Introduction
The psychology and behavior of each individual depends significantly on his social environment, or environment. The social environment is a complex society, consisting of numerous, diverse, more or less stable associations of people, called groups.
There are groups that differ in size, in the nature and structure of relations existing between their members, in individual composition, characteristics of values, norms and rules of relationships shared by participants, interpersonal relationships, goals and content of activities, i.e. these characteristics are unstable. The general rules of conduct that all members of a group must adhere to are called group codes. All these characteristics are the main parameters by which groups are distinguished, divided and studied in social psychology.
Specificity of the socio-psychological approach
People who have a common significant social attribute based on their participation in some activity are united in groups. The problem of groups in sociology and social psychology is the most important issue.
In human society, many different kinds of associations arise, and therefore the fundamental question of sociological analysis is the question of which criterion should be used to isolate groups from them. In the social sciences, the concept of "group" can be used in different ways. In demographic analysis or statistics, for example, conditional groups are meant.
Conditional groups are arbitrary associations of people according to some common criterion required in a given analysis system.
That is, a group is considered to be several people who have some common feature, who gave certain indicators, etc.
In other sciences, the group means really existing education. In such a group, people are united by some common feature, type of joint activity, or placed in any identical conditions, circumstances in the process of life. At the same time, people consciously refer themselves to this group (to varying degrees).
Social psychology deals primarily with really existing groups. In this respect, her approach differs from the sociological one. The main problem of the sociological approach is to find an objective criterion for distinguishing between groups. These differences can be in religious, political, ethnic characteristics. From the point of view of any objective criterion accepted as the main one for each system of sociological knowledge, sociology analyzes each social group, its relations with society and the interpersonal relations of its members.
In the course of his life, a person performs various social functions, and may be a member of various social groups. Therefore, the socio-psychological approach considers a person as a point of intersection of various group influences. That is, a person is formed at the intersection of these groups. This determines the place of the individual in the system of social activity, and also affects the formation of the consciousness of the individual. The personality is included in the system of views, values, ideas, norms of the various groups in which he is a member. It is important to determine the resultant of all group influences. And for this it is necessary to establish the value of the group for a person in psychological terms, what characteristics are important for a given member of the group. Here, in social psychology, it is necessary to correlate the sociological approach and the psychological one.
If the sociological approach is characterized by the search for objective criteria for distinguishing between really existing social groups, then the psychological one is characterized mainly by consideration of the very fact of the presence of a multitude of persons, in the conditions of which the activity of the individual proceeds. In this case, the interest is focused not on the meaningful activity of the group, but on the form of actions of this person in the presence of other people and interaction with them. The question was posed in this way in socio-psychological research in the early stages of the development of social psychology. The group here is not considered a real social unit of society, a microenvironment for the formation of personality. However, for some purposes just such an approach is necessary, especially in the framework of general psychological analysis. The question is whether this approach is sufficient for social psychology. The definition of a group as a simple set, of which a person is an element, or as an interaction of people differing in common social norms, values and in certain relationships to each other, is only a statement of the presence of many people acting side by side or together. This definition does not characterize the group in any way, and in the analysis there is no content side of this set of persons. The words about the presence of certain relationships within the group also say little: the presence of relationships in any association is important, however, without describing the nature of these relationships, this addition is insignificant. When relationships are a characteristic of a social group included in a certain system of social activity, then it is possible to determine the significance of these relationships for the individual.
All of the above allows us to conclude that for social psychology, a simple statement of a multitude of people or even the presence of some kind of relationship within it is insufficient. The task is to unite the sociological and (we will call it that) "general psychological" approach to the group. If we recognize that social psychology, first of all, studies the patterns of behavior and activities of people, conditioned by the fact of their inclusion in real social groups, then it must be admitted that the focus of the analysis is precisely the meaningful characteristics of such groups, the identification of the specifics of the impact on the personality of a specific social group. groups, and not just an analysis of the "mechanism" of such an impact. This formulation is logical from the point of view of the general methodological principles of the theory of activity. The significance of the group for the individual, first of all, lies in the fact that the group is a certain system of activity, given by its place in the system of social division of labor, and therefore itself acts as a subject of a certain type of activity and through it is included in the entire system of social relations.
In order to provide this kind of analysis, social psychology needs to rely on the results of sociological analysis of groups, i.e. refer to those real social groups that are identified according to sociological criteria in each given type of society, and then, on this basis, carry out a description of the psychological characteristics of each group, their significance for each individual member of the group. An important component of such an analysis is, of course, the mechanism for the formation of the psychological characteristics of the group.
If we accept the proposed interpretation of the group as a subject of social activity, then, obviously, it is possible to single out some features inherent in it precisely as a subject of activity. The commonality of the content of the group's activity also gives rise to the commonality of the psychological characteristics of the group, whether we call them "group consciousness" or some other term. The psychological characteristics of a group should include such group formations as group interests, group needs, group norms, group values, group opinion, group goals. And although the modern level of development of social psychology has neither tradition nor the necessary methodological equipment for the analysis of all these formations, it is extremely important to raise the question of the "legitimacy" of such an analysis, because it is precisely by these characteristics that each group is psychologically different from the other. For an individual belonging to a group, the awareness of belonging to it is carried out primarily through the acceptance of these characteristics, i.e. through the awareness of the fact of some mental community with other members of a given social group, which allows him to identify with the group. We can say that the "border" of the group is perceived as the border of this psychic community. When analyzing the development of groups and their role in history human society, it was found that the main, purely psychological characteristic of the group is the presence of the so-called "we-feeling". This means that the universal principle of the mental formation of a community is the distinction for the individuals in the group, of a certain formation "we", as opposed to another formation - "they". “We-feeling” expresses the need to differentiate one community from another and is a kind of indicator of the awareness of a person’s belonging to a certain group, ie. social identity. The statement of a person's belonging to a group is of considerable interest for social psychology, allowing one to consider a psychological community as a kind of psychological "cut" of a real social group. The specificity of the socio-psychological analysis of the group manifests itself precisely here: the real social groups identified by the means of sociology are considered, but in them, further, those of their features are determined, which together make the group a psychological community, i.e. allow each member to identify with the group.
With this interpretation, the psychological characteristics of the group are fixed, and the group itself can be defined as "a community of interacting people in the name of a conscious goal, a community that objectively acts as a subject of action." The degree of detail with which further analysis can reveal the characteristics of such a commonality depends on the particular level of development of the problem. So, for example, some authors do not limit themselves only to the study of the named group characteristics, but also propose to see in a group, by analogy with an individual, such indicators as group memory, group will, group thinking, etc. At present, however, there is no sufficiently convincing theoretical and experimental evidence that this approach is productive.
While the last of the above characteristics are controversial in terms of whether they relate to the psychological description of the group, others, such as group norms or group values, group decisions are investigated in social psychology precisely as belonging to special group formations. The interest in these formations is not accidental: only their knowledge will help to more specifically reveal the mechanism of communication between the individual and society. Society affects the individual precisely through the group, and it is extremely important to understand how group influences mediate between the individual and society. But in order to accomplish this task, it is necessary to consider the group not just as a “set”, but as a real unit of society, included in the broad context of social activity, which is the main integrating factor and the main feature of a social group. The general participation of group members in joint group activities determines the formation of a psychological community between them, and thus, under this condition, the group really becomes a socio-psychological phenomenon, i.e. object of research in social psychology.
Much attention in the history of social psychology has been paid to the study of the characteristics of groups, their impact on the individual. There are several characteristic features such studies.
1. The group approach is considered as one of the options for the socio-psychological approach. There is also an individual approach in American psychology. Both of these approaches are a consequence of two sources of origin of social psychology: sociology and psychology. Supporters of both the group and individual approach find the reasons for the social behavior of people. But for supporters of an individual approach, it is typical to search for only the nearest reasons for such behavior. The group is important for them only as a fact of the presence of many people, but outside the wider social system in which it is included. Here is a purely formal understanding of the group.
The group approach, on the other hand, penetrates mainly outside the group, where a given person draws norms and values, into the social characteristics of social relations. This approach is widespread in European social psychology. It substantiates the idea of the need for social context in any research. It criticizes such a study of groups, when all group processes are divided into different fragments, while the meaning of the content activity of the group is lost.
2. Many authors defining a group separate two main blocks of socio-psychological research. The first block is characterized by the study of processes that characterize human communication and interaction - communication, interaction, attraction, perception, etc. It is assumed that all these processes take place in a group, but such a variable as group activity is not presented in the studies. The second block of research is related to the study of the groups themselves. He studies the size of the group, its composition, structure. The group processes studied in the first block are also mentioned, but without connection with joint group activities. Consequently, the description of the processes is obtained in isolation, essential parameters of the group are excluded when studying its internal processes.
3. All attention in traditional social psychology is paid only to a certain type of group - small groups. To a greater extent, they study the emerging interpersonal relations, but it is not clear how they depend on the nature of group activity and how they are connected with social relations.
A clear statement of the requirements of a new approach to group research is needed. The main task is to more specifically consider the laws of human communication and interaction in real social cells, i.e. where they appear. To accomplish this task, in addition to the accepted certain methodological principles, it is necessary to set a conceptual apparatus. Within its framework, a group can be investigated and its main characteristics described. Such a conceptual scheme is necessary so that groups can be compared with each other, as well as to obtain comparable results in experimental studies.
social group psychological individual
In our daily life we are faced with such heterogeneous and important phenomena for us as communication; role, interpersonal and intergroup relationships; conflicts; gossip; fashion; panic; conformism. The above and similar phenomena are based, first of all, on the mental activity and behavior of people who interact with each other as social subjects. In other words, we are talking about the phenomena generated by the interaction of both individuals and their associations - social groups: this is a family, and a production team, and a company of friends, and a sports team, and a political party, and the whole people that make up the population of one or another country.
Any of the mentioned social subjects - a specific person or a specific social group - interacts with another social subject (s) in accordance with certain laws that have a psychological and at the same time social nature. However, this psychological is so closely intertwined with the social that an attempt to separate them in a concrete interaction of people is doomed to failure in advance.
For example, the course of a conflict between two students will undoubtedly be influenced by the peculiarities of their characters, temperaments, motives, goals, emotions, social statuses, roles and attitudes. But; nevertheless, factors of a completely different order will turn out to be decisive here, namely: the real behavior of these persons, their mutual perception, relationships, as well as the social situation in which all this is happening. Even without a deep analysis, it is clear that each of these factors is, as it were, an alloy of the social and the psychological. Therefore, the designation "socio-psychological" the best way approaches these factors and the corresponding phenomena. In turn, a science that studies such phenomena and their patterns can rightfully be called social psychology.
Here it should be noted right away that social psychology studies not only socio-psychological phenomena. As an applied science, it explores the socio-psychological aspect (or side) of any real phenomena in the life and activities of people in almost all spheres. This fully applies to the spheres of economy, politics, law, religion, ethnic relations, education, family, etc.
In order to show how the socio-psychological aspect relates to aspects of other sciences and how these sciences themselves relate in the study of a specific phenomenon, let us take an ordinary exam as an example. From the point of view of sociology, this is a type of interaction between representatives of two social groups (teachers and students), aimed at realizing their public and personal interests and goals. From the point of view of general psychology, an exam is an episode of mental activity and behavior of a certain individual (subject). Moreover, if a teacher is taken as a subject, then the student will be nothing more than an object of his activity. If the position of the subject is assigned to the student, then, accordingly, the teacher becomes the object of his activity. From the standpoint of pedagogy, the exam is one of the forms of control of the assimilation of knowledge by students, and from the standpoint of informatics, it is a special case of information exchange. And only from the point of view of social psychology, the exam is considered as a specific communication of individuals within the framework of their certain social roles and interpersonal relationships.
In other words, if the exam interests us as a kind of communication (conflict or contact, role or interpersonal, etc.), during which the participants influence each other, as well as this or that development of their mutual relations, then we must turn to precisely to social psychology. In turn, this will make it possible to use theoretical knowledge, conceptual apparatus, optimal means and research methods that are adequate to the problem being solved. At the same time, in order to understand the whole essence of what is happening in the process of a particular exam, in addition to social psychology, certain knowledge in the field of sociology, general psychology, pedagogy and, of course, in that academic discipline for which this exam is passed.
Social psychology relatively recently entered the state educational standard for all pedagogical specialties. For a long time, social psychology was studied only by students of psychological faculties, and most of the domestic textbooks and teaching aids on social psychology were focused on them. In fact, s.p. as a science and a branch of knowledge is relevant for all specialists working in the field of "man-to-man".
(and you will understand this as soon as we touch on the subject of its study)
Social psychology as an independent branch of scientific knowledge began to form at the end of the 19th century, but the concept itself began to be widely used only after 1908 in connection with the appearance of the works of W. McDougall and E. Ross. These authors were the first to introduce the term "social psychology" in the title of their works. Some questions s.p. were put a very long time ago in the framework of philosophy and were in the nature of understanding the features of the relationship between man and society. However, the study of social and psychological scientific problems proper began in the 19th century, when sociologists, psychologists, philosophers, literary scholars, ethnographers, and physicians began to analyze the psychological phenomena of social groups and the characteristics of mental processes and human behavior depending on the influence of the people around them.
By this time, science was quite "ripe" in order to identify some socio-psychological laws. But it turned out that the problems posed were very difficult to study within the framework of the sciences that existed at that time. Integration was needed. And above all - the integration of sociology and psychology, because psychology examines the human psyche, and sociology - society.
Regularities are the most essential, recurring phenomena that arise every time, under certain conditions.
G. M. Andreeva defines the specifics of the social. psychology as follows: - is the study of the patterns of behavior and activities of people, due to their inclusion in social groups, as well as the psychological characteristics of these groups.
S.P. - This is a branch of psychological science that studies the laws governing the emergence and functioning of socio-psychological phenomena that are the result of the interaction of people as representatives of different communities. (Krysko V.G.)
For comparison - the definition of the American school of social. psychology:
SP is a scientific study of the experience and behavior of an individual in connection with the impact on him of a social situation.
SP is a scientific study of the relationship of individuals to each other, in groups and in society. (from the book by PN Shikhirev "Modern joint venture of the USA")?
SP is a science that studies how people learn about each other, how they influence and relate to each other (David Myers) - he gives this definition based on the fact that SP-gi, in his opinion, study attitudes and beliefs, conformism and independence, love and hate.
The emergence of social work as a science and specific social activity was due to the exacerbation of social collisions in the 19th century. in connection with the rapid development of capitalism in Western countries ah - industrialization and urbanization and as a result of a sharp increase in unemployment, crime, alcoholism, etc.
At the end of the nineteenth century. social reformers and leaders of charitable organizations came to the conclusion that effective solution of these problems requires not just philanthropists, but specially trained personnel to provide social assistance to poorly protected, needy segments of the population.
In the 90s. XIX century in England, lecture and practical work was organized related to the activities of the charity society in London. At the same time, similar courses are being opened in Germany (within the framework of the women's movement). In the United States (New York), short-term summer courses have been established, on the basis of which vocational training of social workers is organized. In 1899. a group of social reformers from Holland (Amsterdam) founded an institute for the training of social workers. The institute program provided for a full 2-year full-time course theoretical teaching and practical training for all those dedicated to social work. In 1910. there were 14 schools of social work in Europe and America. In 1920. the first school of social work in Latin America was opened in Chile, thanks to the active work of the outstanding pioneer of social work, René Sand.
The need to intensify social work increases during crises. For example, in the United States in 1929-1933, 15 million people lost their jobs, poverty and suffering reached a peak. Therefore, the Franklin Roosevelt government adopted the "New Deal", which played a huge role in stabilizing the economy and social assistance to the poor. For the first time, unemployment was approached as a social issue, and a special government agency, the Interim Emergency Relief Agency, was created, which brought in well-trained social workers from private services. Franklin Roosevelt believed that state assistance to the unemployed is not a handout or charity, but social justice, which is based on the right of every citizen to count on a minimum standard of living in a civilized society.
These ideas have found development in modern social work: the state in a civilized society implements a ramified and systematic organized system of social protection, and its conductors are social workers who provide social services to clients.
Thus, social work includes 2 main elements - social protection and social services.
The objects of social work are an individual, a group, a family, but since success in social assistance to them depends on the social environment - local authorities, a region, social institutions and institutions operating here, they are all also objects of social work.
Already initially, in the process of the formation and institutionalization of social work, it was clear that its organic component is the psychological activity of social workers and psychologists, psychosocial work with the individual and the group.
Within the framework of social work, social individual psychotherapy arose, therefore, in the first period, social work was even reduced to social psychological work.
More on the topic Formation of social work as a science and specific socio-psychological activity .:
- TOPIC 12. DEVIANT BEHAVIOR AS A PROBLEM OF LAW IN SOCIAL WORK
- 2.2. Theory and practice of the formation of a conflictological culture of a specialist in the process of professional training
Send your good work in the knowledge base is simple. Use the form below
Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.
Introduction
Chapter 1. Theoretical aspects of the study of socio-psychological characteristics of joint activities.
§one. Analysis of the main theoretical categories and concepts.
§2. Specificity of socio-psychological characteristics of joint activities.
Chapter 2. A practical study of the socio-psychological characteristics of joint activities.
§one. general characteristics research.
§2. Research results.
Conclusion.
Bibliography.
Appendix.
Introduction
Relevance The theme is that in the process of joint activities, its members need to enter into contacts with each other to transfer information and coordinate their efforts. The productivity of the group depends entirely on the level of coordination, no matter what type of activity they are engaged in. Because There is little research on this issue and this is the reason for the relevance of our research.
An object of our research: KSU students of the 4th year of the faculty natural sciences; green farm workers.
Thingohm research is the specificity of the socio-psychological characteristics of joint activities.
The purpose research is the study of the features of the socio-psychological characteristics of joint activities.
Tasks 1) study the available literature on this issue; 2) carry out a theoretical analysis of the concepts; 3) conduct practical research; 4) generalize guidelines aimed at studying the socio-psychological characteristics of joint activities.
Novelty the research consists in the fact that the study using this technique before the present work on this group of subjects was not carried out.
Practical significance research: the results of this work can be used by psychologists employed in the field of education, in the labor sphere, etc., as well as by various leaders of some activities.
Research methods literature analysis, testing, comparative analysis.
Hypothesis: both social and psychological characteristics influence joint activities; to determine the level of influence of these characteristics was:
1) a study of the socio-psychological characteristics of joint activities was carried out;
The course work consists of an introduction, 2 chapters, a conclusion, a list of used literature and an application.
Chapter 1. Theoretical aspects of the studysocio-psychological characteristics of joint activities
§one.Analysis of the main theoretical categories and concepts
General psychological theory of activity, adopted in the Russian psychological science, sets in this case some principles for socio-psychological research. Just as in individual activity its goal is revealed not at the level of individual actions, but only at the level of activity as such, in social psychology the meaning of interactions is revealed provided that they are included in some general activity.
The specific content of various forms of joint activity is a certain ratio of individual "contributions" that are made by the participants. Three possible forms, or models: 1) when each participant does his part of the common work independently of the others - “joint-individual activity” (for example, some production teams, where each member has his own task); 2) when a common task is performed sequentially by each participant - "joint-sequential activity" (for example, a conveyor); 3) when there is a simultaneous interaction of each participant with all the others - "sports teams" Umansky, 1980, p. 131 ..
Social and psychological qualities of a person are qualities that are formed in various social groups, in conditions of joint activities with other people, as well as in communication with them. The qualities that are directly manifested in joint activity, in their totality, determine the effectiveness of the individual's activity in the group. The performance category is usually used to characterize a group. At the same time, the contribution of each individual is an important component of group effectiveness. This contribution is determined by the extent to which a person is able to interact with others, cooperate with them, participate in making collective decisions, resolve conflicts, subordinate his individual style of activity to others, perceive innovations, etc. in all these processes, certain personality traits are manifested, but they do not appear here as elements from which the personality is "composed", namely, only as its manifestations in specific social situations. These manifestations determine both the orientation of the personality's effectiveness and its level. The group develops its own criteria for the effectiveness of the activities of each of its members and with their help either positively accepts an effectively acting personality (and then this sign of a favorably developing relationship in the group), or does not accept it (and then this is a signal of maturing conflict situation). This or that position of the group, in turn, affects the effectiveness of the activities of each individual person, and this has a huge practical significance: allows you to see if the group stimulates the performance of its members or, on the contrary, inhibits it.
The unity of communication and activity. Communication as a reality of human relations presupposes that any forms of communication are included in specific forms of joint activity: people not only communicate in the process of performing various functions, but they always communicate in some activity, "about" it. Thus, an active person always communicates: his activity inevitably intersects with the activity of other people. But it is precisely this intersection of activities that creates a certain relationship of an active person not only to the object of his activity, but also to other people. It is communication that forms the community of individuals performing joint activities.
Sometimes activity and communication are considered not as parallel existing interconnected processes, but as two sides social being a person; his way of life Lomov, 1976. S. 130. In other cases, communication is understood as a certain side of activity: it is included in any activity, is its element, while the activity itself can be considered as a condition for communication Leontiev, 1975. S. 289. Communication can be interpreted as a special kind of activity. Within this point of view, two of its varieties are distinguished: in one of them, communication is understood as communicative activity, or the activity of communication, acting independently at a certain stage of ontogenesis, for example, among preschoolers Lisin, 1996. In another, communication is generally understood as one of the types of activity (meaning, first of all, speech activity).
In our opinion, the broadest understanding of the connection between activity and communication is advisable, when communication is considered both as a side of joint activity (since the activity itself is not only labor, but also communication in the labor process), and as its kind of derivative.
In real practical human activity, the main issue is not so much about how the subject communicates, but about what he communicates about. People communicate not only about the activities with which they are associated.
Through communication, activities are organized and enriched. Building a plan for joint activities requires each of its participants to have an optimal understanding of its goals, objectives, and capabilities of each of the participants. The inclusion of communication in this process allows for the "coordination" or "mismatch" of the activities of individual participants Leontyev, 1997. S. 63. Activity through communication is not just organized, but it is enriched, new connections and relationships between people arise in it.
Communication barriers. In the context of human communication, very specific communication barriers can arise. They are social or psychological. Such barriers may arise due to the fact that there is a lack of a common understanding of the communication situation, caused not simply by the different language spoken by the participants in the communication process, but by the differences of a deeper plan that exist between partners. It can be social(political, religious, professional) differences that give rise to different attitudes, worldviews, worldviews. Such barriers are generated by objective social reasons, the belonging of communication partners to different social groups, to different cultures. Communication barriers can also be clearly expressed psychological character. They can arise either due to individual psychological characteristics communicating (for example, excessive shyness of one of them Zimbardo, 1993, the secrecy of the other, the presence of someone's trait, called "noncommunicability"), or due to the prevailing between communicating a special kind psychological relationships: dislike towards each other, mistrust, etc.
Exchange of actions. If the communicative process is born on the basis of some joint activity, then the exchange of knowledge and ideas about this activity inevitably presupposes that the achieved mutual understanding is realized in new joint attempts to further develop the activity, to organize it. The participation of many people at the same time in this activity means that each must make his own special contribution to it, which allows us to interpret the interaction as the organization of joint activities.
During it, it is extremely important for the participants not only to exchange information, but also to organize an “exchange of actions”, to plan a general strategy. With this planning, such a regulation of the actions of one individual by "plans that have matured in the head of another" is possible Lomov, 1975. S. 132, which makes the activity really joint, when its carrier will be no longer a separate individual, but a group. The concept of "interaction" is the party that captures not only the exchange of information, but also the organization of joint actions that allow partners to implement some common activity for them. Communication is organized in the course of joint activity, "about" it, and it is in this process that people need to exchange both information and actions themselves.
Social activity is based on interpersonal interactions, consisting of single actions. A single action is some elementary act; systems of actions are subsequently formed from them.
Cooperation is a necessary element of joint activity, generated by its special nature. A.N. Leontiev named 2 main features of joint activities: a) separation one process activities between participants; b) change in the activity of each, since the result of each activity does not lead to the satisfaction of his needs, which in general psychological language means that the “object” and “motive” of activity do not coincide Leont'ev, 1972, pp. 270-271.
How is the direct result of the activity of each participant connected with the final result of joint activity? The means of such a connection are relations developed in the course of joint activities, which are realized primarily in cooperation.
A number of studies introduce the concept of productive competition, characterized as humane, honest, fair, creative Shmelev, 1997, during which the partners develop a competitive and creative motivation. In this case, although combat is preserved in the interaction, it does not develop into a conflict, but provides only genuine competition.
There are several degrees of productive competition: a) competition, when the partner does not pose a threat and the loser does not die (for example, in sports the loser does not drop out, but simply occupies a lower place in the rating); b) rivalry, when only the winner turns out to be the unconditional winner, the other partner is in absolute loss (for example, the situation of the world chess championship), which means a violation of partnership, the emergence of elements of conflict; c) confrontation, when on the part of one participant in the interaction there is an intention to inflict damage on another, i.e. rivals turn into enemies.
Conflict is the presence of opposite tendencies in the subjects of interaction, manifested in their actions. Conflict is a psychological phenomenon, or a form of psychological antagonism (ie, the representation of a contradiction in consciousness) or is it necessarily the presence of conflict actions Kudryavtseva, 1991. P. 37. Both of these components are mandatory signs of conflict.
How to resolve the conflict is the most important part of the problem. Feedback plays an important role here, i.e. identifying the partner's reaction to the committed action. Feedback serves as a means of regulating the behavior of the parties to the conflict, which is especially evident in negotiations. The purpose of negotiations is to reach an agreement, the main method of which is a compromise, i.e. the agreement of each side to equally deviate from its previous position in order to bring them closer together.
§2. Specificitysocio-psychological characteristicseristic of joint activities
You can generalize and highlight the main activities that are common to all people. This is communication, play, learning and work. They should be considered as core activities.
1. Communication is the first type of joint activity that arises in the process of individual development of a person, followed by play, study and work. All these types of activities are of a developmental nature, i.e. with inclusion and active participation in them, intellectual and personal development occurs.
Communication is considered as a type of activity aimed at the exchange of information between communicating people. It also pursues the goal of establishing mutual understanding, good personal and business relationships, providing mutual assistance and educational and educational influence of people on each other. Communication can be direct and mediated, verbal and non-verbal. In direct communication, people are in direct contact with each other, know and see each other, directly exchange verbal or non-verbal information, without using any auxiliary means. With mediated communication, there are no direct contacts between people. They exchange information either through other people, or through means of recording and reproducing information (books, radio, telephone, etc.).
2. A game is an activity that does not result in the production of any material or ideal product (with the exception of business and design games for adults and children). Games are often in the nature of entertainment, with the goal of getting a rest.
There are several types of games: individual and group, subject and plot, role-playing and games with rules. Individual games are a kind of activity when one person is engaged in the game, group games include several individuals. Object games are associated with the inclusion of any objects in a person's game activity. Plot games unfold according to a specific scenario, reproducing it in basic detail. Role-playing games allow for a person's behavior that is limited to a certain role that he takes on in the game. Games with rules are governed by a certain system of rules of conduct for their participants. Often in life there are mixed types of games: subject-role-playing, plot-role-playing, plot games with rules, etc. The relationships that develop between people in the game are artificial in the sense of the word that they are not taken seriously by others and are not grounds for conclusions about a person. Play behavior and play relationships have little effect on the real relationships of people, according to at least, among adults.
Nevertheless, games are of great importance in people's lives. For children, games are predominantly of developmental value, and for adults they serve as a means of communication and relaxation. Some forms of play activities take on the character of rituals, sports hobbies.
3. Teaching acts as a type of activity, the purpose of which is the acquisition of knowledge, skills and abilities by a person. The teaching can be organized and carried out in special educational institutions... It can be disorganized and occur along the way, in other types of activity as their side, additional result. Peculiarities learning activities consist in the fact that it directly serves as a means of psychological development of the individual.
4. Labor occupies a special place in the system of human activity. It was thanks to labor that man built a modern society, created objects of material and spiritual culture, transformed the conditions of his life in such a way that he discovered the prospects for further, practically inorganic development.
The process of integrating a growing individual into the current system of activities is called socialization, and its phased implementation involves the gradual involvement of the child in communication, play, study and work - the four main types of activity.
In the process of development of an activity, its internal transformations take place. First, the activity is enriched with new subject content. New objects of material and spiritual culture become its object and, accordingly, a means of satisfying the needs associated with it. Secondly, the activity has new means of implementation, which accelerate its course and improve the results. Thirdly, in the process of development of activity, the automation of individual operations and other components of activity takes place, they turn into skills and abilities. Fourthly, as a result of the development of activity, new types of activity can emerge from it, separate and further develop independently.
Dactivityb and mental processes. Mental processes: perception, attention, imagination, memory, thinking, speech - act as the most important components of any joint human activity. Without the participation of mental processes, human activity is impossible, they act as its integral internal moments.
But it turns out that mental processes do not just participate in activity, they develop in it and themselves are special types of activity.
1. Perception in the process of practical activity transforms its most important human qualities. In activity, its main types are formed: the perception of depth, direction and speed of movement, time and space.
2. Imagination is also associated with activity. First, a person is not able to imagine or imagine something that has never appeared in experience, was not an element, object, condition or moment of any activity. The texture of the imagination is a reflection, albeit not literally, of the experience of practical activity.
3. This applies even more to memory, and to its two main processes simultaneously: memorization and reproduction. Memorization is carried out in activity and is itself a special kind of mnemonic activity, which contains actions and operations aimed at preparing material for better memorization.
Recalling also involves performing certain actions aimed at remembering the material imprinted in memory in time and accurately.
4. Thinking in a number of its forms is identical to practical activity (the so-called "manual", or practical, thinking). In more developed forms - figurative and logical - the activity moment appears in it in the form of internal, mental actions and operations.
5. Speech also represents a malfunction of a special kind of activity, so that often, characterizing it, they use the phrase "speech activity".
It has been experimentally proven that internal, i.e. mental, processes called higher mental functions, in origin and structure are activities. Theories have been developed and proven in practice, asserting that mental processes can be formed through external activity organized according to special rules.
Skills, skills and habits. Automated, consciously, semi-consciously and unconsciously controlled components of activity are called, respectively, skills, habits and skills.
Skills are elements of activity that allow you to do something with high quality.
Skills are fully automated, instinct-like components of skills, implemented at the level of unconscious control. Skills, in contrast to skills, are formed as a result of the coordination of skills, their integration into systems with the help of actions that are under conscious control. Skills, unlike skills, are always based on active intellectual activity and necessarily include thinking processes.
Skills and skills are divided into several types:
Motor (include a variety of movements, complex and simple, that make up the external, motor aspects of the activity);
Cognitive (includes abilities related to searching, perception, memorization and processing of information.);
Theoretical (associated with abstract intelligence, expressed in a person's ability to analyze, generalize material, build hypotheses, theories, translate information from one sign system to another; example: creative work);
Practical (these are exercises; thanks to them, skills are automated, skills are improved, activities in general).
Another element of activity is habit. It differs from skill and skills in that it is a so-called unproductive element of activity. Habits are an inflexible part of human activity that is performed mechanically and has no conscious purpose or explicit productive completion. Unlike a simple skill, a habit can be consciously controlled to a certain extent. But it differs from skill in that it is not always reasonable and useful (bad habits).
Chapter2. Practical research
§one. General characteristics of the study
Designed to study the ability to influence others (according to A.V. Agrashenkov). Using this methodology, 12 people working in the green economy were interviewed; the average age of the respondents is 50 years.
2. Methodology for identifying the ability to manage self-presentation in communication. Diagnostic purpose: The questionnaire allows you to study the extent to which people have control over their behavior and, thus, can influence the impression that others have about them. This scale makes it possible to distinguish between people who are good at managing impressions (“good-managing people”) and people whose behavior is determined more by internal attitudes than self-presentation (“poorly managing themselves”).
The questionnaire was created by M. Snyder and adapted by N.V. Amyaga. Self-presentation refers to the various strategies and tactics that a person uses to make a determination on others. The higher the ability to manage self-presentation in communication, the wider the role repertoire of the individual, the higher the ability of the individual to distinguish the specifics of various situations and the more flexible and differentiated to behave in accordance with them. M. Snyder, the author of this scale, identified 2 types of personalities: a “pragmatic” personality and a “principled” personality. A person demonstrates a type of self-presentation corresponding to his personality type, reflecting rather internal characteristics (for a “principled personality”), or rather tailored in accordance with situational characteristics (for a “pragmatic one”).
Using this methodology, 15 students of the 4th year KSU were interviewed (average age - 20 years).
§2. Research results
1. Methodology "Do you know how to influence others."
Of the twelve people interviewed, 8 people scored the highest number of points (35-65 points) - these are people who have the prerequisites to effectively influence others. 4 people scored 30 or less points. They are less effective at influencing others. (Appendix 6)
No. 1 - 55 points; No. 7 - 45 points;
No. 2 - 45 points; No. 8 - 45 points;
No. 3 - 45 points; No. 9 - 15 points;
No. 4 - 50 points; No. 10 - 20 points;
No. 5 - 40 points; No. 11 - 30 points;
No. 6 - 35 points; No. 12 - 25 points.
2. Methodology of the ability to control self-presentation in communication.
Out of 15 respondents, 6 people have high indicators - these are people who “manage themselves well”. The average (moderate) level of ability to manage self-presentation in communication was also shown by 6 people. Low rate ("poorly managing themselves") have 3 people. (Appendix 5)
1. Ivanova - 8 points;
2. Kolupaeva - 13 points;
3. Komogorov - 13 points;
4. Dyuryagin - 13 points;
5. Abzayeva - 12 points;
6. Gusakova - 13 points;
7. Ugryumova - 10 points;
8. Rylov - 24 points;
9. Antropova - 15 points;
10. Baitova - 15 points;
11. Gorbunova - 17 points;
12. Savelyeva - 15 points;
13. Vaganova - 15 points;
14. Sipina - 11 points;
15. Starowite - 7 points.
The main methods for studying joint activities are:
Natural experiment, the essence of which is the creation of controlled conditions of activity and their change in the direction of interest to the researcher;
Observation - allows you to record and describe the qualitative and quantitative picture of joint activities;
The labor method, which involves the study of activity through training and its subsequent implementation by the researcher himself;
The method of included conversation is implemented in the very process of activity, as if "parallel" to the course of activity. This method exists in two main varieties: either the subject in the course of the activity gives her verbal explanations, or at the same time he answers the questions of the researcher.
Thus, there is a whole system of methods for studying joint activities.
In our work, we used testing methods to study the socio-psychological characteristics of joint activities, and also studied the literature on this problem. These methods made it possible to fully find out how the influence and what is the significance of the socio-psychological characteristics of joint activities.
Conclusion
Socio-psychological conditions for the development of joint activities are associated with the observance of the basic laws social interaction... There are five main patterns of deliberate or unconscious violation, which can lead to conflicts in joint activities, and, as a result, will contradict development:
· Each of the partners in the process of interaction plays in relation to the other the role of an elder, equal or younger in his psychological status. If the partner accepts the role assigned to him, then the role conflict does not occur. The most favorable for the prevention of role conflict is interaction with others on an equal footing;
· The prevention of conflicts contributes to the interaction of people and social groups of interdependence in decisions and actions. Too much dependence of a person on a partner limits his freedom and can provoke a conflict. In the course of communication, you need to feel what kind of dependence on our partner is not uncomfortable for him;
· In the process of joint activities, the members of the group provide each other with personal services in addition to normative assistance. If a person has provided a colleague with an abnormal service, and in return has not received services of about the same value over time, this can lead to a violation of the relationship between employees;
· An important socio-psychological condition for the prevention of conflicts is not causing harm to others in the process of interaction with them. Damage disrupts interpersonal or intergroup interactions and can become the basis of conflict;
· In the process of interaction, people constantly evaluate each other.
Evaluating himself and the results of his activities, a person often chooses the positive aspects of his personality and what he was able to do as a result of work as the basis for evaluation. Another person's work is judged by what they failed to do versus regulatory requirements.
Thus, taking into account the above, the following conclusions can be drawn.
The degree of interconnection of employees in the process of joint activities with other team members is different. The individual nature of work, when everyone is busy with their own business, does not require direct interaction in the process of work. But even in this case, business relations of cooperation and mutual assistance inevitably arise between people, they show interest in each other's affairs, help less experienced workers, rely on advice and assistance from more qualified specialists. This type of joint activity is defined as social - psychological and distinguishes it as a special type of relationship. The socio-psychological type of joint activity arises on the basis of people's awareness of their belonging to one collective. In such collectives, mutual assistance and cooperation, collective responsibility for a common cause become the norm. High level the development of these groups is explained by the fact that here the cohesion of the team is based on a moral sense of community of purpose, duty, cooperation.
As a result of practical research, our hypothesis was confirmed, i.e. both social and psychological characteristics influence joint activities.
Using the methodology Amyaga N.V. to measure the personal representation of a person in communication (it is communication that forms a community of individuals performing joint activities), it was found that most people manage themselves well, and thus can influence the impression that others have about them. They are more flexible and differentiated in their behavior in various situations that may develop as a result of joint activities.
According to Agrashenkov's method "Do you know how to influence others", it was found that most of people have the prerequisites (these are both social and psychological prerequisites) to effectively influence others. These people should do something for others, guide them, point out mistakes, teach them, i.e. all those actions that can arise as a result of joint activities.
Bibliography
1. Almanac of psychological tests. - M .: "KSP", 1995. - 400 p.
2. Amyaga N.V. Methods for measuring the personal representation of a person in communication // Journal of practical psychologist - № 1, 1998.
3. Andreeva G.M. social psychology: Textbook for universities / G.M. Andreeva. - 5th ed., Rev. and additional - M .: Aspect Press, 2002 .-- 364 p.
4. Burlachuk L.F., Morozov S.M. Dictionary-reference book on psychodiagnostics. - St. Petersburg: Peter, 1999 .-- 519 p.
5. Gamezo M.V. Domashenko I.A. Atlas of Psychology. M., 1986
6. Istratova ON. Psychodiagnostics: a collection of the best tests. - 5th ed. - Rostov n / a: Phoenix, 2008. - 375, (1) p .: ill. - (Psychological workshop).
7. Leontiev A.N. Activity. Consciousness. Personality. M .: Poliizdat, 1975.
8. Lomov B.F., Zhuravlev A.L. Psychology and Management. Moscow: Nauka, 1978.
9. Nemov R.S. Psychology: textbook. for stud. higher. ped. study. institutions: In 3 books. - 4th ed. - M .: Humanit. ed. center VLADOS, 2002. - Book 1: General foundations of psychology. - 688 p.
10. Know yourself and others: Popular tests.-4th ed., Add.- M .: ITC "Marketing", 2000 - 400s.
11. Workshop on social and psychological training / Ed. B.D. Parygina, - SPb., 1997 .-- 216 p.
12. Workshop on psychodiagnostics. - M .: 1989 .-- 350 p.
13. Psychological Dictionary, ed. Zinchenko V.P., Moscow 1997, 440s.
14. Psychological Dictionary, ed. Neimera Y.L., Rostov-on-Don 2003, 640s
15. Psychology. Dictionary. Ed. Petrovsky A.V., Yaroshevsky M.G., Moscow 1990, 494s.
16. Shmelev A.G. Productive Competition: Design Experience. Moscow: 1997.
17. Preobrazhenskaya N.A. Your business qualities. - Yekaterinburg: U-Factoria, 2005 .-- 304 p. (Series "practice of self-knowledge").
18. Fopel K. Psychological groups: working materials for the presenter: a Practical guide. - M .: Genesis, 1999. - 256 p.
19. Dictionary of a practical psychologist / Comp. S.Yu. Golovin. - Minsk, 1997 .-- 800 p.
20. Soc. reference book, Kiev, 1990.
21. Soc. dictionary, Minsk, 1991.
22. Taukenova L.M. Cross-cultural studies of personal and interpersonal conflicts, coping behavior and mechanisms of psychological defense in patients with neuroses // Avtorev.dissert. for the degree of candidate of medical sciences - SPb., 1995.
23. Fund of time and events in the social. sphere, M: Nauka, 1989.
Appendix 1
Test. “Do you know how to influence others,” according to A.V. Agrashenkov.
Someone without much difficulty manages to subordinate more than a dozen people to their influence, and someone is influenced by other people so much that they are used to considering someone else's opinion as their own. Self-confidence is not enough to influence others.
With this test, you can figure out if you have qualities that help to influence people.
Answer yes or no to the following questions.
1. Are you able to envision yourself as an actor or political leader?
A) yes (5 points);
B) no (0 points).
2. Are you annoyed by people dressing and acting extravagantly?
A) yes (0 points);
B) no (5 points).
3. Are you able to talk to another person about your intimate experiences?
A) yes (5 points);
B) no (0 points).
4. Do you immediately react when you notice the slightest signs of being disrespectful to yourself?
A) yes (5 points);
B) no (0 points0.
5. Do you feel bad when someone succeeds in the area that you consider most important?
A) yes (5 points);
B) no (0 points).
6. Do you love to do something very difficult in order to achieve the best result in your business?
A) yes (5 points);
B) no (0 points).
7. Could you sacrifice everything in order to achieve the best result in your business?
A) yes (5 points);
B) no (0 points).
8. Do you prefer a measured lifestyle with a strict schedule of all activities and even entertainment?
A) yes (0 points);
B) no (5 points).
9. Do you like to change the decor at home or rearrange furniture?
A) yes (0 points);
B) no (5 points).
10. Do you strive to keep your circle of friends constant?
A) yes (5 points);
B) no (0 points).
11. Do you like trying new ways to solve old problems?
A) yes (5 points);
B) no (0 points).
12. Do you like to tease overconfident and arrogant people?
A) yes (5 points);
B) no (0 points).
13. Do you like to prove that your boss or someone very authoritative about something is wrong?
A) yes (5 points);
B) no (0 points).
Scoring. Summarize the results.
35-65 points. You have the prerequisites to effectively influence others, change their behavior patterns, teach, manage, guide you on the right path. In these kinds of situations, you usually feel like a fish in water. You are convinced that a person should not be locked in his shell. He must do something for others, guide them, point out mistakes made, take them into account so that they feel better in the surrounding reality. Those who do not like this style of relationship, in your opinion, should not be spared. However, you need to be very careful that your position does not become overly aggressive. In this case, you can easily turn into a fanatic or a tyrant.
30 or less points. Alas, although you are often right, you are not always able to convince others of this. You think that your life and the lives of those around you should be subject to strict discipline, common sense and good manners, and its course should be quite predictable. You do not like to do anything with force. At the same time, you are often too restrained, because of this, you do not achieve the desired goal and, moreover, often turn out to be misunderstood (oh).
Appendix 2
Questionnaire of the ability to manage self-presentation in communication (N.V. Amyaga).
Contingent: the technique is intended for people over 18 years old without restrictions on educational, social and professional grounds.
Instructions... The following are statements regarding your response to a number of different situations. All statements are different, do not coincide in meaning, so carefully read each of them before answering. If the statement is “true” or “rather true” in relation to you, please tick the plus box in the “True” box. If the statement is “incorrect” or “rather incorrect” in relation to you, check the “plus” box in the “Incorrect” box.
Full name .___________________________________ Age ______
Occupation_______________________________________
|
Questionnaire text. |
|||
|
1. I find it difficult to imitate other people's behavior. |
|||
|
2. My behavior most often reflects everything that I think, feel and what I am really convinced of. |
|||
|
3. In evenings and other gatherings of all kinds, I try to do or say things that please others. |
|||
|
4. I can only defend those ideas in which I believe myself. |
|||
|
5. I can make impromptu speeches even on topics about which I have almost no information. |
|||
|
6. I believe I am good at acting in a way that will impress or amuse people. |
|||
|
7. If I am not sure how to behave in a certain situation, I begin to navigate by observing the behavior of other people. |
|||
|
8. Perhaps I would make a good actor |
|||
|
9. I rarely need the advice of friends to make choices in books, music or films. |
|||
|
10. Others sometimes think that I am experiencing deeper feelings than it really is. |
|||
|
11. I laugh more at comedy when I watch it with others than when I’m alone. |
|||
|
12. In a group of people, I am rarely the center of attention. |
|||
|
13.In different situations I behave in very different ways with different people. |
|||
|
14. It is not very easy for me to get others to feel sympathy for me. |
|||
|
15. Even if I'm out of sorts, I often pretend to have a good time. |
|||
|
16. I am not always what I seem to be. |
|||
|
17. I will not express special opinions or change behavior when I want to please someone or gain favor. |
|||
|
18. I am considered a person who can entertain. |
|||
|
19. To please, to improve relationships with people, I try, first of all, to do exactly what people expect of me. |
|||
|
20. I have never been particularly successful when I play games that require ingenuity or impromptu action with others. |
|||
|
21. I have difficulty trying to change my behavior to suit different people and situations. |
|||
|
22. At parties, I give others the opportunity to joke and tell stories. |
|||
|
23. In companies I feel a little uncomfortable and do not perform well enough. |
|||
|
24. If it is required for some right cause, I can tell anyone, looking straight in the eyes, a lie and at the same time maintain an impassive expression on my face. |
|||
|
25. I can make others be friendly to me, even if I don't like them. |
Processing of results.
Processing the results involves calculating the results using a key. Each answer that matches a key is worth one point, and a non-matching one - 0 points.
Key to process:
1) answers "true" to judgments with the following numbers: 5, 6, 7, 8, 10, 11, 13, 15, 16, 18, 19, 24, 25;
2) the answer is “wrong” to judgments with the following numbers: 1, 2, 3, 4, 9, 12, 14, 17, 20, 21, 22, 23.
The overall final indicator of the ability to manage self-presentation in communication is obtained by summing all the points received. The final indicator can range from 0 to 25. the higher it is, the higher the ability to manage self-presentation in communication.
Interpretation of results
Subjects who have high scores on the questionnaire (15-25 points) are good at regulating their behavior and making it appropriate to the situation. Their behavior is flexible, and the range of its variability for different situations is wide.
Subjects who have low scores on the questionnaire (0-10 points) pay little attention to information that signals appropriate self-presentation in a particular social situation. Their repertoire of self-presentation is not very wide, their behavior is set rather by internal emotional states and attitudes, and not by the style and characteristics of a particular situation.
The interval from 11 to 14 points is assessed as an average (moderate) level of the ability to manage self-presentation in communication.
Appendix3
The table of results according to the method of identifying the ability to control self-presentation in communication.
|
15-25 points Self-managing |
11-14 points Average level of ability to manage self-presentation in communication |
0-10 points "Poorly self-managing" |
||
|
1. Ivanova |
||||
|
2. Kolupaeva |
||||
|
3. Komogorova |
||||
|
4. Dyuryagin |
||||
|
5. Abzaeva |
||||
|
6. Gusakova |
||||
|
8. Ugryumova |
||||
|
9. Antropova |
||||
|
10. Baitova |
||||
|
11. Gorbunova |
||||
|
12. Savelyeva |
||||
|
13. Vaganova |
||||
|
14. Sipina |
||||
|
15. Starowite |
Appendix4
67% are people who effectively influence others;
33% are people who ineffectively influence others.
Similar documents
The concept of socio-psychological conflict, its nature, types and causes. Study of the socio-psychological aspects of the emergence of conflicts in modern organizations on the example of the ITC "Tver Representation". Ways to resolve these conflicts.
thesis, added 08/20/2010
Social communities of various types and types as forms of joint life of people, forms of human coexistence. Ethnic communities: concept and specificity. Interethnic conflicts and their causes. The main features inherent in nationalism.
term paper, added 12/15/2013
Theoretical prerequisites for the study of charitable activities. Modern revival of philanthropy in society. Analysis of economic and socio-psychological mechanisms of charitable activities. Forms of charitable organizations.
abstract added on 12/01/2014
Characteristics of leisure activities. Study of the social and psychological characteristics of adolescence. Forms of organizing cultural and leisure activities in younger adolescents. The specifics of the activities of a social teacher in the organization of leisure.
thesis, added 06/10/2010
Social institutions as historically established stable forms of organizing joint activities of people, their external and internal structure, types and basic principles of activity. The family as a social institution, current trends in its development.
abstract, added 07/26/2009
Basic concepts of modern social and cultural activities. Social and voluntary formations, foundations, movements and institutions and their role in the development of the social and cultural sphere. Features of the socialization of children and adolescents in the cultural and leisure sphere.
abstract, added 09/11/2014
The essence of communicative conflicts and their causes. Specificity of technologies in social work, methods and forms of communicative conflict management. Technologies effective communication and rational behavior, the order of their application in social work.
term paper, added 01/11/2011
Disclosure of modern approaches to the study of socio-political conflicts. The main theoretical aspects of the study of racial inequality in the United States. Content analysis of television broadcasts of the main US media resources concerning the assassination of Michael Brown.
term paper added 12/15/2015
Communication process: communicative, perceptual and interactive parties communication. The role of communication in the professional activity of a social worker, its communicative components, types, various aspects and specificity. Communication in the process of counseling.
abstract, added 08/02/2010
The period of gerontogenesis and its age boundaries. Aging stages, their characteristics. Requirements for modern social and cultural activities. Development of a program for social and leisure activities for the elderly "A world in which there are no strangers."
Chapter 1 Social Work System
- 1.1 Features of social work as a type of activity
- 1.2 Formation of the social work system in the Russian Federation
- Chapter 2 Relationship between Psychology and Social Work
- 2.1 Psychological aspects social work
- 2.2 The use of psychological methods in social work when interacting with a client
- 2.2.1 Psychological Techniques in Working with a Social Service Client
- 2.2.2 Psychological theories applied in working with clients
- 2.3 Application of psychological technologies in the practice of social work
- Conclusion
- List of used literature
- ADD HYPOTHES
- Introduction
- The socio-psychological orientation (personality - society) has evolved throughout the history of professional social work in the XX century. and led to the emergence of the psychosocial approach. This approach is usually associated with the names M. Richmond (Mary Richmond) and F. Hollis (Florence Hollis), and in the 1950-1960s. the psychoanalytic ideas of Freud had a great influence on its formation, then - the works of J. Bowlby.
- In studies devoted to the psychosocial approach, the need to understand the personality of the client in his relationship with the world that surrounds him is substantiated. In other words, one should not separate concepts such as the inner world and the outer reality in order to understand the integrity of the "person in the situation", i.e. psychosociality.
- The relevance of the topic is due to the fact that social work and psychology are related sciences. Knowledge of psychology helps the social work specialist in his daily activities. No wonder the discipline "Psychology" is included in the state educational standard of a specialist in social work.
- In this regard, we have identified the purpose of our work:
- 1. Consider (explore) the relationship between psychology and social work in theory.
- The goal defines the following objectives:
- - to define the system of social work;
- - to study (research) the psychological aspects of social work;
- - consider psychological methods and the techniques used by the social worker in working with the client;
- The subject of our study: the relationship between social work and psychology.
- Object: the implementation of psychological techniques in social work
- Research methods used in the work: document analysis; comparison and comparison method; analysis of the current situation based on theoretical and practical data.
- The theoretical basis of this work is the works of domestic and foreign scientists in the field of social work, such as: V.M. Basova, M.A. Gulina, I.G. Zainysheva, A.I. Kravchenko, E.V. Kulebyakin and many others.
- The structure of the work is determined by the goal and objectives scientific research... It consists of an introduction, two chapters, including a certain number of paragraphs, a conclusion, a list of references.
- The practical significance of the course work is due to the fact that the knowledge gained is of interest to workers and specialists in the field of social work, as well as practitioners in this area.
Constitution Russian Federation not only proclaims the right of citizens to social protection, but also clearly defines the ways of its implementation - first of all, this is state insurance of workers, the creation of other funds that are sources of funding for social protection of the population, as well as the adoption of federal laws guaranteeing the implementation of these rights.
As a matter of priority, the social protection of the population in the Russian Federation is in need of:
Elderly citizens, especially lonely and lonely residents; invalids of the Great Patriotic War and families of the dead servicemen; disabled people, including those from childhood and disabled children; citizens affected by the consequences of the accident on Chernobyl nuclear power plant and radioactive releases elsewhere; unemployed; forced refugees and displaced persons; children with deviant behavior; families with disabled children, orphans, alcoholics and drug addicts; low-income families; large families; single mothers; young, student families; citizens infected with HIV and AIDS patients; persons with disabilities; persons without a fixed abode.
Social protection management bodies and their subordinate enterprises, institutions, organizations, territorial bodies of social protection of the population form a unified state system of social protection of the population, providing state support for families, the elderly, veterans and disabled people, persons dismissed from military service, and their family members, development of the system of social services, implementation of state policy in the field of pension provision and labor relations.
Thus, social protection in any state is a complex system of socio-economic relations designed to provide all-round assistance to disabled or disabled people, as well as to families whose incomes of able-bodied members do not provide the socially necessary standard of living for the family.
Summarizing the chapter, we note that modern concept social protection proceeds from the fact that it should not be reduced to free assistance and the encouragement of its passive expectation. Its essence should be to revive and encourage the feeling of a master in a person, to form motives for highly productive work and involve him in such work; to create in society relatively equal "starting opportunities" for all its members. That is why the most important subject of social protection is the person himself, realizing his potential and strength, protecting his vital needs and interests. In society, conditions must be created - economic, organizational, legal, financial, etc. - for the formation of self-awareness, a system of knowledge and value ideas about the role and place of a person in protecting his rights and protecting vital interests, ways of his own self-realization and self-affirmation, interaction with others subjects and social protection.
Chapter 2 Relationship between Psychology and Social Work
2.1 Psychological aspects of social work
The emergence of social work as a science and specific social activity was due to the exacerbation of social collisions in the 19th century. in connection with the rapid development of capitalism in Western countries - industrialization and urbanization and as a result of a sharp increase in unemployment, crime, alcoholism, etc.
Already initially, in the process of the formation and institutionalization of social work, it was clear that its organic component is the psychological activity of social workers and psychologists, psychosocial work with the individual and the group.
Within the framework of social work, social individual psychotherapy arose, therefore, in the first period, social work was even reduced to socio-psychological work.
The direct methodological basis of the psychological practice of social work is, undoubtedly, the fundamental general psychological teachings about the personality, its structure; typology and development, the theory of temperament and character, the needs and motivation of behavior, the concept of group psychology and communication, conflict and deviation. However, these psychological concepts and theories were formed and developed by their authors most often (although not always quite consciously), in turn, under the influence of certain philosophical and sociological teachings about the nature and essence of man. It should be noted that many of the philosophical, anthropological and sociological ideas themselves are directly related to the behavior of the individual and may well be used in the practice of social work. Among the philosophical and sociological doctrines and ideas, concepts of the essence and nature of man, the relationship between the social and the biological in man and his development, the meaning of his life, social action, the interaction of the individual and society, and others are of the most methodological significance for the practice of social work. Kulebyakin, E.V. Psychology of social work / E.V. Kulebyakin. - Vladivostok: Far Eastern University Publishing House, 2004. - P. 7-8.
Many approaches to social work are based on certain psychological views. Psychoanalysis formed the basis for the diagnostic theory of social work, which later determined the method of individual psychosocial work. In recent decades, the provisions of humanistic psychology have acquired particular importance for the strategy of social work (the main ones are about the self-actualization of A. Maslow and the personal growth of K. Rogers). Firstly, basically the essence, content and methods of social work are determined by the principle of humanism and, secondly, these provisions make it possible to understand a person as an integral personality in interaction with his environment.
Both social work and psychology are of an applied nature, and the following areas are of particular importance for the practice of social work: Chernetskaya, A.A. Technologies of social work: a textbook for universities / A.A. Chernetskaya. - M .: Phoenix, 2006 .-- S. 115
1. Psychodiagnostics is a branch of mental knowledge associated with the formulation of a psychological diagnosis (relevant for social forecasting, counseling and psychotherapeutic assistance, etc.).
2. Psychological counseling - helping mentally normal people to achieve any goals, more effective organization of behavior.
Modern psychology presents great opportunities for social work to use various ways of interacting with a client: psychodrama, music therapy, role play, etc. Romm. M.V. The theory of social work: textbook / M.V. Romm, T.A. Romm. - Novosibirsk: [b.i.], 1999. - P. 15.
If, as a practice, social work arose earlier than the scientific period in psychology - approximately in the 70s. XIX century, the theoretical understanding of its results and the development of skills went under great influence and in parallel with the development of the theory of psychoanalysis (until the end of the 1940s, psychodynamic and ego-psychological approaches were dominant in individual social work, i.e. in work with one client, not with a group; "social casework") and later the theory of social psychology, the theory of learning, the theory of stress and other psychological concepts. Gulina, M.A. Psychology of social work: textbook for universities / M.A. Gulina. - SPb .: Peter, 2004 .-- P. 125.
Thus, social work is inconceivable without knowledge of the basics of psychology. Among other social sciences, the connection between social work and psychology is the most significant. Theoretical basis psychology form the basis of social work with a client.
2.2 The use of psychological methods in social work when interacting with a client
2.2.1 Psychological Techniques in Working with a Social Service Client
The study of the client of social work begins at the end of the 19th century. Class approaches to the personality of the needy are gradually giving way to natural-scientific approaches. Research in the field of psychiatry, psychotherapy and personality psychology has had a serious impact on the development of methods, as well as on the scientific reflection of social work. Methods of psychoanalysis and humanistic psychotherapy are applied to the theory and practice of social work. Schools and directions of social work in explaining individual actions of a person, his behavior, emotional reactions, etc. are based on the concepts and ideas of Z. Freud, K. Jung, K. Rogers, A. Maslow, E. Erickson and other psychologists and psychiatrists. Various approaches to personality psychology, developed by these and subsequent researchers, are reflected in the approaches to the phenomenon of the client of social work, determine one or another strategy of relationships with him, and make it possible to form various interpretive tools for the problems and situations of clients. Psychodynamic, humanistic and systemic psychological concepts have had a particular influence on the approach to the client in the theory and practice of social work. Firsov, M.V. The theory of social work: textbook. manual for stud. higher. study. institutions / M.V. Firsov, E.G. Studenova. - M .: VLADOS, 2001 .-- S. 265-267.
A social worker needs a certain level of psychological literacy to effectively fulfill his professional duties related to the organization and functioning of social services.
If we proceed from the position that among the professional functions of social workers, the most important should be considered the provision of psychological support, the performance of intermediary functions through interaction with specific specialists (psychologists, psychotherapists, psychiatrists, teachers, sociologists, lawyers, etc.), then psychological training should include study of both general trends in mental manifestations and special ones (depending on age, gender, profession, social status, etc.).
The need for a sufficiently high psychological competence is due to the fact that a social worker, firstly, must constantly cooperate with professional psychologists, psychotherapists and find mutual understanding with them; secondly, to distinguish between those cases when a psychological or even psychiatric problem is hidden under the "mask" of a social problem and to refer the client to the appropriate specialist; thirdly, to be able to provide primary social support to people in need of it; fourthly, constantly communicating with people burdened with psychological problems, he must master the principles of psychologically correct communication with them.
In the practice of social work, one of the central places belongs to individual work with a client. Often a social worker is faced with erroneous actions of people, their confusion, helplessness, painful perception of others, not only in extreme, stressful, but also in ordinary situations.
Often people who cannot solve their problems due to their physical condition (elderly, lonely, sick, disabled people) need the help of a social worker. As a rule, they also have peculiar tendencies in the sphere of the psyche: aggression, depression, autism, etc.
In addition, people who do not know how or do not know how to choose a path to solve their problems, to find the strength to realize their intentions, resort to social assistance. The object of the social worker's activity is also persons who are in an altered (but within the limits of the norm) state of mind, where most often the leading role belongs to the psychological component. Kholostova, E.I. Technologies of social work: textbook / E.I. Kholostova, Moscow: INFRA-M, 2001, pp. 185-189.
Variants psychological assistance to a person are varied. But they are only effective when they are applied in a combination of theory, methodology and technology of using psychological knowledge. It is important for a specialist in the field of social work to be able to choose and use in practice methods that correspond to the individuality of a particular person and take into account his social needs and interests.
According to world practice, there are two points of view regarding the use of psychological methods in helping a person. Some believe that only specialists with a special medical education can engage in psychological practice. For example, the American Psychoanalytic Association admits only certified doctors as members. Others believe that the requirements for practicing psychologists should not be so strict. So, in Great Britain, every third psychoanalyst does not have medical education... In most Western countries, the role of the social worker in providing psychological assistance to the population is constantly growing. And in the United States, too, the number of social workers working in the field of mental health exceeds the total number of psychiatrists and psychoanalysts working in this field. The development of a network of psychological services, as experience shows, is also of great economic importance. According to Western experts, one ruble invested in the development of a system of psychological assistance to the population makes it possible to avoid investing ten rubles in the development of a medical psychiatric service.
Social assistance to the population is provided in the same areas of practical psychology: Kravchenko, A.I. Social work: a textbook for universities / A.I. Kravchenko. - M .: Prospect; Welby, 2008 .-- S. 120
Providing the client with objective information about his disorders based on psychodiagnostics. The client develops his own attitude towards receiving information and decides on its use;
Psychological correction, with the help of which an individual program for a certain type of activity (reading, writing, counting, etc.) is developed for the client in accordance with the general requirements;
Psychological counseling, the purpose of which is to help an individual find as many options for behavior, thoughts, feelings, actions as possible for active interaction with people and social groups within society;
Psychoprophylactic work aimed at early warning of possible disorders in the development of the individual, creating conditions for full mental development at each age stage.
An important area is psychotherapy - an organized impact on the client's psyche in order to restore or transform it. As a rule, it is carried out by social workers with the assistance of doctors. Therapeutic technology has a large number of psychotechnical, instrumental, training methods of influence. Zainysheva, I.G. Technology of social work: textbook. manual for stud. higher. study. institutions / I.G. Zainysheva, Moscow: VLADOS, 2002, pp. 85-89.
Thus, when working with a client, a social worker often has to use various psychological techniques. This is due to the fact that the social worker first of all has to work with the personality of the client. This is especially evident in individual work.
2.2.2 Psychological theories applied in working with clients
Psychodynamic practice is based on the psychoanalysis of Z. Freud. The relationship that develops between the client and the therapist is the same as that between the patient and the doctor. This is why, in psychoanalytic approaches, the client asking for help is defined as the patient. Initially, this method rigidly determined the patient's attitudes and the necessary procedures, thereby building, as in medical practice, the directive principles of the relationship. Later, Z. Freud comes to the conclusion that the relationship between the analyst and the patient is part of the therapeutic contact and they can interfere or help solve the patient's problems.
Behavioral practice of working with a client is different from other types of therapy, it is based on behavior, and the feelings and thoughts of the client, despite the emotional background, are secondary. Behavioral therapy aims to educate clients on positive behaviors.
R. Dustin and R. George highlight such basic principles of behavioral therapy.
1. The focus of the therapist is on client behavior.
2. Conceptualizing therapeutic behavioral goals.
3. Development of a treatment procedure based on the client's behavioral problems.
4. Objective assessment therapeutic goals performed in the course of treatment.
Behavioral therapy allows not only to reflect, but also to measure the changes occurring with the client, to ensure the client's progress towards the set goals. In this regard, behavioral therapy enables clients: Safonova, L.V. Content and methods of psychosocial work / L.V. Safonov. - M .: Academy, 2006 .-- P. 71
Change behavior;
Become involved in the decision-making process;
To prevent possible problems, to form the necessary behavior.
Personality-oriented therapy is aimed at self-actualization of the client, his awareness of his attitude to himself, to the world around him, to his behavior. She develops the creative potential of the individual, her ability for self-improvement.
It is based on the understanding that people are able to resolve any conflicts, but they are limited in knowledge about themselves. Conflicts arise as a result of the discrepancy between one's own organismic evaluative process and the evaluative value position of the environment.
Clients are able to overcome obstacles to the perception of both external and internal experience, to form an idea of themselves as a fully functioning personality, a self-actualizing individual, if the therapist has the necessary personal qualities... Creating an atmosphere of relationship with the client is one of the main conditions of the therapeutic process. If these conditions are met, then clients can achieve self-actualization, resolve the conflict, acquire positive values, and increase the trend of positive personal growth. Firsov, M.V. Psychology of social work: Content and methods of psychosocial practice: textbook. manual for stud. higher. study, institutions / M.V. Firsov, B.Yu. Shapiro. - M .: Academy, 2002 .-- P. 80.
Thus, in this section, we examined three types of psychological theories that can be partially applied in the practice of social work: psychodynamic, behavioral and personality-oriented approaches.
2. 3 Applystudy of psychological technologies
in social work practice
Social work is aimed at helping a person in his family, social environment, in the correction of his interpersonal relationships and intrapersonal status. Therefore, psychological technologies and methods are rightfully actively used both in the training of a specialist and in his professional activity. A variety of psychological technologies that are being actively developed are used by a practicing specialist depending on his main approach to a person and society. Kholostova, E.I. Technologies of social work: textbook / E.I. Kholostova, Moscow: INFRA-M, 2001, p. 187.
For the practice of social work, the following areas are especially important:
1) psychodiagnostics,
2) psychological counseling,
3) the use of techniques, methods and techniques of psychological interaction with the client.
Psychodiagnostics is a branch of mental knowledge associated with the formulation of a psychological diagnosis. Modern psychodiagnostics understands the term "psychological diagnosis" not only as establishing any deviation from normal psychological functioning or development, but also as determining the mental state of a particular object (individual, family, group), a particular mental function or process in a particular person. For example, diagnostics of the level of mental development of a preschooler, psychodiagnostics of intelligence, voluntary attention, short-term and long-term memory, character accentuations, type of temperament, etc. can be carried out. The content and methods of psychosocial activity in the system of social work: lecture [Electronic resource] // Bibliofond. Library of scientific and student information / - Access mode: http://www.bibliofond.ru/view.aspx?id=9577
It is recommended to collect information about the client using one of the techniques - the five-step model described by E. Ivey. It is useful to observe the expression (facial expressions, pantomime, posture, movements), by which one can understand true experiences, the state of a person, and not evaluate them only by his words. It was found that it is the non-verbal manifestations in communications that most accurately signal the true, and not ostentatious feelings of the partner. The observation results should be analyzed according to a special scheme. In addition, special psychodiagnostic techniques are widespread in psychodiagnostics: tests, questionnaires, projective procedures. Noting the need for professionalism in their use and interpretation of the results, experts pay attention to the following advantages of these techniques: Shemet, I.S. Integrative psychotechnology in social work: scientific publication / I.S. Shemet. - Kostroma: KSU, 2004 .-- P. 112
1) they allow you to collect diagnostic information in a relatively short time;
2) provide information not in general about a person, but about certain of his features (intelligence, anxiety, sense of humor, etc.);
3) information comes in a form suitable for qualitative and quantitative comparison of an individual with other people;
4) the information obtained with the help of psychodiagnostic techniques is useful in terms of choosing the means of intervention, as well as predicting the development, communication, and effectiveness of a particular activity of an individual.
A social worker, using in his practice simple psychodiagnostic procedures to obtain a more complete and objective characterization of the client, if necessary, directs him to a professional psychologist, formulating the latter psychodiagnostic tasks. You should especially be warned against unskilled use of psychodiagnostic testing.
The test is a very subtle and sometimes insidious instrument. It is not enough to have a test in your hands, you need to know well its potential capabilities, the rules of interpretation, the clarity of the testing procedure, the rules for correlating the results obtained using different tests... Nikitin, V.A. Social work: problems of theory and training of specialists: textbook / V.A. Nikitin. - M .: Moscow Psychological and Social Institute, 2002. - P. 136.
At the same time, the competent use of testing expands the horizons of the psychologist and social worker. However, often the passion for solving obvious, obvious problems leads to forgetting what type of client they are dealing with. The way the psychologist and social worker perceive the client often affects their judgment. Tests are a great way to avoid bias. They make it possible to assess the situation in a balanced way.
Psychological counseling of the population is a new type of practical activity of domestic psychologists and so far, unfortunately, it is developing on a rather modest scale, although in many foreign countries For many years in Europe, America, Asia, a network of municipal, city, district (communal), local psychological consultations has been functioning, which gives a significant practical effect. Basova, V.M. Social work: study guide / V.M. Basova, N.F. Basov, S.V. Boytsova. - M .: Dashkov and K, 2008 .-- P. 98
It is customary to distinguish between psychological counseling and psychotherapy. Counseling - helping mentally healthy people to achieve any goals, more effective organization of behavior. A counselor psychologist can help a person look at himself from the outside, realize the problems that he does not control, change attitudes towards others and, in accordance with them, adjust his behavior, etc.
Psychotherapy is a long-term process of personality transformation, characterized by profound changes in its structure. The opinion is often expressed that psychotherapy is work with a pathological person. But in practice, the concepts of psychotherapy and psychological counseling merge. Counseling psychologists sometimes have many meetings with clients and work deeper than psychotherapists. Kholostova, E.I. Theory of social work: textbook / E.I. Kholostova. - M .: Jurist, 1999 .-- S. 234.
Thus, various psychological methods and technologies are used in social work. The most commonly used of them are: psychodiagnostics, testing, psychotherapy, psychological counseling.
Conclusion on the second chapter
In the first chapter, we looked at the relationship between psychology and social work. Based on the analysis of the texts of the literature used, we became convinced that social work is unthinkable without psychology. Moreover, from the very beginning of its formation, social work was based on psychology. The psychological approach to the practice of social work was especially popular abroad.
At the moment, various psychological methods are widely used in social work with clients.
Conclusion
In the domestic methodology and practice of social work, the idea of a synthesis of psychological and social work can be traced at all levels - in the formulation of the goals and objectives of social assistance to the population, in the qualifications and job responsibilities of social workers, in the state educational standards for training specialists in social work. Accordingly, the integrative approach is actually incorporated in regulatory documents on the activities of social services and the duties of social workers. So, they include such types of activities as providing citizens with qualified social and psychological assistance, in particular, the implementation of counseling; helping clients in conflict and traumatic situations; expanding the range of socially and personally acceptable means for clients to independently solve emerging problems and overcome existing difficulties; helping clients to actualize their creative, intellectual, personal, spiritual and physical resources to get out of a crisis state; stimulating clients' self-esteem and their self-confidence.
Social workers dealing with people in difficult life situations, in risk groups, therefore, must be competent enough in matters of mental health, the socio-psychological nature of a person, its characteristics in certain groups, in particular, in the problems of personality typology, temperament, character, communication, etc.
The main goal of social work is to improve the lives of clients by changing their inner peace and external circumstances that affect this world, therefore psychological foundations social work includes both general theoretical psychological concepts and methods of practical psychology.
The need for a sufficiently high psychological competence is due to the fact that a social worker, first, must constantly cooperate with professional psychologists, psychotherapists and find mutual understanding with them; secondly, to distinguish between those cases when a psychological or even psychiatric problem is hidden under the "mask" of a social problem and to refer the client to the appropriate specialist; thirdly, to be able to provide primary social support to people in need of it; fourthly, constantly communicating with people burdened with psychological problems.
All psychological states and behavioral features of clients are caused, on the one hand, by external social (or natural) reasons, in particular, socio-economic difficulties, poverty, unemployment, retirement and its low standard of living, abuse by representatives of the authorities and violence from the outside. other people and groups (including those associated with crime), failures in personal and family life (divorce or family discord, etc.), ethnic and racial conflicts, the consequences of participation in hostilities, being in extreme situations(serious illness, disability, natural disasters, etc.). On the other hand, the psychological problems of clients are due to the characteristics of the personality structure itself. It is precisely the imposition of the marked objective life situations and the subjective internal characteristics of a given person ultimately leads to psychological dissatisfaction with his life. Hence, it is quite understandable that a psychosocial worker is obliged in his work with clients to provide him not only with social and organizational assistance within the framework of his capabilities, but also be able to competently solve the purely psychological problems of the client, actively using correctional and rehabilitation methods and means.
Among the numerous methods and means of correction and rehabilitation of clients, psychological counseling and psychotherapy, which are a diverse set of specific techniques, techniques, and techniques used in practical work, are of paramount importance in psychological work with clients. It should be noted that both psychological counseling and psychotherapy in solving client problems are based on basic principles and therefore include a number of relevant basic approaches: diagnostic (diagnostic scale), functional (functional school), problem solving method, psychoanalytic, cognitive, behavioral (behavioral ), multimodal (along with the behavioral one also includes the analysis of the sensory processes of the personality, interpersonal relations, imagination), existential-humanistic (humanistic and existential psychology), the transactional approach (based on the transactional analysis of gestalt psychology), systemic, integrative (based on the principle: for each client has his own psychotherapy), ontopsychological, approach from the standpoint of transpersonal psychology, activity and others.
List of used literature
1. Basova, V.M. Social work: study guide / V.M. Basova, N.F. Basov, S.V. Boytsova. - M .: Dashkov and K, 2008 .-- 364 p.
2. Gulina, M.A. Psychology of social work: textbook for universities / M.A. Gulina. - SPb .: Peter, 2004 .-- 352 p.
3. Zainysheva, I.G. Social work technology: textbook. manual for stud. higher. study. institutions / I.G. Zainysheva. - M .: VLADOS, 2002 .-- 240 p.
4. Kravchenko, A.I. Social work: a textbook for universities / A.I. Kravchenko. - M .: Prospect; Welby, 2008 .-- 416 p.
5. Kulebyakin, E.V. Psychology of social work / E.V. Kulebyakin. - Vladivostok: Far Eastern University Publishing House, 2004. - 82 p.
6. Nikitin, V.A. Social work: problems of theory and training of specialists: textbook / V.A. Nikitin. - M .: Moscow Psychological and Social Institute, 2002 .-- 236 p.
7. Romm, M.V. The theory of social work: textbook / M.V. Romm, T.A. Romm. - Novosibirsk: [b.i.], 1999. - 52 p.
8. Safonova, L.V. Content and methods of psychosocial work / L.V. Safonov. - M .: Academy, 2006 .-- 224 p.
10. Firsov, M.V. Psychology of social work: Content and methods of psychosocial practice: textbook. manual for stud. higher. study, institutions / M.V. Firsov, B.Yu. Shapiro. - M .: Academy, 2002 .-- 192 p.
11. Firsov, M.V. The theory of social work: textbook. manual for stud. higher. study. institutions / M.V. Firsov, E.G. Studenova. - M .: VLADOS, 2001 .-- 432 p.
12. Kholostova, E.I. Theory of social work: textbook / E.I. Kholostova. - M .: Yurist, 1999 .-- 334 p.
13. Kholostova, E.I. Technologies of social work: textbook / E.I. Kholostova. - M .: INFRA-M, 2001 .-- 400 p.
14. Chernetskaya, A.A. Technologies of social work: a textbook for universities / A.A. Chernetskaya. - M .: Phoenix, 2006 .-- 346 p.
15. Shemet, I.S. Integrative psychotechnology in social work: scientific publication / I.S. Shemet. - Kostroma: KSU, 2004 .-- 226 p.
- In contact with 0
- Google+ 0
- OK 0
- Facebook 0
