person performs a role, while occupying a status.

From this it is obvious that the important point is the choice of the asset of the group. This should be preceded by a long and laborious work of the class teacher to analyze the existing interpersonal relationships in the group. In the future, the psychological climate in the study group, as well as the effectiveness of solving problems of various kinds, will depend on this choice. The best option is considered when the members of the active group are also leaders of microgroups.

The study of microgroups in a student group, the ability to distinguish them are an integral part of the work of the class teacher, and he must understand that such groups exist within any small social community. Numerous subgroups are not very stable. Within the microgroup, their own norms and rules of group life are established, and it is the microgroup that most often initiates changes in these groups. A student who enters a new group first of all faces the choice of a microgroup that would accept him and approve of his behavior. The teacher in his work must act, taking into account the reaction of the microgroup, especially those of them who occupy a dominant position.[ 35]

A significant influence on the nature of interpersonal relations is exerted by the structure of social power in the group, which, being realized through the actual or potential right to influence on the part of certain members of the group, can be exercised in various forms, among them the phenomena of leadership and leadership are the most studied.

§ 1 The problem of interpersonal relations in domestic and foreign

Psychology

Currently, there are a large number of psychological studies devoted to various aspects of the problem of interpersonal relationships.

The developments of domestic psychologists are based on the ideas of B.G. Ananiev and V.N. Myasishchev about the nature of interpersonal interaction, in which three components can be distinguished: people's knowledge of each other, the relationship to each other in the form of an emotional response and the treatment of a person with a person in the process of communication.

B. G. Ananiev considers communication as a social and individual phenomenon simultaneously manifested in information, communication and the transformation of the inner world of a person, which occurs in various specific situations of communication and interaction between people. At the same time, he establishes the relationship between external conditions and interpersonal communication, and also makes an attempt to determine the optimal amount of communication that is necessary for the development of the personality as a whole. He considered the main directions of the influence of communication on the formation of the mental world of the individual and the relationship of communication with other types of professional activity of the individual (1982) [5].

V.N. Myasishchev considered communication as a process of interaction between specific individuals, influencing each other in a certain way. In his works, he analyzed the influence of conditions that can promote or hinder interpersonal interaction, as well as the role of communication in personality development (1973) [25].

Man's self-consciousness is possible only through his relationships with others. S. L. Rubinshtein expressed this idea most vividly in his latest work “Man and the World”: “I” cannot be revealed as an object of direct awareness, through relations to oneself, isolated from other people. The initial condition of my existence is the existence of a personality, of subjects with consciousness, the existence of the psyche, the consciousness of other people.

The approach outlined by Rubinshtein is developed in his works by K.A. Albukhanova-Slavskaya, for whom the central moment of self-determination is self-determination, one's own activity, a conscious desire to take a certain position. Bye. Albukhanova-Slavskaya, self-determination is a person's awareness of his position, which is formed within the coordinates of the system of relations. At the same time, she emphasizes that the self-determination and social activity of the individual depends on how the system of relations develops (to the collective subject, to one's place in the team and its other members) [1].

The development and experimental solution of the problems of interpersonal communication at the intersection of philosophy and general psychology was carried out by B.F. Lomov, in the field of general and social psychology G.M. Andreeva and A.V. Petrovsky, general psychology, psycholinguistics - A.A. Leontiev, social and differential psychology - A.A. Bodalev, V.A. Kan-Kalik, interpersonal perception was studied by A.A. Bodalev, G. A. Kovalev and others.

In the studies of A.A. Bodalev considers interpersonal communication that occurs in the process of joint activity and is its means. It is noted that in the process of official business communication there are all components of interpersonal communication, but they acquire the character of the most important factor in the effectiveness of professional activity.

The study of interpersonal relations at the interethnic level was carried out by L. Anert, M.I. Volovikova, L.R. Goldberg, V.V. Znakov, A.G. Shmelev, A.I. Egorova and others, who in their research drew attention to the influence of interethnic differences on the nature of interpersonal relations.

The role and place of interpersonal relations in the educational space was emphasized by A.A. Rean, Ya.L. Kolominsky, D.N. Isaev, V.E. Kagan, N.E. Kolyzaeva, I.S. Kon, V.A. Losenkov, T.V. Kornilova, E.L. Grigorenko, T.S. Koshmanova, N.V. Kuzmin and others.

Style features of interpersonal interaction were studied by T.E. Argentova, G.A. Berulava, L.I. Wasserman, V.A. Goryanina, E.A. Klimov, V.N. Kunitsyna, V.V. Latynov, V.S. Merlin and others.

The analysis of interpersonal family relations was carried out by A.N. Volkova, V.P. Levkovich, A.E. Lichko, T.M. Mishina, A.N. Obozova, T.G. Rybakova, V.A. Smekhov, T.M. Trapeznikova, A.M. Shershevsky, E.G. Eidmiller, V.V. Yustitsky and others.

The study of interpersonal relations based on the activity approach was carried out by E.V. Zalyubovskaya, N.V. Kuzmin and others.

The influence of feelings and emotions on the nature of relationships between people was studied by D.I. Dzhidaryan, K.E. Izard, I.S. Cohn, V.A. Labunskaya, N.D. Levitov, K.S. Lewis, Yu.A. Mendzheritskaya, K. Muzdybaev, I.M. Paley and others.

In the study of various problems of management psychology (E.E. Vendrov, F. Genov, B.F. Lomov, V.M. Shepeli and others, there is also a large role of interpersonal communication in achieving the final result of professional activity, while the psychological features of such communication , mainly determined by the goals, objectives, and structure of a particular professional activity.

In foreign psychology, there have been more than a dozen major areas involved in the study of interpersonal relationships. H. Blackock and P. Wilkin developed a behavioral approach based on the theory of dyadic interaction (1979).

American psychologist E. Erickson in the book Young Luther (1958) developed his theory of the formation of personal identity. The book deals with the concept of "moratorium" - a period of apparent inactivity or withdrawal, search and reflection, which in young people precedes the accomplishments of the period of maturity. Erickson looks at Luther's "identity crisis" and the way Luther deals with internal conflicts.

In Childhood and Society (1950), Erickson emphasized the importance of adolescence and other periods in a person's life. From his point of view, the life cycle is determined by the sequence of crises that are resolved and give way to new ones, thanks to which the individual realizes his possibilities. A person at any age can either be in harmony with himself, or he can be torn apart by internal contradictions. Rejecting psychological determinism, Erickson emphasized the role of a wide range of influences that determine development not only in childhood, but also in youth, maturity and old age.

E. Erickson collected his essays in the book Understanding and Responsibility (1964) and Identity: Youth and Crisis (1968).

R. Burns, one of the leading English scientists in the field of psychology, who seriously dealt with the issues of self-knowledge, defines the concept in this way: “I-concept is the totality of all a person's ideas about himself, associated with their assessment. The descriptive component of the self-concept is often called the image of the self or the picture of the self. The component associated with the attitude towards oneself or one's individual qualities is called self-esteem or self-acceptance. The self-concept, in essence, determines not just what an individual is, but also what he thinks about himself, how he looks at his active principle and development opportunities in the future.

It should be noted that any of the images of the Self has a complex, ambiguous origin, consisting of three aspects of the relationship: physical, emotional, mental and social self.

G. Allport (1950), K. Stefan (1985), S. Cook (1956) studied the specific conditions of interaction that increase or decrease the effectiveness of interpersonal cooperation.

Research on the influence of the minority as a source of innovation in society belongs to S. Muscovy (1976), D. Levine (1980), M. Dohme and E. Van Evermet (19800).

In the works of W. Doise, G. Gerard, M. Hoyt (1974), G. Tejfel (1971), D. Turner (1975) revealed very important mechanisms of interpersonal interaction based on the formation of a sense of identity between the individual and the group.

The problem of interpersonal relations in a small group was the focus of R. Bales, S. Milgram, S. Muscovy, F. Chambeau, M. Shaw and other authors.

Relations between people incline researchers to analyze interpersonal relationships using physical concepts D. Homans (1950) and the doctrine of economic man D. Thibault and G. Kelly (1959). In order to get closer to the real picture of the world, some scientists are beginning to go the other way - the way of complicating the model of interpersonal processes by including in them an increasing number of both external and internal variables that affect people's behavior.

T. Wilder, describing interpersonal relationships, introduced the expression "significant constellation": each person must have 2 * 9 people spiritually close to him (men and women0, among whom are older than him in age, his peers and younger than him in age. Rarely, or maybe never, these 18 vacancies are occupied at the same time: there are unfilled places - some have many years, some have an older or younger friend all their lives, and sometimes none. (1991).

A significant influence on the development of the theory of interpersonal interaction was exerted by the ideas of one of the founders of humanistic psychology, K. Rogers (1993), who singled out three main conditions for dialogical communication:

a) naturalness and spontaneity in the expression of feelings and sensations that arise between partners at each specific moment of interaction

b) an unconditionally positive attitude towards other people and towards oneself, caring for the other and accepting him as an equal partner in communication

c) empathic understanding, the ability to accurately and adequately empathize with the feelings, moods, thoughts of another in the course of contacts with him [37].

The theory of structural balance, the theory of communicative acts, the theory of congruence, and the theory of causal attribution made a great contribution to understanding the features of interpersonal communication.

The main idea, which is developed in the first three theories (F. Heider, T. Newcomb, C. Osgood, P. Tannenbaum), in its most general form can be formulated as follows: the cognitive structure of the perceiving subject will be balanced if it obeys the ordinary everyday rule : "we love what our friends love", "we don't like what our enemies like".

According to F. Haider, one of the authors of the theory of structural balance, these judgments express ideas about a person's desire for a balanced cognitive structure. Precisely because the analytical model of the aforementioned theories includes three obligatory elements, namely, a cognizing subject, another subject, to which the first relates in a certain way, and, finally, an object about which both the perceiver and his partner have some opinion - then research situations essentially turn out to be situations of interpersonal interaction, and the task of the researcher, according to this theory, is to determine which type of relationship between the three indicated elements gives a stable balanced structure, and which one causes a situation of discomfort.

According to T. Newcomb, in accordance with the theory of communicative acts, the similarity of relations will give rise to hostility between them. To bring the system into a state of balance, it is necessary to conduct negotiations, the purpose of which will be the convergence of the positions of A and B in relation to the subject of disagreement. This model has found its application in the study of the processes of small communication, namely, in determining the conditions for the effectiveness of a persuasive speech impact on the consumer of information (1972)

An important contribution of cognitivism to the study of interpersonal relationships is the study of such a phenomenon as causal attribution, that is, how people interpret the causes of other people's behavior in conditions of insufficient information about these causes, and in the theory of interpersonal relations, special importance is attached to attribution regarding the behavior of a partner in interaction (E. Jones, 1990; K. Davis, 1997; D. Kelly, 1958, etc.).

The so-called “second cognitive revolution” by R. Harre (19960 and K. Gergen (1986) in their studies on discursive psychology and the theory of social constructivism had a serious impact on the development of the theory of interpersonal relations and drew attention to the fact that the main field of research is language, that is, the study of oral and written language communication occurring in normal, natural conditions.The main object of study is the participants in the conversation, the "community of interlocutors", while it is argued that speech not only serves human activity, but constructs both types of activity and interpersonal relationships.

Particular attention is paid to the problem of interpersonal attractiveness, the study of which is presented in the works of E. Aronson, E. Berschild, L. Lee, K. Libertan, L. Peplow, E Walster and others.

S. Duck in his works on social psychology paid considerable attention to the relationship of people. B.T. Johnson and A.H. Eagles studied the causes of manifestation of aggressiveness in relations between people. A. Feingold attached great importance to the analysis of interpersonal relationships. R. Hogan, G. Curfi, D. Hogan analyzed the problem of leadership in interpersonal relationships. H. Kim, S. Falbe, G. Yukl developed the problems of subordination in interpersonal relationships.

A great contribution to understanding the features of interpersonal communication was made by: the theory of structural balance F. Haider, the theory of congruence Ch. Osgood. Attention is drawn to studies carried out in line with the theory of attachment (D. Bowlby and M. Ainsworth), according to which, as a result of internalization of relations with the object of primary attachment (first mother, then teacher, later peer, lover, etc.), stable forms are formed , interpersonal relationships.

Particularly interesting works of this kind include the fundamental work of H. Blalock and M. Wilkin on the formal description of interpersonal processes (1979). A specialist in the field of family psychotherapy V. Satir highlights the most important components of interpersonal relationships between family members (1992).

§ 2 Features of interpersonal relationships in adolescence

Youth is the period of a person's life, placed ontogenetically between adolescence and adulthood, early youth. It is in youth that the formation of a person as a person takes place, when a young person, having gone through a difficult path of ontogenetic identification of likening to other people, appropriated from them socially significant personality traits, the ability to empathize, to an active moral attitude towards people, to himself and to nature; the ability to assimilate conventional roles, norms, rules of behavior in society, etc. .

Youth - which accounts for the fifth stage in the scheme of the life cycle of E. Erickson, is considered a very important period in the psychosocial development of a person. E. Erickson's theoretical interest in this age and its characteristic problems prompted him to analyze this phase more deeply than other stages of the development of the "I".

A new psychosocial parameter that appears in adolescence, at the positive pole appears in the form of self-identity of the Self, at the negative pole - in the form of role shift. The task that young people face is to bring together all the knowledge about themselves available by this time (what kind of sons or daughters they are, students, athletes, musicians, etc.) and combine, include these numerous images of themselves in its self-identity, which represents the awareness of both the past and the future that logically follows from it.

E. Erickson (1982) emphasizes the psychosocial essence of the sense of self-identity of the "I", paying close attention not to conflicts between psychological structures, but rather to the conflict within the "I" itself - that is, to the conflict of self-identity and role shift. The main thrust is on the Self and how it is affected by society, especially peer groups. Therefore, the self-identity of "I" can be defined as follows.

There are three elements in the definition of self-identity given by E. Erickson. First, young people and girls must constantly perceive themselves as "internally identical with themselves." In this case, the individual should form an image of himself, formed in the past and connected with the future.

Second, significant other people must also see "identity and wholeness" in the individual. This means that young people need confidence that the inner integrity they have developed earlier will be accepted by other people who are significant to them. To the extent that they may be unaware of both their self-concepts and their social images, their emerging sense of self-identity may be counteracted by doubt, timidity, and apathy.

Third, young people must achieve "increased confidence" that the inner and outer planes of this wholeness are consistent with each other. Their perception of themselves must be confirmed by the experience of interpersonal communication through feedback.

According to E. Erickson, the basis for a favorable youth and gaining a holistic sense of self-identity of the Self is laid in childhood. However, beyond what adolescents take away from their childhood, the development of their self-identity is strongly influenced by the social groups with which they identify.

For example, E. Erickson drew attention to the fact that excessive identification with popular heroes (movie stars, superathletes, rock musicians) or representatives of the counterculture (revolutionary leaders, "skinheads," dilic personalities) pulls out "burgeoning self-identity" from the existing social environment, suppressing thereby the personality and limiting the growth of its self-identity.

In addition, the search for self-identity can be a more difficult process for certain groups of people. Rejecting parents as models for their identity, adolescents often seek alternative sources of peer support as they redefine their self-image.

The problem of young people's self-identity is also immeasurably complicated in connection with extremely rapid social changes that require a revision of basic values ​​and norms.

The crisis of self-identity manifests itself, at least recently, in three main areas of behavior of young people. These are: a) peer group membership b) career choice problem c) alcohol and drug use.

In our culture, bonds with peer groups are very strong during this period; their influence on the values ​​and attitudes of boys and girls is often greater than that of parents, schools, religious organizations, or any other social structure (Massoby 1990). These groups help young people maintain their self-confidence at a time when they are going through a truly physiological and ideological change. By being aware of their feelings, as well as caring for their peers, adolescents develop the ability to cope with other puzzling and sometimes frightening situations.

E. Erickson noted that the uniformity of clothing, body movements and facial expressions, so often observed in youth, is a defense against intricate, indefinite self-identity (1968). When young boys and girls are not clearly aware of who they are, imitating peers in dress and behavior gives some sense of inner stability and security. In addition, their jewelry, hair style and music symbolize the distance from their parents and everything related to the adult world.

According to E. Erikson, the inability to professional self-determination is a cause of serious concern for many young people. Simply put, in order to make a decision about choosing a profession, a teenager must determine what he is. Since in our society different types of professional employment correspond to different lifestyles, the choice of a career, in essence, turns into a choice of a lifestyle in general. In order to make the right choice, young people must have a correct understanding of themselves, as well as an informed assessment of in which area they could best adjust to working life. Ultimately, the choice of a particular career can itself give an idea of ​​what type of personality a young man or girl wants to become.

Hesitation in the choice of profession among young people is often a manifestation of a more fundamental uncertainty in the sphere of their own identity.

The extreme prevalence of recreational drugs of all kinds, of which alcohol is the most common, shows that there is no simple explanation for what factors lead adolescents to use or depend on alcohol and drugs.

Depending on a particular person and a particular drug, the motives for starting drug use can be different: from curiosity, seeking thrills, peer pressure and the desire to earn their approval, escape from stress and rebellion against authorities, the desire for self-knowledge, self-improvement. If these motives are considered in the context of E. Erickson's theory, then their connection with the feeling of insufficient self-identity becomes clear. Young people who do not know who they are may find the experience of using alcohol and drugs very attractive in "groping" the outer boundaries of their selves. They assume that they will be able to discover a dimension of themselves that eludes them precisely when they are in sober, "correct" world.

Alcohol and drug use can temporarily alleviate the emotional stress that accompanies an identity crisis. Hesitating in the choice of profession, conflicting with parents, entering into fragile and unreliable relationships with peers, boys and girls may treat drugs as a means to help them immediately go beyond themselves. Moreover, when they are in the same company with peers who use drugs, it is not difficult to understand how they can be “pressed”, especially if their status in the group also depends on drug use. A person with an established self-identity may resist such pressure, and adolescents with a blurred self-identity may find it difficult to comply.

It would be erroneous to assume that all facets of adolescent behavior can be explained from the standpoint of Erickson's theory. Nevertheless, the concept of identity crisis is an outstanding theoretical approach to understanding the many psychological problems of adolescence. In attempting to explain the main lines of psychosocial development, Erickson made a large and lasting contribution.

Also, this age is characterized by special neoplasms.

Age-related neoplasms are qualitative shifts in personality development at certain age stages. They manifest the features of mental processes, states, personality traits that characterize its transition to a higher degree of organization and functioning. Neoplasms of adolescence cover the cognitive, emotional, motivational, volitional spheres of the psyche. They are also manifested in the structure of the personality: in interests, needs, inclinations, in character.

The central mental processes of adolescence are the development of consciousness and self-awareness. Thanks to the development of consciousness in the youthful environment and to one's own activity, the leading activity of the youth period is educational and professional activity.

To the neoplasms of youth I.S. Kohn attributes the development of independent logical thinking, figurative memory, individual style of mental activity, interest in scientific research

The most important new formation of this period is the development of self-education, that is, self-knowledge, and its essence is an attitude towards oneself. It includes a cognitive element (the discovery of one's "I", a conceptual element (the idea of ​​one's individuality, qualities and essence) and an evaluative-volitional element (self-esteem, self-respect).

The main condition for the normal formation of personality is the experience of its emotional well-being. It is on him that self-esteem depends - the core characteristic of a person. Emotional well-being is determined by the positive evaluation of others. If a person experiences emotional well-being in a team, then his values ​​and norms are perceived by him as his own, an active position becomes significant and attractive. Only a benevolent attitude can awaken the activity of people.

The development of reflection, that is, self-knowledge in the form of reflections on one's own experiences, sensations and thoughts, causes a critical reassessment of previously established values ​​and the meaning of life - perhaps their change and further development.

The meaning of life is the most important new formation of early youth. I. S. Kon notes that it is during this period of life that everything becomes globally inclusive, taking into account the near and far perspectives.

In adolescence, the individualization of the personality is more pronounced, they form personal relationships that are of particular importance.

Friendship is the most important type of emotional attachment and interpersonal relationships of adolescence. Very often one can hear the opinion that under the influence of the increased mobility of society, the acceleration of the rhythm of life and the expansion of the circle of communication, the friendly relations of modern youth are becoming more superficial and extensive, that the ideal of exclusive and deep pair friendship, the friendship of Herzen and Ogarev, does not correspond to today's condition that friendship superseded by broad friendly companies based on the commonality of entertainment, and so on. But complaints about the impoverishment of friendship were heard at the beginning of our century, and in the era of romanticism, and in the Middle Ages, and in antiquity [22]

The highest moral values ​​- and friendship has always been considered as such - have always been in short supply

The age dynamics of friendship, as well as other interpersonal relationships, is measured primarily by the degree of its selectivity, stability and intimacy. All these qualities increase with the transition from childhood to adolescence and from adolescence to youth.

The older a person is, the less influence external, situational factors have on his friendships. In youth, friendship can be maintained even at a distance, since it is already internalized.

The growth of selectivity of friendly relations is accompanied by the growth of their stability. In the sphere of interpersonal relations, this is expressed in the growth of tolerance: a quarrel, which in younger adolescents would mean the end of friendship, in youth is perceived as a particularity that can be neglected in order to preserve a deeper commonality.

Adolescence is the stage of making responsible decisions, one of which is the choice of a profession. The student's attitude to the profession is determined by: his professional awareness, the dominant motivation for choice, personal qualities required by a particular profession.

The motives of the personality are those internal forces that are associated with needs and encourage it to a certain activity. The issues of formation of professional motives, motives for choosing a profession are reflected in numerous works of domestic authors: I.S. Kona, E.A. Klimova, L.I. Bozhovich, V.D. Shadrikova, N.I. Kalugin.

In the process of choosing a profession, not one motive is involved, but several. The variety of motives for choosing a profession can be reduced to three groups: a person chooses a profession because he likes the labor process itself; because he understands how society needs the profession; because he wants to relieve the suffering of the sick.

In adolescence, the peer group retains the same important place in the lives of children as it does among adolescents. However, the nature of dependence on the team is changing, and the requirements of young men to those groups of which they are members also change. If the main thing for a teenager is to be included in collective relations, then for boys and girls it is important not only to be accepted by their peers, but also to have a certain status in the group.

As for the nature of the structure of relations in youth groups, it is significantly differentiated and stable. The difference in the position of the "stars" and the rejected or isolated members of the group becomes sharper.

The developed system of relations in the group is the result of its formation as a psychological community.

Adolescence is not a phase of "preparation for life", but an extremely important stage of the life path, having an independent, absolute value. Whether the youthful years will be happy and creative, or remain in the memory of today's student as filled with petty conflicts, dull cramming and bitch, largely depends on the atmosphere prevailing in the college, on his own relationships with teachers and peers.

CHAPTER II An empirical study of interpersonal relationships

§ 1 Organization, methods and procedure of research

Purpose of the study:consideration of theoretical and practical aspects of the problem of interpersonal relations in a student team

Research objectives:

1. Conduct an analysis of domestic and foreign literature covering interpersonal relationships.
2. Measure the degree of cohesion in the student group, identify the status of group members on the basis of sympathy-antipathy, detect microgroups
3. To analyze the practical issues of interpersonal relations of students on the example of first-year students
4. Develop recommendations for the formation of interpersonal relationships in a student group

Object of study- interpersonal relationships

Subject of study– formation of interpersonal relationships

Hypothesis: the level of interpersonal relations between students to improve with the help of remedial classes of interpersonal relations

Research stages:

1. Selection of literature and search for an experimental base
2. Comparative experimental and diagnostic studies of interpersonal relationships in adolescence
3. Conducting classes aimed at improving interpersonal relationships
4. Formative experimental diagnostic studies

To solve the tasks, the following research methods were used:

1. Comparative method
2. Ascertaining and shaping experiments
3. Method of analysis of primary and secondary data processing

The study was conducted on the basis of the Baikal Medical College. Let's briefly review the characteristics of the college. The Baikal Medical College has been operating since 1964 and provides training in four specialties of basic and advanced levels. There is a correspondence department in the specialty Laboratory diagnostics. The total number of students is 484.

The subjects (students) of the first year of the experimental and control groups took part in the study. The methods were carried out on the same day, which made it possible to exclude the influence of temporary situational factors. These organizational measures made it possible to increase the reliability of the results obtained.

In our study, we used the following methods:

1. Questionnaire "Motivation for going to college"; "The motive for choosing a medical specialty"
2. Sociometry "Method of sociometric measurements"

To analyze the motivation of students entering a medical college and the motive for choosing a medical specialty, the following methodology was proposed - a questionnaire.

Questionnaire No. 1

Dear student! Answer the question: "Why did you go to medical school?" Underline one answer. (Questions to the questionnaire No. 1 Appendix 1) Processing of the results is carried out according to a five-point system. Questions 1-5 b; 2-4 b; 3-1 b; 4-3 b; 5-2 b.

Questionnaire №2

Dear student! Answer one question: "What prompted you to choose a medical specialty?" Underline one answer. (Questions to the questionnaire No. 2 Appendix 1) Processing of the results is carried out according to a five-point system. Questions 1-4 b; 2-5 b; 3-3 b; 4-1b; 5-2 b.

To identify the student's position in the system of interpersonal relations, the sociometric method of J. Moreno is used.

Diagnostic purpose:

a) measuring the degree of cohesion-disunity in the group;

b) identification of "sociometric positions"

c) detection of intra-group subsystems, cohesive formations, which may be headed by informal leaders

The sociometric technique is used to diagnose interpersonal and intergroup relations in order to further change them. It is obvious that any aspects of the relationship of children can be hidden from the teacher, due to the official nature of this situation or the personal characteristics of the teacher himself.

The sociometric procedure is as follows.

There can be no complete anonymity in this technique, otherwise sociometry will be ineffective. When sociometric criteria are selected, they are entered into a special card. In a poll with limited choices, to the right of each criterion, as many graphs are drawn on the card as we intend to allow choices in this group (Appendix 2). Each member of the group is obliged to respond to them, choosing certain members of the group depending on their greater or lesser inclination, their preference over others, sympathy, or vice versa, antipathy, trust or distrust. Members of other groups cannot be selected. As a result of the sociometric procedure and simple statistical calculations, it is possible to identify "leaders", "preferred", "rejected" in the group. It is possible to calculate the indices of group cohesion, emotional expansiveness of the group.

First you need to build a sociomatrix. Election results are spread across the matrix. Analysis of the sociomatrix for each criterion gives a fairly clear picture of the relationship in the group. The main advantage of the sociomatrix is ​​the ability to represent the elections in numerical form, which in turn allows you to rank the members of the group according to the number of elections received and given, to establish the order of influences in a particular group.

Based on the sociomatrix, a sociogram is built - a map of sociometric choices. The sociogram allows a comparative analysis of the structure of relationships in a group in space on the “shield” plane using special signs.

The analysis of the sociogram begins with finding the central, most influential members, then mutual pairs and groupings. Groupings are made up of interrelated individuals seeking to choose each other.

The placement of students on the sociogram will correspond to the number of choices they receive. In the central circle (pole) will be located and have the appropriate status of students who scored: 1 pole - 5 or more “leaders” elections; 2 pole - 3-4 choices "preferred"; 3rd pole - 1-2 selections "accepted"; 4th pole - 0 choices "not accepted".

Connecting students with lines of choice, we will see the nature of connections, mutual sympathy.

There are personal and group sociometric indices. The former characterize the individual socio-psychological properties of a person in the role of a member of a group. The latter give numerical characteristics of the integral sociometric configuration of the choices in the group. They describe the properties of group communication structures.

The main PSIs are:

Sociometric status index of і member;

Index of emotional expansiveness ¼ member;

Index of volume, intensity and concentration of the interaction ijmember.

The symbols і and ј designate the same person, but in different roles: ï- chosen, ј - choosing, іј - combination of roles.

The sociometric status index of the i-group member is determined by the formula:

C і = ∑ і (R і+ R і ) \ N-1

where С i sociometric status i-member, R i - choices received by a member, ∑ - sign of algebraic summation of the number of choices received by the i-member, N - number of members of the group.

The index of emotional expansiveness of the j-member of the group is calculated by the formula:

E ј = ∑ ј=1 (R ј +R ј ) \ N-1

where E j emotional expansiveness of the j-member, R - made by the j-member

elections (+,-)

From a psychological point of view, the indicator of expansiveness characterizes a person's need for communication.

Of the GSI, the most important are:

The index of emotional expansiveness of the group is calculated by the formula:

Ag= ∑ ј [ ∑ ј=1 Rј(+-)] ⁄ N

where Ag is the expansiveness of the group, N is the number of members of the group.

The index of psychological reciprocity in the group (cohesion of the group) is calculated by the formula:

Gg = [ ∑ ij=1 ∑ ij=1 A ij + ] ∕ ½* N(N-1)

where Gg is the reciprocity in the group based on the results of positive elections, Aij + the number of positive mutual bonds in the group, N is the number of group members.

The use of a sociometric test makes it possible to measure the authority of formal and informal leaders

Method "Non-existent animal"

Diagnostic purpose:

a) analysis of individual and personal characteristics of the subject (emotional sphere and interpersonal relationships)

The technique was proposed by M.Z. Drukarevich.

A sheet of paper when drawing is a model of space. The space is associated with the emotional coloring of the experience and the time period: past, present, future. It is also connected with activity (effectiveness) or the ideal mental plan of the work of the psyche. The space located behind and to the left of the picture means a connection with the past and inactivity. At the same time, the left side and bottom are associated with negative and depressive emotions, with uncertainty and passivity. The right side, front and top, is associated with the future period and effectiveness. At the same time, the right side is associated with positively colored emotions, with energy, activity, concreteness of actions.

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

The subject is offered a sheet of paper (A-4 format) in the usual horizontal position, a simple pencil of medium softness, slightly sharpened. The subject draws a fantastic animal that does not exist in real life, in fairy tales, myths.

It is important to emphasize that the possession of artistic skills is not required to complete the drawing (the experimenter should emphasize this, especially when the subject says that he has no artistic abilities).

Instruction: “think up a non-existent animal, draw it and call it a non-existent name. At the same time, try not to draw: animals that exist in myths, fairy tales, legends.

Results processing

The drawing is analyzed on the basis of its spatial image, symbols, as well as drawing lines. If necessary, the experimenter asks the client clarifying questions (about body parts, their functional purpose).

Research procedureincludes several stages.

The first stage is the preparation of research: the development of an experiment program, the development of exercises (Appendix 8.9), a selection of methods (tools) for diagnosing interpersonal relationships, a detailed study of instructions, explanatory materials, the preparation of questionnaires and a form - answers.

The second stage consists in conducting the ascertaining experiment itself. For the experiment, a plan and a diagnostic examination with the control and experimental groups were chosen.

The subjects were not informed about the purpose of the work. Methods "Questioning, sociometry" were carried out on the same day, the method "Non-existent animal" was a homework assignment. It should be noted that, in general, the attitude towards the study was quite positive.

At the third stage, classes were held. The purpose of the remedial classes was to create certain conditions for the formation of interpersonal relationships. There were six sessions of 30 minutes each for two weeks, which included two exercises.

At the fourth stage of the study, a formative experiment was carried out. Organizing diagnostic material and processing these data using special statistical and mathematical techniques.

To analyze the data obtained as a result of the study, a number of additional works were carried out, excluding those that were carried out within the framework of each individual data collection methodology. Additional methods include: the construction of tables, graphs, charts.

Statistical indicators were calculated using the Spearman's r-correlation coefficient.

§ 2 College Entry Motivation Studies

The process of developing the personality of students, their image of the Self, mediated by the acquired profession, often develops spontaneously.

The motivation for going to college and the motive for choosing a medical specialty are incentives for which a person is ready to make his efforts, that is, what a young person was guided by when choosing a particular profession: the social and social significance of this profession, prestige.

One of the most important motives for professional development is professional orientation, which expresses a person's attitude to the profession and influences the process of mastering it. But in the selection process, not one motive is involved, but several.

The variety of motives for choosing a profession is different. The questionnaires clearly reflect the motives (Appendix 1). There are also many factors that influence the choice of a profession: the opinion of parents, peers, schools, individual abilities, inclinations, interest. Identification of the motives for choosing a profession and the motivation for going to college allows you to find out what exactly prompted a person to choose this type of work.

To conduct the methodology, students were offered questionnaires in which they had to answer one question.

Picture 1

Figure 2

In dynamics, the majority of students answered the questions that they did at the insistence of their parents.

After statistical processing of the obtained results, data were obtained on the correlation between the motivation for going to college and the motive for choosing a medical specialty.

Table 2

Spearman

Group
	0,28
	0, 47

In each group, a moderate relationship between motivation and motive is expressed.

§ .3 Analysis of the results of the study of interpersonal relations on sociometry

Purpose: to identify the sociometric status of the student, the cohesion of the group,

the presence of microgroups, "leaders", "not accepted" .

Students of 621 experimental and 623 control groups took part in our study of this technique. We used a parametric method that limits the number of choices students make. Four choices were offered. Conducted a study of business and personal relationships of students in the group.

The position in the system of interpersonal relations in the group is evidenced by individual sociometric indices of the statuses of group members. Each member of the group in one way or another interacts with everyone, communicates, directly exchanges information.

At the same time, each member of the group, being a part of the whole, influences the properties of the whole by its behavior. The realization of this influence proceeds through various socio-psychological forms of mutual influence. The subjective measure of this influence is emphasized by the magnitude of the sociometric status.

We presented the data obtained in the study in a sociometric matrix, which reflects all the positive and negative choices made by the members of the groups, as well as the individual given and received choices are calculated (Appendix 3,4,5,6)

According to the study, two sociometric indices were calculated: the index of individual sociometric status and the index of group cohesion. In both groups, we also calculated the group's index of emotional expansiveness, which is not unimportant in relationships (Appendix 3, 4,5,6).

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Figure3

Figure 3 shows business relationships in a group.

The sociogram shows positive choices. Elections of young men are located on the left side of the sociogram. The location of the members of the group at the poles: "stars" - 4; "preferred" - 1; "accepted" - 7; "not accepted" - 10 students. All four students are active in the class. Student number 1 is the head of the group. The leader is student number 14.

Sociogram of interpersonal relations of experimental group 621

Figure 4

Figure 4 examines personal relationships in a group.

The location of the members of the group at the poles: stars "- 5; "preferred" - 5; "accepted" - 14; "not accepted" - 2 people. The leader is student number 17.

Figure 5

Figure 5 shows business relationships in a group.

The location of the members of the group at the poles: stars "- 5; "preferred" - 5; "accepted" - 6; "not accepted" - 6 students. All 5 students are active in the class.

The leader and headman of the group is student number 15.

Sociogram of interpersonal relations of the control group 623

Figure 6

Figure 6 looks at personal relationships.

The location of the members of the group at the poles: stars "- 2; "preferred" - 8; "accepted" - 8; "not accepted" - 4 students. The leader is student number 2.

Based on the data obtained in the sociograms, we can conclude that in the experimental group 621, 45% of students have a low status, the remaining 55% belong to the 1,2,3 status category.

In the control group 623, 27% of students have a low status, the remaining 73% belong to the 1,2,3 status category. From here we can know how desirable the student is in the system of interpersonal relations.

Table 3

group number	Business relationship		Personal relationships
			Index of psychological reciprocity	Index of emotional expansiveness
	2,52		2,57
	2,64		2,59

The results of group cohesion shown in the table show that the cohesion index in the experimental group 621 is lower than in the control group 623. The index of emotional expansiveness of both groups differs slightly. Personal sociometric status is indicated in the sociomatrix (Appendix 3,4,5,6).

In the diagram, we observe the dynamics of the indicators of microgroups (triads) formed in each group according to business and personal relationships.

Based on observations, it seems to me that the authority of leaders in business relations is based on greater erudition among other students and their organizational skills in conducting various competitions, competitions in which they take an active part. It is obvious from the sociogram that the leaders of business relations do not occupy a high position in personal relationships. In contrast, students who received the fewest number of choices in business relationships take the lead in personal relationships.

Sociometry does not allow us to establish the motives for rejection, so I assume that students were among the rejected because of difficulties in learning activities or poor adaptation in the team.

To improve social status, it is necessary to find and develop the area of ​​activity in which maximum success can be achieved.

To confirm the reliability of the selected and selectable positive choices, a correlation analysis was carried out.

Table 4

Correlation coefficient indicators r- Spearman

When assessing the statistical significance of the difference between positive choices and the motive for choosing a medical specialty, the results of Table No. 5 were obtained.

From the data obtained, it follows that the relationship between the motive for choosing a medical specialty and the positive choices obtained is moderate.

§ 4 Analysis of the results of self-assessment studies in a student group

In interpersonal relationships, the self-esteem of each student is important. It arises not as an innate feeling, quality, but depending on the attitude and assessments of the surrounding people. In adolescence, the attitude and assessment of peers is of decisive importance. It should be remembered that low grades of peers, low socio-psychological status in the group are very painful for a young person. Distinguish between general and private self-esteem. A person can evaluate himself adequately and inadequately (overestimate or underestimate his successes, achievements). Self-esteem can be high or low.

The final dimension of the I, the form of existence of global self-esteem is the self-esteem of the individual. Self-esteem is a stable personality trait and maintaining it at a certain level is an important concern of the individual. The self-respect of a person is determined by the ratio of his actual achievements to what a person claims, what goals he sets for himself.

The totality of such goals forms the level of claims of the individual. It is based on such self-esteem, the preservation of which has become a need for the individual. The level of claims is the practical result that the subject expects to achieve in the work. In his practical activities, a person usually strives to achieve such results that are consistent with his self-esteem, contribute to its strengthening, normalization. Significant changes in self-esteem appear when the successes or failures themselves are associated by the subject of activity.

We conducted a study of students' self-esteem using the "Non-existent animal" method. After the appropriate instructions, the task according to the methodology was given at home, due to the fact that many students are shy.

Figure 8

In Figure 8, we observe the dynamics of self-assessment results. Self-assessment in 621 groups is adequate - 12 students, 623 - 13 students; overpriced by 3 students; underestimated 621 - 7 students, 623 - 6 students.

At the third stage, classes were held with the experimental group.

The purpose of the remedial classes was to create certain conditions for the formation of interpersonal relationships.

There were six sessions of 30 minutes each for two weeks, which included two exercises (Appendix 8).

For a more visual comparison and detailed analysis of changes in the results obtained above, we conducted a formative experiment with the experimental and control groups.

For the study, we used the following methods:

1. Questionnaire
2. Sociometry
3. Drawing test "Non-existent animal"

Figure 9

When conducting diagnostics using the "questionnaire" method in the experimental group, indicators of the motivation for entering college and the motive for choosing a medical specialty were identified, which are shown graphically in Figure 9. It can be seen from the indicators that question 1 became the dominant answer when choosing motivation, and when choosing a motive, the question 2.

For comparison, a correlation analysis was carried out between motivation and motive.

Correlation coefficient indicators r- Spearman is 0.4

Both groups took part in the sociometric diagnostics. Diagnosed by business relationship.

The sociogram is compiled on the basis of the sociomatrix (Appendix 9)

The personal sociometric index is calculated and registered in the sociomatrix.

Sociogram of interpersonal relations of the experimental group

Figure 10

On the sociogram, young men are displayed in the left half. Figure 10

members of the group are located at the poles: stars "- 4; "preferred" - 6; "Accepted" - 12. Student No. 14 remains the leader

The group sociometric status increased by 0.58. It is equal to 3.1.

Self-assessment diagnostics was carried out according to the “Non-existing animal” method. Students were diagnosed with high and low self-esteem.

Figure 11

For a more visual representation of the data obtained as a result of the study, consider the diagram shown in Figure 11.

The results of the experimental group - adequate self-esteem 18; overestimated -2; underestimated - 2 students.

Self-confident and self-confident students, as a rule, occupy high places in the group hierarchy. It is noteworthy that students with adequate self-esteem are always recognized by their peers and are satisfied with their position in the group and the nature of relationships with peers.

Thus, we can conclude that the purposeful improvement of group cohesion, the increase in the motive for choosing a medical specialty, the increase in self-esteem, which we carried out in the form of classes, influenced the change in these parameters of the experimental group.

After the study, there were no changes in the parameters in the control group.

After statistical processing of the obtained results, data were obtained on the correlation of increased indicators in the experimental group, which took classes on optimizing interpersonal relationships.

Findings.

The results of the study allow us to state that interpersonal relationships, determined by the methods of "questionnaire"; "sociometry"; drawing test "non-existent animal" among the members of the experimental group, the rates that have passed the classes are higher than those of the control group.

The data obtained indicate the fact that in real life and professional activities these people in interpersonal relations are dominated by more sympathy than antipathy among themselves.

In line with the solution of this study, it is essential to consider interpersonal relationships as the most important element of educational activity, which in the experimental group manifested itself (as a result of activity) during the survey.

It should be noted that the performance of the experimental group increased significantly than that of the control group. This can be explained by the effectiveness of the training sessions.

As a result of the work on the formation of interpersonal relations, the indicators of the group cohesion index, motive and motivation, self-assessment of the experimental and control groups, identified by three methods, differ significantly, which confirms the correlation analysis of the Spearman coefficient indicators. Based on this indicator, it can be confidently stated that the classes to improve interpersonal relations had a positive effect in increasing the cohesion of the group, the motive for choosing a specialty and increasing the self-esteem of the subjects of the experimental group.

1. It is necessary to study the system of interpersonal relations in the group in order to purposefully form these relations. To create a favorable emotional climate for each student.
2. Pay special attention to "not accepted". It is necessary to identify and develop positive qualities in them, to increase low self-esteem.
3. The teacher should reconsider his attitude towards students to be an active participant in group interaction.
4. To activate the importance of professional orientation, the formation of a professional image of Ya.

CONCLUSION

Youth is at the same time the most sincere and most insincere age. In youth, the strongest need is to be in harmony with oneself, uncompromisingness, a thirst for complete and reckless self-disclosure. Youth is emotional, it is violently fond of new people, ideas, deeds. Although these hobbies are sometimes short-lived, they help to survive and master a lot of new things in a short time.

Studying the nature of interpersonal relationships is not an easy task. It is especially difficult to solve in student groups. In our work, we tried to solve the problem of interpersonal relations among first-year students, namely those aspects that influence the formation of interpersonal relations. This is the choice of a profession and the status position within the group, and self-esteem.

This research topic is of practical interest and can be continued on a wider array of subjects. Research can also be carried out in other educational institutions.

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Relationships with other people are important and relevant for a person of any age. However, their significance is enhanced precisely in adolescence, when a person gradually turns from a small child into a young man. That is why the formation and development of interpersonal relations of adolescents should become one of the most pressing topics in modern psychology.

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TOPIC: interpersonal relations in a team of adolescents

PLAN

Introduction

1. The role of family relations in the formation of communicative qualities of adolescents
2. Interpersonal relationships among adolescents

2.1. Research on teen digs

2.2. Study of the psychological climate in a team of adolescents

Conclusion

Literature

Applications

INTRODUCTION

“One person… not a damn thing.” These dying words of the hero of E. Hemingway's novel "To have and not to have" are one of the axioms of human existence. Wherever we are and whoever we are, whatever position we take in the most complex coordinate grid of social relations, we are always among people, and even when we are completely alone, we nevertheless do not remain alone, because those around us are significant, close and dear people continue to live in our consciousness, determining both its content and, accordingly, the whole structure of our behavior. Thus, relationships with other people are important and relevant for a person of any age. However, their significance is enhanced precisely in adolescence, when a person gradually turns from a small child into a young man. That is why the formation and development of interpersonal relations of adolescents should become one of the most pressing topics in modern psychology.

The object of our study is interpersonal relations in general, and the subject considered in detail in the context of the object is interpersonal relations in a group of adolescents.

The purpose of this study is to establish the factors influencing the development of the communicative qualities of the personality of adolescents, as well as to consider the forms of organization of communication in the adolescent environment.

1.1. The role of family relations in the formation of communicative qualities of adolescents

One of the main features of adolescence and early adolescence is the change of significant persons and the restructuring of relationships with adults.

"We and adults" is a constant theme of teenage and youthful reflection. Of course, the age “We” also exists in the child. But the child accepts the difference between the two worlds - children's and adult - and the fact that the relationship between them is unequal, as something indisputable, for granted. Adolescents stand somewhere "in the middle", and this intermediate position determines many properties of their psychology, including self-consciousness.

French psychologists (B. Zazzo, 1969) asked children from 5 to 14 years old whether they consider themselves "small", "large" or "medium" (not in height, but in age); at the same time, the evolution of the standards of "growth" themselves was revealed. Preschoolers often compare themselves to younger children and therefore claim that they are "big".

School age gives the child a ready-made quantitative standard of comparison - the transition from class to class; most children consider themselves "average", with deviations mainly towards "big". From 11 to 12 years old, the starting point changes; its standard is increasingly becoming an adult, "growing up" means becoming an adult.

Soviet psychologists, starting with L. S. Vygotsky, unanimously consider the feeling of adulthood to be the main neoplasm of adolescence. However, an orientation towards adult values ​​and comparing oneself with adults often makes a teenager see himself again as relatively small, dependent. At the same time, unlike a child, he no longer considers this situation normal and strives to overcome it. Hence the contradictory feeling of adulthood - a teenager claims to be an adult and at the same time knows that the level of his claims is far from being confirmed and justified in everything.

One of the most important needs of the transitional age is the need for liberation from the control and guardianship of parents, teachers, elders in general, as well as from the rules and procedures established by them. How does this age-related tendency appear (not to be confused with relations between generations!) in the relations of high school students with the most significant specific adults for them, who are not only older in age, but also authorized representatives of adult society as a whole - parents and teachers?

Of the factors of socialization, considered separately, the most important and influential was and remains the parental family as the primary unit of society, the influence of which the child experiences first of all, when he is most receptive. Family conditions, including social status, occupation, material level and level of education of parents, largely determine the life path of the child. In addition to the conscious, purposeful upbringing that parents give him, the whole family atmosphere affects the child, and the effect of this influence accumulates with age, being refracted in the structure of the personality.

There is practically no social or psychological aspect of the behavior of adolescents and young men that would not depend on their family conditions in the present or past.

True, the nature of this dependence is changing. So, if in the past the child's school performance and the duration of his education depended mainly on the material level of the family, now this factor is less influential.

According to the Leningrad sociologist E.K. Vasilyeva (1975), the proportion of children with high academic achievement (average score above 4) among parents with higher education is three times higher than in the group of families with parents educated below seven grades. This dependence persists even in the upper grades, when children have the skills of independent work and do not need the direct help of their parents.

In addition to the educational level of parents, the composition of the family and the nature of the relationship between its members strongly influence the fate of adolescents and young men.

Unfavorable family conditions are characteristic of the vast majority of so-called difficult teenagers.

A significant influence on the personality of a teenager is exerted by the style of his relationship with his parents, which is only partly due to their social position.

There are several relatively autonomous psychological mechanisms through which parents influence their children. Firstly, reinforcement: by encouraging behavior that adults consider correct, and punishing for violation of established rules, parents introduce a certain system of norms into the mind of the child, the observance of which gradually becomes a habit and internal need for the child. Secondly, identification: the child imitates parents, focuses on their example, tries to become the same as them. Thirdly, understanding: knowing the inner world of the child and sensitively responding to his problems, parents thereby form his self-awareness and communicative qualities.

Family socialization is not limited to direct "paired" interaction between the child and his parents. Thus, the effect of identification can be neutralized by counter-role complementarity: for example, in a family where both parents know how to run the house very well, the child may not develop these abilities, because, although he has a good model before his eyes, the family does not need to show these abilities. qualities; on the contrary, in a family where the mother is homeless, this role can be taken over by the eldest daughter. The mechanism of psychological counteraction is no less important: a young man whose freedom is severely restricted can develop an increased craving for independence, and one who is allowed everything can grow dependent. Therefore, the specific properties of the child's personality, in principle, cannot be derived either from the properties of his parents (neither by similarity, nor by contrast), nor from individual methods of education (D. Baumrind, 1975).

At the same time, the emotional tone of family relationships and the type of control and discipline prevailing in the family are very important.

Psychologists represent the emotional tone of relations between parents and children in the form of a scale, on one pole of which there are the closest, warmest, benevolent relations (parental love), and on the other - distant, cold and hostile. In the first case, the main means of education are attention and encouragement, in the second - severity and punishment. Many studies prove the advantages of the first approach. A child deprived of strong and unambiguous evidence of parental love is less likely to have high self-esteem, warm and friendly relationships with other people, and a stable positive self-image. The study of young men and adults suffering from psychophysiological and psychosomatic disorders, neurotic disorders, difficulties in communication, mental activity or study shows that all these phenomena are much more often observed in those who lacked parental attention and warmth in childhood. Unkindness or inattention on the part of parents causes unconscious mutual hostility in children. This hostility can manifest itself both explicitly, in relation to the parents themselves, and covertly. Unaccountable, unmotivated cruelty shown by some teenagers and young men in relation to strangers who have done nothing wrong to them, often turns out to be the result of childhood experiences. If this impotent aggression is directed inward, it gives low self-esteem, feelings of guilt, anxiety, and so on.

The emotional tone of family education does not exist by itself, but in connection with a certain type of control and discipline aimed at the formation of appropriate character traits. Different methods of parental control can also be represented as a scale, on one pole of which there is a high activity, independence and initiative of the child, and on the other - passivity, dependence, blind obedience (G. Elder, 1971) .

Behind these types of relationships is not only the distribution of power, but also a different direction of intra-family communication: in some cases, communication is directed mainly or exclusively from parents to the child, in others - from the child to the parents.

Of course, the methods of decision-making in most families vary depending on the subject: in some matters, high school students have almost complete independence, in others (for example, in financial matters), the right to decide remains with the parents. In addition, parents do not always practice the same style of discipline: fathers are usually perceived as young men and in fact are more rigid and authoritarian than mothers, so the general family style is somewhat compromise. Father and mother can complement each other, or they can undermine each other's influence.

The best relationships between high school students and their parents usually develop when parents adhere to a democratic parenting style.

This style is most conducive to the education of independence, activity, initiative and social responsibility. The behavior of the child is directed in this case consistently and at the same time flexibly and rationally: the parent always explains the motives for his demands and encourages their discussion by the teenager; power is used only to the extent necessary; in a child, both obedience and independence are valued; the parent makes the rules and enforces them firmly, but does not consider himself infallible; he listens to the opinions of the child, but does not proceed only from his desires.

1.2. Interpersonal relationships among adolescents

One of the main tendencies of adolescence is the reorientation of communication with parents, teachers and elders in general to peers who are more or less equal in position.

The need to communicate with peers, who cannot be replaced by parents, occurs in children very early and increases with age. Already among preschoolers, the absence of peer society has a negative effect on the development of communication skills and self-awareness. The behavior of adolescents is inherently collective-group.

First, peer communication is a very important channel of information; from it, adolescents learn many things they need that adults do not tell them for one reason or another.

Secondly, it is a specific type of interpersonal relationship. Group play and other types of joint activities develop the necessary skills of social interaction, the ability to obey a collective initiative and at the same time defend their rights, correlate personal interests with public ones. Outside the society of peers, where interactions are fundamentally built on an equal footing and status must be earned and able to be maintained, the child cannot develop the communicative qualities necessary for an adult, the competitiveness of group relationships, which is not in relations with parents, also serves as a valuable life school.

Thirdly, it is a specific kind of emotional contact. The consciousness of group belonging, solidarity, comradely mutual assistance not only facilitates the adolescent's autonomy from adults, but also gives him an extremely important sense of emotional well-being and stability.

The psychology of communication in adolescence is based on the contradictory interweaving of two needs: isolation (privatization) and affiliation, that is, the need for belonging, inclusion in a group, community.

Isolation is most often manifested in emancipation from the control of elders. However, it also applies to relationships with peers.

There is a growing need not only for social, but also for spatial autonomy, the inviolability of one's personal space.

However, in addition to calm, peaceful solitude, there is painful and intense loneliness - longing, a subjective state of mental and spiritual isolation, incomprehensibility, a feeling of an unsatisfied need for communication, human closeness.

The feeling of loneliness and restlessness associated with age-related difficulties in the formation of a personality gives rise to an insatiable thirst in adolescents for communication and grouping with peers, in whose society they find or hope to find what adults deny them: spontaneity, emotional warmth, salvation from boredom and recognition of their own significance.

The intense need for communication and affiliation turns for many guys into an invincible herd feeling: they cannot not only spend a day, but an hour outside their own, and if they don’t have their own, any company. This need is especially strong in boys.

With the similarity of the external contours of social behavior, the deep motives behind the youthful need for affiliation are individual and diverse. One seeks reinforcement of self-respect, recognition of his human value in the society of his peers. Another important sense of emotional belonging, unity with the group. The third draws the missing information and communication skills. The fourth satisfies the need to dominate, command others. For the most part, these motives and interweavings are not recognized.

A typical feature of adolescent groups is an extremely high level of conformity. Violently defending their independence from their elders, adolescents are often completely uncritical about the opinions of their own group and its leaders.

It should be noted that the communicative features and communication style of boys and girls are not exactly the same. This also applies to the level of sociability and the nature of affiliation.

At first glance, boys of all ages are more sociable than girls. From a very early age, they are more active than girls in coming into contact with other children, starting joint games, etc. the sense of belonging to a peer group is more important for men of all ages than for women.

However, the differences between the sexes in the level of sociability are not so much quantitative as qualitative. The content of joint activities and their own success means more to boys than having sympathy for other participants in the game.

From an early age, boys gravitate towards more extensive, and girls towards intensive communication; boys most often play in large groups, and girls play in twos or threes. Different ways of socialization of boys and girls that exist in all human societies, on the one hand, create and reproduce psychological gender differences. And we are talking not just about quantitative differences in the degree of sociability of boys and girls, but about qualitative differences in the structure and content of their communication and life.

Youth groups primarily satisfy the need for free communication unregulated by adults. Free communication is not just a way of spending leisure time, but a means of self-expression, establishing new human contacts, from which something intimate, exclusively one's own, gradually crystallizes.

Different types of communication can exist, performing different functions, their specific weight and significance changes with age. The preferred meeting places are also changing. For teenagers, this is most often a yard or their own street.

Different forms and places of communication not only replace each other, but also coexist, responding to different psychological needs.

If companies are formed mainly on the basis of joint entertainment, then human contacts in them, being emotionally significant, usually remain superficial. The quality of spending time together often leaves much to be desired.

Some of these companies develop into anti-social ones.

Youth groups and their rivalries are a universal fact of human history. The phenomenon is multilevel. Saami deep, universal its layer - opposition. "We" and "They" by the territorial principle - exist almost everywhere. However, the weakening of the influence of the family, especially the paternal principle, increases the degree of identification of the adolescent boy and the group, creating what is called the “pack effect”.

2.1. study of teenage companies

Relationships with other people are both important and relevant for a person of any age. However, their role is especially significant for high school students - boys and girls aged 14-17, who just at this age master the complex world of human connections in interaction with their peers, comprehend the essence of their own "I" in accordance with the "mirror" effect and at the same time satisfy the needs in human connections, self-affirmation, attachment, self-awareness, as well as in the system of orientations and the object of worship. That is why the study of emerging interpersonal relationships of adolescents is one of the hot topics in modern relationship psychology.

It is necessary to investigate the companies of teenagers to complete the picture, and then the psychological climate prevailing in the team of teenagers.

To do this, adolescents were offered a questionnaire containing 14 questions. (the application form is attached).

Based on the results of the study, the following table was obtained

	question
		Qty
		Every day		In one day		less often
	Where do you usually meet?	In the basement or roam the streets		On the site in front of the house or in the entrance		Someone's apartment
	How many recognized leaders are there in the group?	One		Some		No one
	What is the musical accompaniment of your sat?	Blatnoy musical folklore		Western and domestic bands		Guitar or do without music
	Did you have to “walk the night away” with groups?	Yes		Until two in the morning		Not
	How much alcohol does your group drink?	With no restrictions		To a slight intoxication		Doesn't use
	How many group members smoke tobacco?	All		Half		Nobody less than 10%
	How many members of the group use weed or drugs?	all		Half		None
	Do you think that being a member of a group makes it easier to satisfy sexual curiosity	Yes		Not sure		Not
	Does your group participate in the defense of its territory	Yes		Some in other groups		Not
	Are there any people with criminal experience among the members of the group?	Yes		Not sure but possible		Not
	Does your company participate in collective fights	Yes		Some in the group		Not
	What would your company do if in the evening, passed by a drunk	I would have robbed		I would have assessed the situation, I would not have touched it, but I laughed		Nothing
	What would the group do if you announced your departure from the group?	I would have beaten		Remembered all the debts and services		Nothing

Based on the results of the survey, the following conclusions can be drawn: adolescent students spend their free time in group companies. More than half of teenagers meet less frequently than every other day, presumably on Saturday and Sunday evenings.

Usually teenagers gather in the yard or in the entrance, and only a few roam the streets or spend their time in the basement.

Many teenagers drink alcohol.

Teenagers often communicate with people who have had criminal experience.

Each group has its own territory and often participate in its defense.

2.2. Study of the psychological climate in teenage companies

The study was conducted by determining the psychological climate of a group of teenagers. In this case, a regular class was taken as a group, the number of students in which is 20 people.

To assess some of the main manifestations of the psychological climate of the class, we will use A.N. Lutoshkin. In it, on the left side of the sheet, those qualities of the team that characterize a favorable psychological climate are described, on the right - the qualities of the team with a clearly unfavorable climate. The degree of manifestation of certain qualities can be determined using a seven-point scale placed in the center of the sheet (the form of the questionnaire is given in the appendix) (from +3 to -3)

Using the scheme, you should first read the sentence on the left, then on the right, and after that mark with a “+” sign in the middle part of the sheet the assessment that best corresponds to the truth. It should be borne in mind that the ratings mean:

3 - the property always manifests itself in the team;

2 - the property manifests itself in most cases;

1 - the property appears quite often

0 - neither this nor the opposite property appears clearly enough, or both are manifested to the same degree;

1 - quite often the opposite property is manifested;

2 - the property manifests itself in most cases;

3 - the property always appears.

By the total score, one can determine the degree of well-being of the psychological climate in the team: 42-20 - a high degree of well-being; 19-0 - medium; -1- -20 - indifference; -21- -42 - low degree

To present a general picture of the psychological climate of the team, it is necessary to add up all the positive points. The result obtained will be a conditional characteristic of the psychological climate of a greater or lesser degree of favorableness.

Based on the data obtained, the following table was obtained:

Subjects	Number of points

Summarizing the data, we get the following table:

Quantity	High degree of well-being	Average degree of well-being	Indifference	Low well-being
Number of people

Thus, based on the results of the study, it was possible to establish that the majority of adolescents consider their team to be highly prosperous. This is primarily due to the fact that interpersonal communication with peers begins to become significant, there is a change in the significance of communication with adults to communication with peers. In their team, children feel on equal terms with each other, which adults practically cannot provide for them.

CONCLUSION

Thus, based on the results of the study, it was possible to establish that the formation of interpersonal relationships in adolescence is greatly influenced by a number of factors, including the environment in which the teenager is located, the style of communication adopted in the relationship of both parents to children, and between the parents themselves. .

In adolescence, the autonomization of adolescents and the transfer of authority in communication from parents, teachers and adults in general to their peers is of increasing importance. This is primarily due to the fact that it is in this institution of socialization that equality in communication is possible. That is why stable companies of teenagers are beginning to form.

LIST OF USED LITERATURE

1. Bayard R.T., Bayard D., "Your restless teenager", M .: "Enlightenment", 1991

2. Blaga K., Shebek M., "I am your student, you are my teacher.", M .: "Enlightenment", 1991

3. Developmental and educational psychology, ed. Gamezo et al., M.: 1984

4. Volkova E.M., "Difficult children or difficult parents?", M .: "Profizdat", 1992

5. Gurevich K. M. Individual psychological characteristics of a schoolchild, M., Knowledge, 1988;

6. Kovalev S.V., "Psychology of the modern family.", M .: "Enlightenment", 1988

7. Kon I.S., "Friendship", M.: "Enlightenment", 1980

8. Kon I.S., "Psychology of early youth", M.: "Enlightenment", 1991

9. Lesgaft P.F., "Family education of the child and its meaning", M .: "Pedagogy", 1991

10. Lichko A.E., "Psychopathies and character accentuations in adolescents.". M.: 1983

11. Makarenko A.S., "Book for parents", L.: "Lenizdat", 1981

12. Mudrik A. V. Student communication, M., Knowledge, 1987;

13. Ovcharova R.V., "Reference book of the school psychologist", M .: "Enlightenment", "Educational literature", 1996

14. Pankova L.M., "At the threshold of family life.", M .: "Enlightenment", 1991

15. Petrovsky A.V., "Age and pedagogical psychology", M .: Pedagogy, 1975

16. Polivanova L.B., "Psychological content of adolescence"

\\Questions of psychology N5 1992

17. Psychology (dictionary) \ ed. A.V. Petrovsky, M.G. Yaroshevsky M.: Ed. political literature, 1990

19. "Psychology of the modern teenager", ed. D.I. Feldstein, M .: Pedagogy, 1987

20. Remshmidt H., "Adolescence and youthful age" / / World 1994

21. Rogov E.I., "Desk book of a practical psychologist in education", M.: "Vlados", 1996

22. Satir V., "How to build yourself and your family.", M .: "Pedagogy - Press", 1992

23. Semenov V. D. Be yourself, M., Knowledge, 1989;

24. Sokolova V.N., Yuzefovich G.Ya., "Fathers and children in a changing world", M .: "Enlightenment", 1991

25. Spivakovskaya A.S., "How to be parents: (on the psychology of parental love)"

M.: "Pedagogy", 1986

26. "To teachers and parents about the psychology of a teenager", Ed. G. G. Arakelova, M .: "Higher School", 1990

27. A. Fromm, "ABC for parents", L.: 1991

28. Frolov S. S. Fundamentals of sociology, M., Yurist, 1997;

29. Homentskaus G.T., "Family through the eyes of a child", M.: 1990

30. Shevandrin N. I. Social psychology in education, M., Vlados, 1995

Appendix

1. How often does your company meet?

A) every day

B) in a day;

B) less often.

2. Where do you usually meet?

A) in the basement or roam the streets;

B) on the site in front of the house or in the entrance;

C) at someone's apartment

3. How many leaders are in the group?

A) one;

B) several;

C) none.

4. What is the musical accompaniment of your gatherings?

A) criminal musical folklore;

B) Western and domestic groups;

C) guitar or do without music.

5. Have you ever walked with a group all night long?

A) yes;

B) until two in the morning;

C) no.

6. How much alcohol does the group drink?

A) no restrictions

B) to slight intoxication;

B) does not use.

7. How many group members smoke tobacco?

And all;

B) half;

B) nobody.

8. How many members of the group use weed or other drugs?

And all;

B) half;

B) nobody.

9. Do you think that being a member of a group makes it easier to satisfy your sexual curiosity?

A) yes;

B) not sure, but possible;

C) no.

10. Does your group participate in the defense of its territory?

A) yes;

C) no.

11. Are there people with criminal experience among the members of the group?

A) yes;

B) not sure, but possible;

C) no.

12. Does your group participate in collective fights?

A) yes;

B) some in other groups;

C) no.

13. What would your company do if you walked past a drunk person in the evening?

A) would choose

B) would have assessed the situation and not touched, but laughed;

C) nothing.

14. What would the band do if you announced your departure from it?

A) would have beaten;

B) would remember all the "debts and services";

C) nothing.

Appendix

POSITIVE FEATURES								Negative Features
Cheerful and cheerful mood prevails								Depression prevails, pessimistic attitude
Goodwill prevails in relationships, mutual sympathy								Predominant conflict in relationships, aggressiveness
In relations between groupings within the team, there is mutual disposition and understanding.								Groups are in conflict
Team members like to be together, participate in joint activities								Team members show indifference to closer communication
Successes or failures of individual team members cause empathy								The successes and failures of team members leave others indifferent
Mutual support and approval prevails								Critical remarks are in the nature of overt and covert attacks
Team members respect each other's opinions								In the team, everyone considers his own opinion to be the main one and is intolerant of the opinions of his comrades.
In difficult moments for the team, there is an emotional unity according to the principle “one for all, all for one”								In difficult cases, the team "limp", there are quarrels, mutual accusations
The achievements or failures of the team are experienced by everyone as their own.								Achievements or failures of the team do not resonate with its representatives
The team is sympathetic and friendly to new members								Beginners feel superfluous, strangers
The team is active, full of energy								The team is passive, inert
The team is quick to respond when something needs to be done.								The team cannot be raised to a joint cause, everyone thinks only about personal interests
In the team there is a fair attitude towards all members of the team								The collective is divided into "privileged" and "neglected"
Team members have a sense of pride in their team if it is noted by leaders								The praise and encouragement of the team are treated indifferently here.

In order to comprehensively and multidimensionally study the issue of interpersonal relations, it is necessary to analyze such a fundamental concept as "relationship". This concept is an integrative characteristic of a person, which characterizes the psychological connection of a person with the surrounding world of people and things. In a general sense, a relation is the mutual arrangement of objects and their properties.

Let's move on to the consideration of this concept in line with various sciences.

In philosophy, relation is defined as the moment of interconnection of many kinds of beings that have an objective or subjective, concrete or abstract form. The concept is reduced to material or semantic unity, mutual distribution of these existences.

Social psychology defines attitude as a predisposition to classify objects and phenomena and react to them with a certain degree of constancy in assessments.

Revealing the essence of the concept of "relationship", V.N. Myasishchev pointed out that it is one of the forms of reflection by a person of the reality around him.

These definitions allow us to conclude that attitude is the subjective side of reality, the result of the interaction between the environment and the person.

Interpersonal relationships are subjectively experienced relationships between people that are objectively manifested in ways of influencing each other, the nature of relationships in the course of joint activities and communication. The system of stereotypes, attitudes, orientations and many other things also play a role, through which people evaluate and perceive each other. The basis for the formation of the socio-psychological climate in the team are these and other dispositions, which are mediated by the goals of the organization, its values ​​and content.

Interpersonal relationships are a system of selective connections established between people in the form of feelings, judgments and appeals to each other.

There are three components in the structure of relationships: cognitive, emotional, and behavioral.

The cognitive component of interpersonal relations includes all mental processes: sensations, perception, representation, memory, thinking, imagination. A person interacting with other people with the help of these processes learns the individual psychological characteristics of partners in joint activities. Mutual understanding and relationships are formed under the influence of the peculiarities of mutual perceptions. The most essential characteristics of mutual understanding are its adequacy and identification.

The emotional component of relationships expresses positive or negative experiences that arise in a person under the influence of the individual psychological characteristics of other people. It can be likes or dislikes, satisfaction with oneself, partner, work, etc.

Emotional identification is manifested in the identification of two subjects with each other and is accompanied by sympathy - an emotional response to the experiences of the other, empathy and sympathy. The emotional component performs the main regulatory function in informal relationships.

The behavioral component plays a leading role in regulating relationships. It includes non-verbal means of communication and actions that express the relationship of a given person to other people, to the group as a whole.

The team is a highly developed small group. A small group is a small group, where members of the group, being in direct communication, are united by common social activities. This serves as the basis for the emergence of group norms and processes, emotional relationships.

Small groups differ in the nature, size, structure of relations that exist between members, the individual composition, values, norms and rules of relationships, interpersonal relationships, goals and content of activities are different.

Let us briefly consider the main parameters by which they evaluate, divide, study a small group. The quantitative composition of the group is its size, and the individual composition is the composition of the group. Group communication channels are the structure of interpersonal communication, which includes the exchange of personal and business information, the psychological climate of the group, in turn, is the moral and emotional tone of interpersonal relationships. Group norms are understood as general rules of behavior that members of the group adhere to.

Figure 1.1 shows the classification of small groups.

Conditional (nominal) groups are groups that unite people who are not part of any of the small groups. This selection of groups is important in the process of research, where the results obtained in real small groups are compared with the results of a random grouping of people who do not have constant contacts and common goals. Opposite to these groups are real groups - these are existing associations of people that meet the definition of "small group".

Figure 1.1 Classification of small groups

Natural groups are groups that formed on their own regardless of the desire of the experimenter. Their existence is connected with the needs of society and the people who are included in these groups. At the same time, laboratory groups are created to conduct experiments and scientific research. They also operate like other groups, but their existence is temporary - within the laboratory.

Conditional (nominal) groups are artificially allocated associations of people for research. All other types of the group differ from this type in that they actually exist in society and are widely represented by people of different ages, professions, and social status.

Natural groups are divided into formal (official) and informal (informal).

Formal groups are created on the basis of official organizations, informal groups arise outside the framework of any organization (for example, a school class is an official small group and an informal youth association is an informal group). Formal groups set goals for themselves based on the goals and objectives of the organization in which this group exists. The goals of informal groups are based on the personal interests and needs of the participants, and may not always converge with the goals of formal organizations.

Small groups are divided into reference and non-referential. A reference group is any conditional or real group - a small group to which a person would like to belong or he voluntarily considers himself a member of this group. The reference group gives the individual role models: thoughts, feelings, behaviors, norms, values, judgments are significant models to follow. A non-referential group is a small group in which values, behavior, norms are alien to the individual or indifferent to him. There may also be anti-referential groups that a person condemns, rejects and does not accept their norms, rules, their psychology.

All natural groups are divided into underdeveloped and highly developed. In underdeveloped groups there is no sufficient psychological community, business and personal contacts, relationships are not established, there are no established interactions, responsibilities are not clearly distributed, there are no leaders and effective teamwork. Highly developed groups are socio-psychological communities that meet all these requirements.

The group of students is an example of a formal group, i.e., the positions of its members are clearly defined in it, they are prescribed by group norms. Informal groups are also formed within this collective. For each student, his group is a membership group (where an individual is present due to certain circumstances), within which there is a reference group for him (which is a standard for an individual, a model for behavior and self-esteem).

When analyzing interpersonal relations, it is necessary to see the various psychological mechanisms of these relations, which have a single nature, and understand that they form different layers of group activity in a team, both superficial and deep.

A.V. Petrovsky developed the concept of the multilevel structure of the group, called the "concept of the activity mediation of interpersonal relations" or "the stratometric concept of group activity". In this special socio-psychological concept, interpersonal relations in any sufficiently developed group are considered as mediated by the content and values ​​of activity.

Activity mediation is a backbone feature of the team. The group realizes its goal in a specific subject of activity and thereby changes itself, its structure is improved, the system of interpersonal relations is transformed. The direction and nature of the changes in the group depend on the specific content of the activity and values.

In the concept of A.V. Petrovsky group processes form a hierarchy of levels (strata). Figure 1.2 shows the stratometric model of A.V. Petrovsky.

Figure 1.2 Stratometric model of A.V. Petrovsky

The central element of the group structure (stratum A) is the group activity itself, its socio-political and meaningful socio-economic characteristics.

At the first level (stratum B), the attitude of its members to the goals, tasks, group activities, group principles is fixed, the social meaning of the group for each of its members is revealed. In a group of students, the content of stratum B is the attitude to learning activities, the motivation for learning, the meaning of learning for each student.

At the second level (stratum B), there is a localization of interpersonal relations, which are mediated by the content of joint activities, as well as by the principles, values, and ideas that are accepted in the group. These include phenomena associated with interpersonal relationships. Understanding the activity mediation allows us to understand the principle of the existence of this stratum.

Stratum G is the last, superficial level of interpersonal relationships and suggests the presence of emotional ties in the group. Joint goals, value orientations, and so on are not of great importance here.

Thus, interpersonal relations of a person are an integral system of selective, individual, conscious connections of a person with different aspects of reality, which are formed throughout life. A person during his life is influenced by various macro- and micro-societies. Changes in the surrounding world change the human psyche, its relationships and attitude to different aspects of reality. Relationships are endless. Their awareness gives rise to corresponding emotions and feelings in a person. In the structure of relationships, emotional, cognitive and behavioral components are distinguished. It can be said that the system of a person's relationship to himself and to the world around him is a specific characteristic of the personality.

The student (student) environment, the characteristics of the study group, which includes a person, the characteristics of other reference groups have a powerful socializing and educational impact on the personality of the student. group behavior student climate

The behavior of people in a group has its own specifics in comparison with individual behavior, there is both unification, an increase in the similarity of the behavior of members of the group due to the formation and subordination of group norms and values ​​based on the mechanism of suggestibility, conformism, submission to authority, and the growth of opportunities to exert their response influence on group. In the study group, dynamic processes of structuring, forming and changing interpersonal relationships, distributing group roles and nominating leaders, etc. take place. All these group processes have a strong influence on the personality of the student, on the success of his educational activities and professional development, on his behavior. The teacher must know and understand the patterns of group processes, have a beneficial effect on their development.

Such individual features of the teacher as his psycho-sociotype, character, leadership style can significantly affect the nature of the relationship with the study group and the very functioning of the student (student) team, contributing to or hindering the growth of its cohesion.

Such a feature of the group as the homogeneity of the age composition determines the age similarity of interests, goals, psychological characteristics, and contributes to the cohesion of the group. The main activity of the study group is teaching, and the factors of educational cohesion are weaker than production ones, so sometimes a cohesive team does not work out.

In the student group, such socio-psychological phenomena are manifested as:

• - "collective experiences and moods" - the emotional reaction of the team to events in the team, in the world around them; the collective mood can stimulate or inhibit the activities of the team, leading to conflicts, there may be an optimistic, indifferent or dissatisfaction mood;
• - "collective opinions" - the similarity of judgments, views on issues of collective life, approval or disapproval of certain events, actions of group members;
• - phenomena of imitation, suggestibility or conformism;
• - the phenomenon of competition - a form of interaction between people who are emotionally zealous about the results of their activities, striving to succeed. The study group can develop from the type of "association" to the level of "collective" or change to the type of "corporation".

Association - a group in which relationships are mediated only by personally significant goals (a group of friends, acquaintances).

Cooperation is a group that is distinguished by a really operating organizational structure, interpersonal relations are of a business nature, subordinated to the achievement of the required result in the performance of a specific task in a certain type of activity.

The team is a time-stable organizational group of interaction of people with specific governing bodies, united by the goals of joint socially useful activities and the complex dynamics of formal (business) and informal relationships between group members.

The student group is a psychological center for the formation of a specialist. It is here that high moral qualities and the right attitude to learning are formed. The student group is able to significantly increase the effectiveness of the individual process of learning. But for this it is necessary that the student group become a collective (team), where everyone is ready to help everyone, where there is a cult of teaching and knowledge, an atmosphere of scientific research, or, in other words, a favorable socio-psychological climate is established in the group.

Meanwhile, there are ambiguous judgments about the influence of the socio-psychological climate of a student group on the process of teaching students in a higher educational institution.

Creating a favorable socio-psychological climate in the student group is not only a responsible, but also a creative matter, requiring knowledge of its nature and means of regulation. The formation of a good socio-psychological climate requires an understanding of the psychology of people studying at a university, their emotional state, relationships with each other, and the characteristics of individual and collective learning activities.

We proceed from the premise that student performance, their professional and personal growth depend on the socio-psychological climate of the student body, which influences the learning process through the channels of self-esteem, self-confidence, well-being, mutual responsibility, information exchange.

The concept of "socio-psychological climate" has long entered the language of social psychology and sociology, along with similar concepts such as "climate of the enterprise", "moral and psychological climate", "moral atmosphere", "psychological climate", "mood", atmosphere, spirit, environment, microclimate, situation, group ecology, social environment and others. The point is, in general, that, as V.B. Olshansky, "a person can experience inner satisfaction and be a good worker in one team and completely fall into disrepair in another."

There are many definitions and interpretations of the socio-psychological climate, the common drawback of which is that the climate is explicitly or implicitly reduced to other socio-psychological phenomena, and sometimes simply identified with them. Comparison of various concepts of psychological (socio-psychological) climate shows that there is not a single socio-psychological phenomenon, not a single characteristic or property of a group that would not be attributed to climate. This, of course, calls into question the very problem of climate change.

To understand the nature of the climate, it is necessary to take into account not just what affects people, but, above all, the very fact of influence. When analyzing and understanding the climate, attention should be focused on the phenomenon of the influence of the group on the individual, on the channels and mechanisms of this influence, including infection, training, pressure, etc.

Simply put, the socio-psychological climate refers to everything in the psychology (culture) of a group that in one way or another affects the life and activities of the members of this group. Today we can assume that the climate of a group (organization) is those components of collective psychology that affect the well-being, health, development and activity of a person who is part of this group (organization). We are talking, first of all, about the socio-psychological conditions in which people live and work, and which are largely created by them.

The socio-psychological climate of the team is the totality of all the influences of the members of the team on each other, as well as the psychological conditions that allow or hinder the satisfaction of the social needs of its members. These conditions include:

intra-group information that satisfies the need for knowledge and orientation;

recognition (acceptance), respect for each other;

group factors that allow a person to realize his intellectual and emotional potential, to play the role for which he is capable and prepared;

the opportunity to feel free, to have a status that does not infringe on his self-esteem.

Climate is also group pressure and social control. If the collective forces a person to be a conformist, then the climate is perceived as unfavorable.

This is exactly how Yu.P. Platonov presents the socio-psychological climate: “The psychological climate is the qualitative side of interpersonal relations, manifested in the form of a set of psychological conditions that contribute to or hinder productive joint activity and the comprehensive development of the individual in a group.” True, the author does not emphasize this understanding, since on the next page he, in essence, repeats the traditional definition of climate as “a state of interpersonal and group relations in a team that reflects the business mood, work motivation and degree of social optimism of the organization’s personnel.”

Climate is an indicator of the relationship "person - group". A person living and acting in a group experiences various influences from its side, including pressure, coercion, infringement. He can be proud of his team and cherish ... He can be afraid and hate him. A person can neglect the team in which he works, and not reckon with him. All these are vital manifestations of the collective climate. The psychological climate should be understood as the comfort of the group (organization, society) for the individual.

Table 1. Correlation between the self-assessment of the climate of the group and the characteristics of the learning behavior of students

Well-being and learning behavior of students
Climate self-assessment	well-being	Class attendance	information exchange	Level of responsibility for preparing group training sessions
Good and rather good	Confidence in their knowledge, active participation in discussions	High attendance	Covers the entire group	Students take the initiative and carefully prepare a learning event for the group
something in between	Shyness, timidity	Students try not to miss classes, but sometimes it happens	Students only share important information with friends	The task is carried out formally
Bad and rather bad	Students prefer to remain silent in seminars	Classes are skipped quite often	Information exchange is almost non-existent	Avoiding study assignments or failing to attend a seminar

As can be seen, if a favorable socio-psychological climate has developed in the group, then most students feel confident in the classroom, boldly ask questions, and express their opinions, knowing that the group will support them; if the climate is not conducive to this, then most students prefer to refrain from participating in the seminar discussion, fearing ridicule and tricky questions from their comrades.

Students who positively assessed the psychological climate of their group rarely miss classes; those who are often absent from training sessions, as a rule, evaluate the climate of their group less positively.

The situation is similar with respect to information exchange in a group - students exchange educational information more fully and comprehensively only in those groups where the climate is favorable for this.

There is also a connection between the level of favorable socio-psychological climate and the degree of responsibility of the student to the group. Students who receive an individual task from the teacher to prepare for the seminar prepare especially carefully and, by all means, will attend the lesson mainly in those groups where the climate is favorable. If the climate is not all right, then a significant part in such a situation may simply not come to class.

The mechanism of the influence of the socio-psychological climate on the progress of students is as follows: in an environment with a healthy climate, the student feels confident and freely expresses his opinion, takes part in discussions; there is a high level of mutual responsibility of students to each other; in the group there is an intensive exchange of educational, business and other information between students.