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

Introduction ______________________________________________ 3

I. Interpersonal relationships in a team __________________ 6

1. Interpersonal

relationships as activities ____________ 6

2. Development of interpersonal relationships in the group ____________ 7

3.Features of interpersonal relationships among senior schoolchildren

II. Study of the influence of the activities 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 technique ___________________________ 27

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

3. Study of the psychological climate in the classroom _____________ 30

Conclusion _____________________________________________________ 33

References _____________________________________ 36

Introduction

L.I. Bozovic emphasized that in mental development What determines a child is not only the nature of his leading activity, but also the nature of the system of relationships with the people around him, 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 activity. Communication is subjectively perceived by teenagers and high school students as something very personally important: this is evidenced by their sensitive attention to the form of communication, its tone, trust, attempts to comprehend and analyze their relationships with peers and adults. However, as analysis of modern pedagogical process, the need of adolescent and high school students for favorable, confidential communication with adults at school very often does not receive 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, difficulties in personal development, establishing interpersonal contacts, orientation in life situations, etc. All this is greatly aggravated if the child does not have a favorable family communication.

In order to comprehensively and multidimensionally study the issue of interpersonal relationships, it is necessary to analyze such a fundamental concept as “relationship”. This concept is an integrative characteristic of personality, which characterizes the psychological connection of a person with the surrounding world of people and things. In a general sense, a relationship is the relative position of objects and their properties.

Let's move on to consider this concept in line with various sciences.

In philosophy, a relationship is defined as a moment of interconnection between many types of existence, which have an objective or subjective, concrete or abstract form. The concept comes down to the material or semantic unity, the 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 consistency in assessments.

Revealing the essence of the concept of “attitude”, 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 interaction between the environment and a person.

Interpersonal relationships are subjectively experienced relationships between people, which are objectively manifested in the ways they influence each other, the nature of the relationship during joint activities and communication. The system of stereotypes, attitudes, orientations and much more also plays 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 that 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, behavioral.

The cognitive component of interpersonal relationships 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 characteristics 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. This could be likes or dislikes, satisfaction with oneself, a partner, work, etc.

Emotional identification manifests itself in the identification of two subjects with each other and is accompanied by sympathy - an emotional response to the experiences of another, 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 communication and actions expressing relationships this person to other people, to the group as a whole.

The team is a highly developed small group. A small group is a group of small composition, where group members, being in direct communication, are united by a 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 relationships that exist between members, 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 a small group is assessed, divided, and studied. Quantitative composition a group is its size, and the individual composition is the composition of the group. Group communication channels are the structure 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 mean general rules behaviors followed by group members.

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 identification of groups is important in the research process, where the results obtained in real small groups are compared with the results of a random association 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 related to the needs of society and the people who are included in these groups. At the same time, laboratory groups are created to conduct experiments, scientific research. They also act like other groups, but their existence is temporary - within the laboratory.

Conditional (nominal) groups are artificially identified associations of people to conduct research. All other types of groups 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 (unofficial).

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

Small groups are divided into referent and non-referent. 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 provides the individual with role models: thoughts, feelings, behaviors, norms, values, judgments are significant models to follow. A non-reference group is a small group in which values, behavior, and norms are alien to the individual or indifferent to him. There may also be anti-reference 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 and 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.

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

When analyzing interpersonal relationships, it is necessary to see the various psychological mechanisms of these relationships, 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 a multi-level group structure, called the “concept of activity-based mediation of interpersonal relationships” or the “stratometric concept of group activity.” In this special socio-psychological concept, interpersonal relationships in any sufficiently developed group are considered as mediated by the content and values of activity.

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

The central link 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, objectives, group activities, and principles of the group is recorded, and the social meaning of the group is revealed for each of its participants. In a group of students, the content of stratum B is the attitude towards educational activities, motivation for learning, the meaning of learning for each student.

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

Stratum D is the last, superficial level of interpersonal relationships and presupposes the presence of emotional connections in the group. Joint goals, value orientations, etc. do not play a big role here.

Thus, a person’s interpersonal relationships are an integral system of selective, individual, conscious connections of the individual with different aspects of reality, which are formed throughout life. A person is influenced by various macro- and microsocieties throughout his life. Changes in the surrounding world change the human psyche, his relationships and attitude towards different aspects of reality. Relationships are infinitely varied. Their awareness gives rise to corresponding emotions and feelings in a person. In the structure of relationships, emotional, cognitive and behavioral components are distinguished. We can say that the system of a person’s relationship to himself and to the world around him is a specific characteristic of the individual.

The student's environment, the characteristics of the educational group to which a person belongs, and the characteristics of other reference groups have a powerful socializing and educational impact on the student's personality. group behavior student climate

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

Such individual characteristics of a teacher as his psychosociotype, character, and leadership style can significantly influence the nature of relationships with the educational group and the very functioning of the student body, promoting 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 an educational group is teaching, and the factors of educational cohesion are weaker than production ones, so sometimes a cohesive team does not develop.

The student group exhibits such socio-psychological phenomena as:

- “collective experiences and moods” - the emotional reaction of the team to events in the team, in the surrounding world; the collective mood can stimulate or depress the activities of the team, leading to conflicts; an optimistic, indifferent or dissatisfied mood may arise;
- “collective opinions” - similarity of judgments, views on issues of collective life, approval or condemnation of certain events, actions of group members;
- phenomena of imitation, suggestibility or conformity;
- the phenomenon of competition - a form of interaction between people who are emotionally jealous of the results of their activities and strive to achieve success. Study group can develop from the “association” type to the “team” level or change to the “corporation” type.

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

Cooperation is a group characterized by a really functioning organizational structure; interpersonal relationships are of a business nature, subordinated to achieving the required result in performing a specific task in a certain type of activity.

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

Student group - psychological center formation of a specialist. It is here that high moral qualities and the right attitude towards learning are formed. A student group can significantly increase the efficiency of the individual process of acquiring knowledge. 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 learning and knowledge, an atmosphere of scientific research, or, in other words, that a favorable socio-psychological climate is established in the group.

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

Creating a favorable socio-psychological climate in a student group is not only a responsible matter, but also a creative one, 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 educational activities.

We proceed from the premise that students’ 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, and information exchange.

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

There are many definitions and interpretations of socio-psychological climate, the common disadvantage of which is that the climate is explicitly or implicitly reduced to other socio-psychological phenomena, and sometimes is simply identified with them. A 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 climate problem itself.

To understand the nature of climate, it is necessary to take into account not just what influences people, but first of all the fact of influence itself. When analyzing and understanding climate, attention should be focused on the phenomenon of group influence 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 consider 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 a given 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 a team is the totality of all the influences of team members on each other, as well as psychological conditions that allow or hinder the satisfaction of the social needs of its members. These conditions include:

intragroup information that satisfies the needs 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 about group pressure and social control. If the team forces a person to be a conformist, then the climate is perceived as unfavorable.

This is exactly how Yu.P. Platonov represents the socio-psychological climate: “Psychological climate is the qualitative side of interpersonal relationships, manifested in the form of a set of psychological conditions that promote or hinder productive joint activities 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 “the state of interpersonal and group connections in a team, reflecting the business spirit, work motivation and the degree of social optimism of the organization’s personnel.”

Climate is an indicator of the relationship between an individual and a group. A person living and acting in a group experiences various influences from it, including pressure, coercion, and infringement. He can be proud of and value his team... He can fear and hate it. A person can neglect the team in which he works and not take it into account. All these are vital manifestations of the collective climate. The psychological climate should be understood as the comfort of a group (organization, society) for an individual.

Table 1. Relationship between self-assessment of group climate and characteristics of students’ learning behavior

Well-being and academic behavior of students
Self-assessment of climate	Well-being	Attendance at training sessions	Information exchange	Level of responsibility for preparing group training sessions
Good and rather good	Confidence in your 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 share important information only with friends	The task is carried out formally
Bad and rather bad	Students prefer to remain silent at seminars	Classes are missed quite often	There is almost no information exchange	Avoidance of educational assignments or failure to attend a seminar

As you can see, if a favorable socio-psychological climate has developed in the group, then most students feel confident in training sessions, 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 absent from training sessions quite often, as a rule, evaluate the climate of their group less positively.

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

There is 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 assignment from the teacher to prepare for the seminar prepare especially carefully and, by all means, will be present at the lesson mainly in those groups where favorable climate. If not everything is fine with the climate, then a significant part in such a situation may simply not show up for class.

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

Having determined at what stage of development a group of students is, one cannot, however, consider the task of studying it solved. Psychological characteristics, the study of which makes it possible to establish the level of development of the team, represent only one side of the interpersonal interactions that develop in the group. This is the so-called process of integration-unification, team building. Along with it, another process constantly occurs - the differentiation of relationships between students, the identification of “stars”, isolated groups, etc. in the class structure. The study of these phenomena is a task no less important than the study of cohesion, participation and other integrative characteristics.

Why does one student enjoy the sympathy of most of his classmates, while another is lonely? How to explain the fact that the pioneer unit, consisting of guys who study mainly with “good” and “excellent” grades, is torn by contradictions and conflicts, while the other, “weak” (in terms of academic performance), is admired for its friendship and harmony? What is the reason for the distance between some students in the class and their classmates? How to return them to the team? This is only a small part of the questions that arise before a teacher in his daily work and require knowledge of the structure of interpersonal interactions. How to study this structure?

To study interpersonal relationships in a team, various forms of the sociometric method can be used. Its essence lies in the students choosing other group members for joint activities in some given conditions (sitting at the same desk, preparing for test work, go to the cinema, etc.). The choice made by each child shows which of his classmates he prefers and whether he enjoys reciprocity, and statistical analysis of the data allows us to identify some quantitative characteristics: reciprocity of choice, its awareness, stability of interpersonal relationships, the degree of satisfaction with them for each student and the class as a whole.

Let's consider the research procedure using the sociometric method.

Method 3. Sociometry

Target: identifying interpersonal relationships in the classroom.

Progress. The experiment can take place in two forms: by choosing a desk mate and by “choice in action.” In the first case, students are asked to sign their sheet and write on it the names of their chosen classmates. The number of elections can be certain (3-5 students) or indefinite (it is proposed to indicate several names of students in your class). In any case, it is advisable to maintain the sequence of preferences (first (1), second (2) and third (3). Depending on the nature of the relationship being identified, the questions may be different: “Who would you like to sit at the same desk with?”, “Who would you like to live with in the same camping tent?”, “Name three students in your class whom you would recommend for participation in discussions with members of youth organizations in other countries”, “With which of the students in your class would you like to prepare for a test in mathematics?” Some questions (selection criteria) are aimed at identifying emotional connections, others - business ones.

Processing of received data. Based on the results, a matrix is compiled in which the class list is written, and in the top line - the numbers under which the names of the students appear. In each line, against the student numbers chosen by the given student, the election numbers (1, 2 or 3) are placed. For example, since Leonov chose 1) Vasilyev, 2) Uglov, 3) Klimov, then the corresponding elections are placed at the intersection of the seventh row with columns 3, 5 and 6.

If the students chose each other (for example, according to the given matrix, Antonova chose No. 4 Dyatlova, and Dyatlova chose No. 1 Antonova), then these two choices (with coordinates (1,4) and (4,1) are circled (mutual choice). In the table they are shown in italics. Boys’ numbers are usually circled, girls’ numbers are then circled. Then a sociogram is drawn on a separate sheet.

Election Matrix

	Who chooses	Who is chosen
	Who chooses	1	2	3	4	5	6	7	8	9	10	11	12	13	14	15
1	Antonova				3									1	2
2	Bulanova				2									1	3
3	Vasiliev					2		3					1
4	Dyatlova	3												1	2
5	Iglov			1				3					2
6	Klimov			1		3		2
7	Leonov			1		2	3
8	Nikitina				2			3						1
9	Orekhov			2		1							3
10	Orfeev			1		3		2
11	Pavlov			2		1		3
12	Relatives			1				2				3
13	Semenchuk	3				2									1
14	Timofeeva	2				3								1
15	Ustyugova					1		2						3
Number of selections received		3	0	7	6	6	1	8	0	0	0	1	3	6	4	0
Number of mutual elections		3	0	3	3	2	1	3	0	0	0	0	1	2	3	0

Rice. 2 Target sociogram

The sociogram (Fig. 2) consists of four concentric circles in which all class numbers are placed. Those who scored the largest number of positive choices (the so-called “sociometric stars”, which have twice the average number of choices) are placed in the first circle (central), in the second circle - the “preferred” (having an average number of choices), in the third - “neglected” (the number of elections is less than average), in the fourth - “isolated” (those who did not receive a single election). Reciprocal choice is indicated by a solid line between two corresponding numbers, non-reciprocal - by a solid line with an arrow (from the one who chose to the one he chose). For greater clarity or if there are a large number of students in the class, it is advisable to draw these lines in different colors. The numbers of formal leaders (headmen, etc.) are shaded.

Method 4. Sociometry (2nd option)

This technique can be used for the practical study of personal relationships existing in a group, as well as for determining the place occupied by each group member in the corresponding system of relationships. The described version of the technique is specially adapted for studying interpersonal relationships in the school class, although the technique itself is quite suitable for studying relationships in any other more or less stable social group with the number of participants from 10 to 30 people.

Before starting the study, group members gathered in a room receive instructions approximately as follows:

Your group (class) has existed for a long time. During this time, you were able to get to know each other well and certain personal relationships such as likes and dislikes developed between you. Not everything, of course, is smooth in your life, and even now your relationship is far from ideal. It’s good for you to be in the same group (class) with someone, not so much with someone. Otherwise, as a rule, it does not happen. But imagine that everything starts all over again and each of you is given the opportunity to again, at will, determine the composition of your group (class). In this regard, answer the following questions, writing down your answers on a separate sheet of paper, which must first be signed at the top right (indicate your first and last name):

1. Which members of your group (class) would you include in the newly created group (class)? List several people in order of preference.

2. Which member of your group would you not like to see as part of the newly created group (class)? List a few people in order of deviation.

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Studying the structure of interpersonal relationships in a student group

Personality psychology

Having determined at what stage of development a group of students is, it is impossible, however, to consider the task of studying it solved. Psychological characteristics, the study of which makes it possible to establish the level of development of the team, represent only one side of the interpersonal interactions that develop in the group. This is the so-called integration process! tions - associations, team building. Along with* it, another process is constantly taking place - the differentiation of relationships between students, the selection!-1 in the structure of the class of “stars”, isolated groups, etc. The study of these phenomena is an equally important task than the study of cohesion, participation" and other integrative characteristics. 1

Why does one student enjoy the sympathy of most of his classmates, while another is lonely? How can one explain the fact that the pioneer unit, consisting of re- \bits who study mainly with “good” and “excellent” grades, is torn apart by contradictions and conflicts, while the other, “weak” (in terms of academic performance) ), evokes admiration for its friendship and harmony? What is the reason for the distance between some students in the class and their classmates? How to return them to the team? This is only a small part of the questions that arise for the teacher in his daily work and require him to know the structure of interpersonal interactions? How to study this structure?

To study interpersonal relationships in a team! 172

:;,ie, whether reciprocity is used in this case, and statistical analysis of the data allows us to identify some co-1 characteristics: reciprocity of choice, its chances, stability of interpersonal relationships, level of satisfaction with them for each student and the class as a whole.

Let's consider the research procedure using the co-iometric method. Method 73. Sociometry. Goal: identifying interpersonal relationships in the classroom

j Progress. The experiment can take place in two forms: by choosing a deskmate and “selecting” in action. In the first case, students are asked to sign their sheet and write on it the names of their chosen classmates. The number of choices can be determined (3-5 students) and undefined (it is proposed to indicate several names of students in your class). In any case, it is advisable to observe the sequence of preferences (first (1), second (2) and third (3). Depending on the nature of the relationship being identified, the questions may be different: “Who would you like to sit at the same desk with?”, “Who would you like to live with in the same camping tent?”, “Name three students in your class whom you would recommend for participation in discussions with members of youth organizations in other countries”, “With which of the students in your class would you like to prepare for a test in mathematics?” Some questions (selection criteria) are aimed at identifying emotional connections, others - business ones.

Processing of received data. Based on the results, a matrix is compiled in which the class list is written, and in the top line - the numbers under which the names of the students appear. In each line, the numbers of the choices (1, 2 or 3) are placed against |the numbers of the students selected by the given student. For example, since Leonov chose 1) Vasiliev, 2) Uglov, 3) Klimov, then the corresponding elections are placed at the intersection of the seventh row with columns 3, 5 and 6.

in italics. Boys' numbers are usually circled in the Selection Matrix

Who will choose

Who is chosen

Antonova

Bulanova

Vasiliev

Nikitina

Semenchuk

Timofeeva

Ustyug in a

Number of selections received

Number of mutual elections

Rice. 10

The sociogram (Fig. 10) represents four acentric circles into which all the measures of the students in the class are placed. Those who scored the largest number of positive choices (the so-called “sociometric rides*, which have twice the average number of choices) are in the first circle (central), and the “preferred” ones (those with an average number of choices) are in the second circle. ), in the third - “neglected” (the number of elections is less than the average), in the fourth - “isolated” (those who did not receive

one choice). Mutual choice is indicated by a solid line between two corresponding numbers, mutual - by a solid line with an arrow (depending on

To the one he chose). For greater clarity or if there are a large number of students in the class, it is advisable to draw these lines in different colors. The numbers of formal leaders (komsomol organizer, headman, etc.) are shaded.

Method 74. Choice in action.

Goal: study of interpersonal relationships in the classroom.

Progress. The research begins with introductory conversation teachers with class.

“Guys, now we are going to play an interesting game. Its main condition is maintaining secrecy. Put your diaries on your desk and leave the class, and then I will invite you to my place one by one.”

The guys go to the corridor or gym, where some games are organized with them. The teacher calls them to him one by one and offers each of them three transfer pictures, on the back of which is written the number of this student on the list.

The teacher says: “You can put these pictures in the diary of any three students. The one with the most pictures wins. But keep the elections secret."

After the student has placed the pictures, he should not meet with those who have not yet participated in the experiment. To avoid offended children, the experimenter at the end of the game, after recording the choices made by the children, can put pictures for those who did not receive a single choice 1 (106; 38-39),

The processing of the obtained data is the same as in the previous method.

Finally, one more type of sociometric technique can be proposed.

Method 75. “Tag a friend.”

Progress. Before starting the experiment, it is advisable to tell students about the significance of the study, promise to inform everyone of the final conclusions, while keeping everyone’s personal answers in the strictest confidence. The teacher must emphasize that he asks everyone to sign their answer sheets, because otherwise it will be impossible to process the results.

After answering the questions that have arisen, the teacher invites the students to begin work, which, as

1 For high school students, the choice in action has the option “Congratulate a friend:”: greeting cards are taken as distributed items.

17S

The experience takes no more than 10-15 minutes.

Instructions. There are people in your class who are close to you and whom you consider your friends; there are friends with whom you often communicate; There are people with whom you do not maintain any relationship, and, however, there are also those with whom you are negative.

Familiarize yourself with all the points for assessing relationships, write down the names of all students in the class, and next to each name, put the number for assessing your attitude towards it.

1. He is the closest person to me in the class, I “wouldn’t want to be separated from him.”

2. He is not my close friend, but I sometimes invite him to visit, spend my free time with him.

3. I am not friends with him, but he interests me, I wanted to get closer to him.

4. I have neither business nor personal relationships with him.

5. I communicate with this person only in business attire, when necessary. I avoid communicating with him in my free time.

6. I don't like this person.

7. I really dislike this person, I don’t want to have anything in common with him.

Processing of received data. The results of the survey are processed according to the same scheme as with sociomet-sh. A matrix is compiled in which the names of all students are recorded. In each line, in the corresponding cells, the numbers of assessment points are entered, to which this student classified his classmates, after filling out the entire matrix, the average of the received grades for each student is calculated as the average arithmetic value of the corresponding “column of the matrix. For example, the average index obtained is

ah elections Bulanova1 is equal to/= --»+ + ^ +-=3.6

for Vasiliev it is equal to / = -+ ^^" "*"-=3.

All students are ranked according to the found averages (indexes from smallest to largest. It can be predicted that students with the highest indices are

1 Leonov does not include any of the points in the questionnaire, so there is a dash in the matrix in the corresponding cell.

Student Attitude Score Matrix

Student names

Antonova

Bulanova

Vasiliev

yutsi in the class are neglected or isolated, and the students with the lowest indexes are preferred. However, this does not always correspond to reality. For example, a student who is “the closest friend” for one half of the class, and “very unpleasant” for the other half, will receive the same average index as the student with whom class, neither cop has “neither business nor personal relationships.” Poet, it is advisable to carry out an additional procedure).

You can find “leaders” for each item in the questionnaire, that is, schoolchildren who have the largest number of “ones,” “twos,” etc. in their column of the matrix. It is advisable to consider the leaders according to the first point of the questionnaire as “stars” of the class, and the leaders according to the seventh point as “neglected” and “isolated” (in the sociometric sense) ((62), (84)).

Based on the research, the teacher receives information about the actual relationships between classmates, and not the desired one, as is the case when using sociometry.

STUDYING THE POSITION OF A STUDENT AND IN THE SYSTEM OF INTERPERSONAL RELATIONS (

What do the results of sociometry give to the teacher? The number of choices received by each student characterizes his position in the system of personal relations."

|ii, i.e. determines his sociometric status. To measure this, it is enough to calculate the coefficient

J/= m;-j" "where ^ is the sum of the choices received by the students, and L" is the number of group members who participated in the j experiment."

Comparison of the sociometric status of schoolchildren indicates the place of each of them in the psychological structure of the class. So, for example, students whose coefficient S/ is significantly - 2 or more times - higher than the average (the average number of choices is 3 and 5, in accordance with the instructions of the method), are called cociometric stars." Those who were not chosen by any of their peers - the so-called “isolated” - obviously deserve special attention from the teacher. It should be noted, however, that the student’s position in the structure of interpersonal relationships may not always be the same. IN different types In communication, “stars” and “isolated” students may turn out to be completely different students. The following technique will allow you to verify this.

" Method 76. “Who will you turn to?” “Goal: determining the student’s position in the system of interpersonal relationships depending on the type of communication.

c Progress. To determine the coefficients of various types of communication (around public, academic work or just friendly contacts), students are asked to answer the following questions:

“If you have an idea to organize a socially useful business, then who will you turn to first, second and third for advice and support?” (Communication related to social work).

“Who will you turn to first, second, or third to discuss a controversial or incomprehensible issue that arose while performing homework? (Teaching communication.)

“Who will you turn to first, second, or third if you have difficulty evaluating or characterizing works of art (literature, cinema, music, etc.)?” (Aesthetic communication.)

“Who do you tell first, second, third?

1 "By conducting a sociometric cross-section several times, it is possible to determine the stability of the student’s position in the system of relations.

Description of the subject: “Personality Psychology”

Personality psychology is one of the branches of psychology.

Teaching the discipline “Personality Psychology” is aimed at the most thorough study of personality problems formulated in the “General Psychology” course. The main theoretical issues - the need-motivational sphere of the individual, personality typology, social and biological determination of the process of personal development, criteria for assessing the mental health of the individual, levels of mental pathology of the individual are deliberately discussed within the framework of various scientific schools and paradigms, taking into account modern approaches to their solution. The general principle of work is a sequential study of material “from simple to complex.” In accordance with this principle, each textbook topic begins with a discussion of a number of key concepts and theoretical issues of a particular branch of anthropology (or a specific aspect of human biological variability). After the formation of this methodological base, it is proposed to move on to the main part of the topic - a more detailed (substantive) discussion of this range of issues and problems, analysis of general and specific examples of one or another aspect of human variability.

[Kharlamenkova N.E. Psychology of personality. – M., 2003.]

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