Questionnaire of interpersonal relations A.A. Rukavishnikov (OMO)

DESCRIPTION
In the original, this questionnaire, developed by the American psychologist W. Schutz, is called FIRO-B (Fundamental Interpersonal Relationship Orientation), « IN» ( behavior) means the level at which the study was carried out. The author of the proposed Russian version is A. A. Rukavishnikov. The questionnaire is aimed at diagnosing various aspects interpersonal relationships in dyads and groups, as well as to study the communicative features of the individual. It can be successfully used in counseling and psychotherapeutic work.
The questionnaire is designed to assess human behavior in three main areas of interpersonal needs: "inclusion" ( I), control” ( FROM) and "affect" ( BUT). Within each area, two areas of interpersonal behavior are taken into account: the expressed behavior of the individual ( e), i.e. the individual's opinion about the intensity of his own behavior in this area; and the behavior required by the individual from others ( w), the intensity of which is optimal for him.
The questionnaire consists of six scales, each of which, in essence, contains a statement repeated nine times with some changes. In total, the questionnaire contains 54 statements, each of which requires the test-taker to choose one of the answers within the six-point rating scale.
As a result of evaluating the testee's answers, the psychologist receives points on six main scales: Ie, Iw. Se, Cw, Ae, Aw, on the basis of which a characteristic of the interpersonal behavior of the test person is then compiled.
The OMO questionnaire is based on the basic postulates of the three-dimensional theory of interpersonal relations by W. Schutz. The most important idea of ​​this theory is the position that each individual has a characteristic way of social orientation in relation to other people, and this orientation determines his interpersonal behavior.
In theory, an attempt is made to explain the interpersonal behavior of the individual on the basis of three needs: "inclusion", "control" and "affect". These needs develop in childhood in the interaction of the child with adults, primarily with parents. Thus, the development of the need for "inclusion" depends on how the child was included in the family; the need for "control" depends on whether the emphasis in the parent-child relationship was on freedom or control; the need for "affect" depends on the degree to which the child has been emotionally accepted or rejected by his immediate environment. If these needs were not met during childhood, the individual feels insignificant, incompetent, unworthy of love. To overcome these feelings, he develops protective mechanisms in himself, which manifest themselves as characteristic ways of behaving in interpersonal contacts. Formed in childhood, these modes of behavior continue to exist in adulthood, determining in general the typical features of the orientation of the individual in social environment.
V. Schutz distinguishes three types of "normal" interpersonal behavior within each area, which correspond to different degrees of satisfaction of the corresponding needs:
1) Deficit behavior, suggesting that the individual does not directly try to satisfy his needs;
2) Excessive - the individual is constantly trying, by all means, to satisfy the needs;
3) Ideal behavior - needs are adequately met.
Typology of interpersonal behavior.
Parent-child relationships within each area of ​​interpersonal needs may be optimal or less than satisfactory. Schutz describes three types of normal interpersonal behavior within each area that correspond to different levels of need satisfaction. Pathological behavior is also described for each area.
Types of interpersonal behavior as adaptive mechanisms arose, according to Schutz, in a certain way: too much inclusion leads to socially excessive, and too little to socially deficient behavior; too much control - to autocratic, too little - to abdicracy; too much affection leads to sensuous excess; and too weak - to sensually deficient behavior. Later, Schutz came to the conclusion that too much or, conversely, insufficient satisfaction of a need can turn into any type of behavior.
For each of the areas of interpersonal behavior, Schutz describes the following types of behavior:
1) scarce - assuming that the person does not directly try to satisfy his needs;
2) excessive - the individual tirelessly tries to satisfy his needs;
3) ideal - needs are adequately satisfied;
4) pathology.
Basic interpersonal needs.
The first postulate assumes that a person has three interpersonal needs and those areas of behavior that are related to these needs, sufficient to predict and explain interpersonal phenomena. Schutz (1958) pointed out the close relationship between biological and interpersonal needs:
1) biological needs arise as a reflection of the need to create and maintain a satisfactory balance between the organism and the physical environment, just as social needs relate to the creation and maintenance of a balance between the individual and his social environment. Therefore, both biological and social needs are demands for an optimal exchange between the environment, either physical or social, and the organism;
2) failure to satisfy biological needs leads to physical illness and death; mental illness, and sometimes death, may be the result of inadequate satisfaction of interpersonal needs;
3) although the organism is able to adapt in a certain way to insufficient satisfaction of biological and social needs, but this will bring only temporary success.
If the child was frustrated with the satisfaction of interpersonal needs, then, as a result, characteristic ways of adaptation were formed in him. These ways, which are formed in childhood, continue to exist in adulthood, determining on the whole the typical way of orienting the individual in the social environment.
The need for inclusion.
The need for "inclusion" is the need to create and maintain satisfactory relationships with other people on the basis of which interaction and cooperation arise. In terms of self-esteem, this need manifests itself in the desire to feel valued and significant person, like, attract attention and interest, in an effort to achieve recognition, lime the plaintiffs of approval. To be a person who is different from others, i.e. being an individual is another aspect of the need for "inclusion". Smallpox in this separation from the mass of others is that in order to achieve full-fledged relationships with people, you need to achieve understanding, to feel that others see traits and features inherent only in the individual.
The characteristic modes of behavior in this area are formed, first of all, on the basis of childhood experience. The parent-child relationship can be either positive (the child is in constant contact and interaction with the parents) or negative (the parents ignore the child, their contact is minimal). In the latter case, the child experiences the feeling that he is an insignificant person, experiences fear, which he tries to suppress or eliminate.
This need is defined as the need to create and maintain satisfactory relationships with people based on control and power, as the need to feel competent and responsible person. The behavior caused by this need relates to the decision-making process, and also affects the areas of power, influence, authority. It can range from a desire for power, authority, and control over others (and, moreover, over one's future) to a desire to be controlled, to be relieved of any responsibility. It is important to note that there are no hard links between dominating behavior and submissive behavior in the same person:
People who dominate others may differ in how they allow others to control them. Behavior in this area, in addition to direct forms, also has indirect ones, especially among educated and polite people. isolation, or an intense attempt to join other groups. In adulthood, the following types of interpersonal behavior appear.
1) Socially disadvantaged type- a person whose level of inclusion is low. It can be called unsociable, avoiding contact with people. Consciously, he, as a rule, wants to keep a distance between himself and others, motivating this by the fact that he seeks to preserve his individuality and not dissolve in the crowd. At the unconscious level, there is definitely a fear of being rejected, a fear of loneliness and isolation, a person feels useless, unable to arouse the interest and attention of others.
There are two extremes in the parent-child relationship. From highly limited, regulated behavior (the parent completely controls the child and makes all decisions for him) to complete freedom (the parent allows the child to decide everything on his own). In both cases, the child feels fear that he is not able to cope with the situation at a critical moment and seeks to overcome this fear either by dominating others while obeying the rules, or by rejecting control of other people or their control over himself. In adulthood, the following types of control behavior are diagnosed.
2) Abdikrat- this is a person with a tendency to submission, renunciation of power ("abdicration") and renunciation of influence in behavior. Such people are characterized by the desire for a subordinate position, indecision in making decisions, the desire to shift responsibility to others. Usually a follower of someone or a loyal deputy, but rarely a person who takes responsibility for making final decision. For such people, the most characteristic reaction is an attempt to avoid, move away from situations in which they feel helpless, incompetent, irresponsible. Hostility is usually expressed as passive resistance. Unconsciously, an individual with this type of behavior feels that he is little able to behave like an adult with a sense of responsibility, he is afraid that such responsibility may be placed on him. As a rule, he lacks confidence in people who may refuse to help him.
3) Autocrat- This is a person with a tendency to dominant interpersonal behavior. She is a seeker of power, a competitor to strive to own other people prefers a hierarchical system of relations in which she herself stands at the top. Usually the need for control extends to a variety of areas: intellectual or physical superiority can also serve as direct means of gaining power, establishing control over the behavior and decisions of those around them. The hidden, unconscious feelings of an autocrat are the same as those of an abdicrat: a feeling of his own inability to make responsible decisions, a constant suspicion that he is not trusted, that they are trying to control him and make decisions for her. But all behavior is aimed at disproving this feeling by any means, both in others and in oneself.
4) Democrat is a person who has successfully defined his relationship in the field of control in childhood, for whom power and control are not a problem. He feels equally confident in giving or not giving orders, taking or not taking them, depending on the specific situation. Unconsciously, he feels capable person with a sense of responsibility that others respect, trust him, and therefore does not feel the need to constantly prove his competence or evade decision-making.
5) Pathology. The individual's inability to control or influence leads to the development of a psychopathic personality.

Satisfactory relationships mean for the individual psychologically acceptable interactions with people that flow in two directions:
1) from an individual to other people - the range from "establishes contacts with all people" up to "does not establish contacts with anyone";
2) from other people to the individual - the range from "always contacted" to "never contacted".
At the emotional level, the need for inclusion is defined as the need to create and maintain a sense of mutual interest. This feeling includes:
1) the subject's interest in other people;
2) the interest of other people in the subject. From the point of view of self-esteem, the need for inclusion is manifested in the desire to feel a valuable and significant person. Behavior corresponding to the need for inclusion is aimed at establishing connections between people, which can be described in terms of exclusion or inclusion, belonging, cooperation. The need to be included is interpreted as a desire to please, attract attention, interest. A class bully who throws erasers does so because of a lack of attention. Even if this attention to him is negative, he is partially satisfied, because. Finally, someone paid attention to him.
To be a person who is not like others, i.e. to be an individual is another aspect of the need for inclusion. Most of aspirations aimed at being noticed, drawing attention to themselves. This is what a person strives for in order to be different from other people. He must be an individual. The main thing in this selection from the mass of others is that you need to achieve understanding. A person considers himself understood when someone is interested in him, sees the features inherent only to him. However, this does not mean that he should be honored and loved.
A problem that often arises at the beginning of an interpersonal relationship is the decision whether to be involved in the relationship or not. Usually, when initially establishing a relationship, people try to introduce themselves to each other, often trying to find in themselves that trait that could interest others. Often a person is initially silent, because. he is not sure that other people are interested; it's all about inclusion.
Inclusion implies such concepts as relationships between people, attention, recognition, fame, approval, individuality and interest. It differs from affect in that it does not include strong emotional attachments to particular people; but from control by the fact that its essence is to occupy a prominent position, but never dominance.
Characteristic modes of behavior in this area are formed, first of all, on the basis of children's experience. The parent-child relationship can be either positive (the child is in constant contact and interaction with the parents) or negative (the parents ignore the child and contact is minimal). In the latter case, the child experiences fear, a feeling that he is an insignificant person, feels a strong need to be accepted by the group. If the inclusion is inadequate, then he tries to suppress this fear, either by eliminating and withdrawing, or by an intense attempt to be included in other groups.

The need for control.
This need is defined as the need to create and maintain satisfying relationships with people based on control and power.
Satisfactory relationships include psychologically acceptable relationships with people in two ways:
1) from an individual to other people in the range from "always controls the behavior of other people" to "never controls the behavior of others";
2) from other people to the individual - in the range from "always control" to "never control".
On an emotional level, this need is defined as the desire to create and maintain a sense of mutual respect based on competence and responsibility. This feeling includes:
1) sufficient respect for others;
2) getting enough respect from other people. At the level of self-understanding, this need is manifested in the need to feel like a competent and responsible person.
Behavior driven by the need for control relates to people's decision-making process and also touches on areas of power, influence and authority. The need for control ranges on a continuum from the desire for power, authority and control over others (and, moreover, over one's future) to the need to be controlled, i.e. be relieved of responsibility. There are no hard links between dominating behavior and submissive behavior in the same person. Two people who dominate others may differ in how they let others control them. For example, an overbearing sergeant may obey his lieutenant's orders with gusto, while a bully may constantly contradict his parents. Behavior in this area, in addition to direct forms, also has indirect ones, especially among educated and polite people.
The difference between control behavior and inclusion behavior is that it does not imply notoriety. "Power Beyond the Throne" is a perfect example of the high level of need for control and the low level of inclusion. "The Wit" is a prime example of a great need for inclusion and a small need for control. Control behavior differs from affect behavior in that it deals more with power relationships than with emotional closeness.
There can be two extremes in the parent-child relationship: from highly limited; regulated behavior (the parent completely controls the child and makes all decisions for him) to complete freedom (the parent allows the child to decide everything on his own). In both cases, the child feels fear that he will not be able to cope with the situation at a critical moment. An ideal relationship between parent and child reduces this fear, however, too much or too little control leads to the formation of defensive behavior. The child seeks to overcome fear either by dominating others and obeying the rules, or rejects the control of other people or their control over himself.
The characteristic modes of behavior of two individuals in interpersonal interaction can either be compatible or not. W. Schutz defines interpersonal compatibility as such a relationship between two or more individuals, in which one or another degree of mutual satisfaction of interpersonal needs is achieved.
1) Socially-deficient type. Fear of unfriendliness, combined with a feeling that others do not understand him, may be accompanied by a lack of motivation for life, a decrease in enthusiasm, perseverance in achieving goals, etc.
2) Socially excessive type- an extrovert, a person who is in constant search of contacts, strives for people, actively seeks attention and location. Unconsciously, such a person also experiences the fear of being rejected, but at the level of behavior, he does everything to concentrate attention on himself by any means (even by directly imposing himself on the group), to make himself noticed, to achieve fame.
3) socially aligned type- an individual whose inclusion relationship has been successful since childhood; Establishing contacts with people is not difficult for him. He feels confident both alone and with people, is capable of taking risks and entering into various groups, but can also refrain from taking risks and interactions if he considers it inappropriate. He feels himself a valuable and significant person, he is able to be sincerely interested in others.
4) Pathology. Unsuccessful establishment of relations in the area of ​​inclusion leads to alienation and isolation, to attempts by man to create his own artificial world. Probably the development of functional psychoses, autism, schizophrenia.

Interpersonal need for affect.
It is defined as the need to create and maintain satisfying relationships with others based on love and close, warm emotional contact. On an emotional level, it manifests itself in the ability of the individual to love other people and in the realization that he is loved by others to a sufficient extent, that he is worthy of love. This need usually relates to personal emotional relationships between two close people (pair relationships) and leads to behavior aimed at emotional rapprochement with a partner or partners. In childhood, if the upbringing of the child was inadequate emotionally, a feeling of fear may form, which the individual can subsequently try to overcome in various ways, developing appropriate types of behavior.
1) sensually deficient type- an individual who has a very weak sense of emotional attachment, seeking to avoid close personal relationships with others. He tries to maintain contacts at a superficial, distant level, and he is satisfied when others maintain the same relationship with him. Subconsciously, he is constantly looking for a satisfying emotional relationship, but he is afraid that no one loves him; even sincerely loving people himself, he does not trust their feelings towards himself. A direct method of maintaining emotional distance is avoiding contact, avoiding people, even if it leads to hostility. The "refined method" is to be outwardly friendly with everyone in order to avoid close association with any one person. In contrast to the fear of "inclusion", which consists in the realization that the person is of little interest, insignificant, useless, the fear of affectation manifests itself in relation to oneself as an unpleasant, unattractive, unworthy person.
2) sensually excessive type tries to get close to all couples, so that those around him initially behave in relation to him confidentially. It is especially important for him to be loved in order to ease the anxiety from the consciousness that he could be rejected and never loved. The direct way to achieve love is an open attempt to win approval, to be sensitive, to win over, to trust people. A more subtle method is manipulative: having many friends, maintaining friendly relations with all members of the group and discreetly preventing any attempt on their part to establish friendly relations with anyone else. Such people usually have acute reaction, their actions are motivated by a strong need for affection, they have a more or less pronounced sense of hostility based on a subconscious anticipation of rejection, rejection from others.
3) Sensually balanced type- an individual with a positive experience in the field of emotional relationships since childhood. He feels equally well in a situation that requires close emotional ties, and where emotional separation and distance are required. It is also important for him to be loved, but if he is not loved, he is able to recognize this fact calmly, as a result of a specifically developing relationship with a specific person. Subconsciously, he feels that he is attractive to those who know him well, that he is able to inspire true affection and love.
4) Pathology. Difficulties in the emotional area usually lead to neuroses.
Satisfactory relationships always include psychologically acceptable relationships of the individual with other people in two ways:
1) from the individual to other people - in the range from "set up a close personal relationship with everyone" to "do not strike up a close personal relationship with anyone";
2) from other people to an individual - in the range from "always enter into a close personal relationship with an individual" to "never enter into a close personal relationship with an individual."
At the emotional level, this need is defined as the desire to create and maintain a sense of mutual warm emotional relationship. It includes:
1) the ability to love other people sufficiently;
2) understanding that a person is loved by other people to a sufficient extent.
The need for affect at the level of self-understanding is defined as the need for an individual to feel that he is worthy of love. It usually concerns a close personal emotional relationship between two people. An emotional relationship is a relationship that can exist, as a rule, between two people, while relations in the field of inclusion and control can exist both in a couple and between an individual and a group of people. The need for affect leads to behavior whose goal is emotional rapprochement with a partner or partners.
Behavior corresponding to the need for emotional connections in groups indicates the establishment of friendly relations and differentiation between members of the group. If there is no such need, then the individual, as a rule, avoids close communication. A common method for avoiding close association with any one person is to be friendly with all members of the group.
In childhood, if a child is brought up inadequately emotionally, then a feeling of fear may form in him, which he can subsequently try to overcome in various ways: either closing in on himself, i.e. avoidance of close emotional contacts, or an attempt to behave outwardly friendly.
In relation to interpersonal interactions, inclusion is considered, first of all, the formation of an attitude, while control and affection refer to relationships that have already been formed. Among existing relationships, control refers to those people who give orders and decide things for someone, and affect refers to whether the relationship becomes emotionally close or distant.

Thus, inclusion can be characterized by the words "inside - outside", control - "above - below", and affection - "close - far". Further differentiation can be made at the level of the number of people included in the relationship. Affection is always a relationship in a couple, inclusion is usually an attitude of an individual to many people, while control can be both an attitude to a couple and an attitude to many people.
The preceding formulations confirm the interpersonal nature of these needs. For the normal functioning of the individual, it is necessary that there is a balance in the three areas of interpersonal needs between him and the people around him.

The value of interpersonal relationships, their "quality" and content is preserved at all stages life path personality, since they are a necessary condition, an attribute of human existence from the first to last day his life. In adulthood, when a person becomes a full-fledged and conscious master of his life path, when he himself is more or less able to choose the people who make up his immediate environment, the subjective significance of relationships with others does not decrease at all. The well-being and possibility of personal growth of an adult, no less than that of a newly emerging personality, depend on the quality of interpersonal relationships in which he is included and which he is able to "build". It is no coincidence that satisfaction with interpersonal relationships and satisfaction with one's position in these relationships is the most important criterion for social adaptation.
D. Myers (1993) cites data from numerous studies showing that the majority of adults answer the question: "What do you need for happiness?" first of all, they call satisfying warm relationships with relatives and friends. Of 800 American college graduates surveyed by psychologists, those who preferred high level close friendship or marriage (i.e. those who professed the values ​​of "yuppies" - young well-to-do Americans) were twice as likely to feel unhappy and dissatisfied own life. In this regard, one can also recall the famous lines from a letter from J. Sand to Flaubert: "Does it matter that you have 100 thousand enemies, it is quite possible to be happy, since 2-3 people you love and love love you." Close and satisfying connections with friends, relatives or membership in close-knit groups (social, religious, etc.) contribute to the improvement of not only psychological, but also physical health.
Such a high importance of interpersonal relationships for each individual is based on the fact that contacts and favorable relationships with other people are a necessary means, a way to meet the most important, fundamental needs of the individual: for example, the need for self-identity and self-worth, the implementation of which is impossible without confirmation of his existence, awareness its certainty, its "I" - here and now. Necessary conditions such "confirmation" is attention, interest, acceptance of a person by others - especially close, significant - people. It has already become a textbook expression of W. James that the existence of a person in a society where they do not pay attention to him, where they do not show any interest in him, is a "devil's punishment". Indeed, a long existence in the system of "non-confirming" relationships leads to various kinds of deformations of the personality.
There are a number of vital needs, the satisfaction of which is impossible outside of contacts, outside of co-existence with other people:
In addition to the above need for "confirmation", one can single out
the need for belonging (the need to be included in various groups and communities),
the need for affection and love (to love and be loved),
in sympathy,
in self-respect (in prestige, status, recognition),
in "control" over others,
in a sense of individuality and at the same time, in a system of beliefs and views that give meaning to life, etc.
A person consciously or unconsciously focuses on ensuring that the characteristics that others carry in themselves correspond to the system of his motives. The general life position of a person, the nature of his activity, the level of social maturity, and the possibility of realizing his potential abilities largely depend on the extent and how these needs are met. Therefore, other people and relationships with them and to them acquire personal meaning, and the desire to establish and maintain relationships that satisfy the personality becomes a life value.
They subjectively satisfy a person and create the prerequisites for adequate and full satisfaction of these needs, confirming deeply moral relationships that are built and, on the basis of "unconditional positive attention" (K. Rogers, 1994), mutual respect, benevolence, understanding, love, if they are saturated with positive experiences. It is appropriate to recall the so-called " Golden Rule morality" - the universal principle of the behavior of civilized peoples: "In everything, as you want people to do to you, so you do to them." As K.A. Abulkhanova-Slavskaya notes, the attitude towards people "returns" to the individual not only in the form of specific relationships, but also in the form of a qualitatively new "space" in which the individual lives further. This "space" can become an arena for development or fall, bringing a person either satisfaction or cutting off opportunities for further growth and self-realization.
Relations with other people, in which a person is included in the process of his life, are distinguished by an infinite variety. G.M. Andreeva says that the feelings that people have in relation to each other can be divided into two groups: "conjunctive" (suggesting location, rapprochement, willingness to cooperate) and "disjunctive" (separating, not conducive to joint activity and communication) (2001).
"Why do people like each other?" or "Why do you like this person?" you can hear a list of various positive qualities(kindness, courage, etc.). However, the relationship between the presence of positively assessed qualities in a person and attitude towards him, on the other hand, is more complex. Attractiveness (attraction), a preferred attitude towards a person depends not only and not so much on the properties of the partner, but on the needs and desires of the person himself, on how much, in his opinion, the partner is able to satisfy these needs. So, for example, attraction can be both in the case when a person receives positive reinforcement from another (understanding, care, etc.), and in the case when he himself is a source of positive reinforcement for a partner, creating, for example, his feeling of "security" and at the same time confirming his own "I-concept" ("I am strong, reliable successful").
For all the complexity of each specific case, the basis for the selectivity of a person's feelings about attitude towards others may be his subjective assessment of the other as "one's own" and "alien". Sympathy, preference, attraction are most likely to arise in relation to those people whom a person associates (often vaguely, unconsciously) with something "one's own", close. It is no coincidence that comradely, friendly, love relationships often arise as a result of personal contacts within persons of the "same circle" (the same class, occupation, age, religion, etc.).
similarity personality traits also usually leads to attraction, and the similarity of attitudes and ideas has a particularly strong effect in this sense. The similarity of individual properties (sociability, social activity, intelligence level, etc.) also contributes to the establishment of positive interpersonal relationships, especially on early stages acquaintance. There is also evidence that in order to maintain established positive relationships (when the feeling of "we" is formed), not so much similarity as complementarity becomes more important, complementarity of the personal characteristics of partners, which contributes to their balanced participation in interaction, creates the prerequisites for the needs one was satisfied as well as the needs of another.
The subjective assessment of a partner as "foreign", "foreign", simply unlike in one way or another (which can also be conscious and unconscious) is most often accompanied by an experience negative feelings and leads to distance, rejection, rejection. Although there are opposite cases: in the other, it attracts its difference, "specialness" (in appearance, way of thinking, etc.), which causes a person to have an intense desire to turn him from "he" ("she") into "you", include it in your "we". There are many life examples of the fact that love and friendship often arise in this way.
For the formation of attraction, it is also important what kind of attitude the partner demonstrates: in all cases of interest, sympathy, admiration on his part, he will most likely evoke positive feelings in return (it is no coincidence that in Everyday life often say: "We like those who like us").
Some objective factors also influence the emergence and development of positive interpersonal relationships: physical proximity (for example, neighborhood), the frequency and intensity of contacts, which also contribute to the formation of a certain community, the emergence of a sense of "one's own".
The relationship of a person to other people can also be differentiated on the basis of their subjective significance. In this sense, we can talk about significant and insignificant interpersonal relationships. Meaningful relationships are formed and developed with significant other people. Significant others are that limited number of people with whom a person is closely acquainted, on whom the confirmation of his Self-concept depends, under the influence of which vital events occur, attitudes towards oneself, one’s past, present and future change, a person’s character changes.
Another criterion for classification is the degree of reciprocity of interpersonal relationships. Relationships can be symmetrical: mutually positive, mutually rejecting or mutually indifferent. Relationships can be asymmetrical when their sign and modality do not match for partners (one-sidedly positive, one-sidedly negative, opposite, etc.). Symmetry - the asymmetry of interpersonal relationships can also take place in terms of the influence of partners on each other. In some cases, we can talk about the relative equality of their mutual influence, the equality of "contributions" to communication, in other cases, the influence of one of the partners can be greater, it is he who determines and controls the processes of interaction, awakening in the partner the desired feelings, thoughts, actions.
Empirical Research interpersonal relations in the family of E. Schaefer (1968), T. Huston (1978), L.S. Benjamin (1974) and others, give grounds to single out the "love-hate" axis as a universal and most important dimension of the relationship between spouses, as well as parents and children. In the works of E. Schaefer, in addition, another parameter is called - "freedom-dependence". Analogous dimensions of relations - "attachment-autonomy" and "benevolent-hostility" - are singled out in the empirical study of social orientations. A number of researchers (E. Bogardus, A. Mol, D. Feldes) emphasize that the most important characteristic of interpersonal relationships is the psychological distance between partners. They single out such a dimension as "proximity-remoteness". According to the studies of Z. Rubin (1970), the main parameters of relations between close people are "love", which is determined by the degree of affection, care, intimacy of relations, and "sympathy", which is determined by the degree of respect, admiration, perceived similarity with a partner. In the works of M. Wisch (1976, 1977), devoted to the problems of measuring interpersonal relationships, there are already three main dimensions: "intimacy - formality", "cooperation - competition", "equality - inequality".
Domestic psychologists A.A. Kronik and E.A. Kronik (2002, others) substantiate the existence of three bipolar scales that can be used to describe any type of relationship with significant others: "valence" (positivity - neutrality - negativity of relations), "position" (from above, below, on equal terms) and " distance (near, far).
V.A. Labunskaya, on the basis of the analysis of the works of foreign and domestic psychologists, comes to the conclusion that, despite the differences in the designation of the axes, the parameters for measuring the ratio, and used by different authors, there is a significant similarity in their content. We can talk about three main coordinates of interpersonal relations, each of which has a negative and a positive pole: "degree of affiliation" (attraction, love - repulsion, hatred), "dominance-submission" and "inclusion-absence".
More V.N. Myasishchev emphasized that the actual relations of people to each other and the forms of their address can be relatively independent; in some cases (in conditions of "free interaction") they are in agreement, in other cases, the forms of address are more or less strongly at odds with real relations. In particular, he wrote: "Relationships affect the nature of interaction - this is understandable, but this character depends not only on relationships, but also on external circumstances and the position of the interacting" (1995, p. 216]. Mismatch of emotional-value and behavioral parameters is possible also in the case of meta-complementary relationships, when one person, with a greater or lesser degree of awareness, uses some "manoeuvres", forcing the other to behave towards him in a way that does not correspond to the true feelings of the partner.For example, if a person begins to demonstrate dependence and helplessness, then forces the other to stand in relation to himself in a complimentary position, which may contradict the position actually experienced.

PROCESSING On the left are the points of the scales, on the right are the numbers of the correct answers. If the answer of the subject coincides with the key, it is estimated at one point, if it does not match, 0 points. Key

Iw	cw	Aw
1. 1,2,3,4	2. 1,2,3,4,5	4. 1, 2
3. 1, 2, 3, 4, 5	6.1,2,3	8. 1, 2
5. 1, 2, 3, 4, 5	10. 1, 2, 3,	12. 1
7. 1,2,3	14. 1,2,3	17. 1,2,3
9.1,2,3	18.1,2,3,4	19. 3,4,5,6
11. 1, 2	20. 1, 2, 3, 4	21. 1
13.1	22. 1, 2, 3, 4	23. 1
15. 1	24. 2	25. 3, 4, 5, 6
16.1	26. 2	27. 1
Iw	cw	Aw
28. 2	30. 2,3,4	29. 1
31. 2	33. 2,3,4,5	32. 1,2
34. 2	36. 2,3	35. 5,6
37.1	41. 2,3,4,5	38. 1,2,3
39.1	44. 2,3,4	40. 5, 6
42. 2,3	47. 2345	43. 1
45. 2,3	50. 2	46. 4, 5, 6
48. 2,3,4	53. 1, 2, 3, 4	49. 1
51. 1,2,3	54. 1, 2, 3	52. 5,6.

When analyzing data, attention is paid to the ratio, a combination of scores on the main scales, which allows you to calculate the index of the volume of interactions ( e+w ) and the index of inconsistency of interpersonal behavior ( e-w ) within and between individual Sweets of interpersonal needs. The data obtained also make it possible to determine the coefficient of mutual compatibility in Diade . It is calculated as follows; if we denote the expressed bringing of individual A in one area or another by the symbol e1 , and the individual B - symbol e2 , and the required behavior of these persons - respectively w1 And w2 , then the compatibility coefficient has the form K=[e1-w2] + [e2-w1] .

INTERPRETATION
The scores range from 0 to 9. The closer they get to extreme scores, the more useful the following is. general description behaviors:
a) inclusion
Ie - low - means that the individual does not feel good among people and will have a tendency to avoid them; will tend to avoid contact.
Ie - high - suggests that the individual feels good among people and will tend to look for them; the active desire of a person to belong to different groups, to be included, to be among people as often as possible; the desire to accept others, so that they, in turn, take part in his activities, show interest in him.
Iw - low - suggests that the individual tends to communicate with a small number of people; does not show behavior aimed at seeking contacts, at the desire to belong to groups and communities.
Iw - high - suggests that the individual has a strong need to be accepted by others and belong to them; the desire of the individual to ensure that others invite him to take frequent in their affairs, "invite", make efforts to be in his society, even in those cases when he himself does nothing for this.
b) control
Se - low - means that the individual avoids making decisions and taking responsibility;
Se - high - means that the individual is trying to take responsibility, combined with a leading role; the desire of the individual to control and influence others, to take leadership and decision-making for himself and others
cw - low - suggests that the individual does not take control over himself;
cw - high - reflects the need for dependence and fluctuations in decision-making; in anticipation of control and guidance from others, unwillingness to take and, but oneself, responsibility.
c) affect
Ae - low - means that the individual is very careful and selective when establishing close intimate relationships;
Ae - high - suggests that the individual has a tendency to establish close sensual relationships; the desire of a person to be in close, intimate relationships with others and to show their warm and friendly feelings towards them.
Aw - low - means that the individual is very careful when choosing people with whom he creates deeper and more intimate emotional relationships;
Aw - high - typical for individuals who demand that others indiscriminately establish close emotional relationships with him; the individual's need for others to strive to be emotionally closer to him, to share their intimate feelings, to involve him in deep emotional relationships.

The degree of applicability of the above descriptions depends on the value of the points:
0-1 and 8-9 extreme low and extreme high scores, and the behavior will be compulsive.
2-3 and 6-7 – low and high scores, and the behavior of individuals will be described in the appropriate direction.
4-5 are borderline scores, and individuals may tend to behave as described for both low and high raw scores. These estimates are conveniently interpreted in terms of the means and standard deviations of the respective population.
For a more accurate assessment of the results obtained, it is necessary to take into account the normative data of the corresponding population. The interpretation of the results is carried out on the basis of the previously described characteristics of needs and types of interpersonal behavior. In addition, scores on individual scales should not be interpreted separately from each other. The way an individual is oriented in one area or another significantly affects (positively or negatively) his interpersonal activity in other areas. For example, a strong desire to form close emotional relationships (high A) may be blocked by the subject's inability to make contact (low I).
The next step is to interpret the indexes. Interaction volume index (e + w) in each of the regions I, C, A characterizes the intensity of contacts psychologically preferred by a person, reflecting in general the intensity of behavior aimed at satisfying the corresponding interpersonal need. Index values ​​can range from 0 to 18.
Interpersonal Orientation individual within each area I, C, A - is determined by the difference between the expressed ( e ) and required ( w ) behavior and is expressed in a certain value of the index of inconsistency of interpersonal behavior, which can vary from 0 to 9. The larger its value, i.e. the greater the gap between one's own behavior and the behavior required from others, the greater the likelihood of internal conflicts and frustration in this area.
When interpreting mutual compatibility coefficients it is necessary to proceed from the relevant theoretical concepts. In the theory of W. Schutz, compatibility is interpreted as such a feature of relations between two or more people, which leads to mutual satisfaction of interpersonal needs. Every individual in every interpersonal area desires to behave in a certain way and allows partners to behave towards him in a certain way. Mutual compatibility implies that the expressed behavior of one member of the dyad must match the required behavior of another member, and vice versa. That is, to determine the measure of mutual satisfaction of interpersonal needs, it is necessary to take into account the following: does it express individual A behavior required individual B ; satisfies individual A behavior expressed individual B . Mutual compatibility can be quantified by comparing the intensity of behavior in terms of e and w. The compatibility coefficient reaches scores from 0 to 18. The closer the score is to 0, the higher the mutual compatibility in the dyad.

INSTRUCTION:“The questionnaire is designed to assess the typical ways you relate to people. In essence, there are no right and wrong answers, every truthful answer is correct. Sometimes people tend to answer questions the way they think they should behave. However, in this case, we are interested in how you actually behave. Some questions are very similar to each other. However, they mean different things. Please answer each question separately, without regard to other questions. There is no time limit for answering questions, but don't think too long on any question."

Questionnaire text
Surname I.O. _________________________________ Floor_____
Age ________ Date of examination ______________________
Additional information _______________________________

For each statement, choose the answer that best suits you. Write the answer number to the left of each line. Please be as careful as possible.
(1) Usually (4) Occasionally
(2) Often (5) Rarely
(3) Sometimes (6) Never

1. I strive to be with everyone.
2. Let others decide what needs to be done.
3. Become a member of various groups.
4. Strive to have close relationships with other group members.
5. When the opportunity presents itself, I am inclined to become a member of interesting organizations.
6. I admit that others have a strong influence on my work.
7. I strive to join the informal public life.
8. Strive to have close and cordial relationships with others.
9. Seek to involve others in my plans.
10. I let others judge what I do.
11. I try to be among people.
12. I strive to establish close and cordial relationships with others.
13. I tend to join others whenever something is done together.
14. Easily submit to others.
15. I try to avoid loneliness.
16. I strive to take part in joint activities.

For each of the following statements, select one of the responses indicating the number of people who may influence you or who may be affected by your behavior.
Refers to:

17. I strive to be friendly with others.
18. Let others decide what needs to be done.
19. My personal attitude towards others is cold and indifferent.
20. I leave it to others to direct the course of the event.
21. Seek to have close relationships with others.
22. I admit that others have a strong influence on my work.
23. I strive to acquire close and cordial relationships with others.
24. I let others judge what I do.
25. With others I behave coldly and indifferently.
26. I easily obey others.
27. Seek to have close and cordial relationships with others.

For each of the following statements, choose one of the answers indicating the number of people who can influence you or who are affected by your behavior.
Refers to:
(1) Most people (4) Few people
(2) Many (5) One to two people
(3) Some people (6) No one

28. I love it when others invite me to participate in something.
29. I like it when other people treat me directly and cordially.
30. I strive to have a strong influence on the activities of others.
31. I like it when others invite me to participate in their activities.
32. I like it when others treat me directly.
33. In the company of others, I strive to direct the course of events.
34. I like it when others include me in their activities.
35. I love it when others treat me coldly and reservedly.
36. I strive for others to do as I want.
37. I like it when others invite me to take part in their debates (discussions).
38. I love it when others treat me in a friendly way.
39. I like it when others invite me to take part in their activities.
40. I like it when others treat me with restraint.

For each of the following statements, choose one of the following answers.
(1) Usually (4) Random
(2) Often (5) Rarely
(3) Sometimes (6) Never

41. I try to play a leading role in society.
42. I like it when others invite me to participate in something.
43. I like it when others treat me directly.
44. I strive for others to do what I want.
45. I like it when others invite me to participate in their activities.
46. ​​I like it when others treat me coldly and reservedly.
47. I strive to strongly influence the activities of others.
48. I like it when others include me in their activities.
49. I like it when other people treat me directly and cordially.
50. In society I try to manage the course of events.
51. I like it when others invite me to take part in their activities.
52. I like it when they treat me with restraint.
53. I try to get others to do what I want.
54. I manage the course of events in society.

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Annex 5

Questionnaire of interpersonal relations (OMO),

developed by A.A. Rukavishnikov

The questionnaire is designed to assess human behavior in three main areas of interpersonal needs: "inclusion" (I), control" (C) and "affect" (A). Within each area, two areas of interpersonal behavior are taken into account: the expressed behavior of the individual (e), i.e. the individual's opinion about the intensity of his own behavior in this area; and the behavior required by the individual from others (w), the intensity of which is optimal for him. The questionnaire consists of six scales, each of which, in essence, contains a statement repeated nine times with some changes. In total, the questionnaire contains 54 statements, each of which requires the test-taker to choose one of the answers within the six-point rating scale. As a result of evaluating the testee's answers, the psychologist receives points on six main scales: Ie, Iw. Ce, Cw, Ae, Aw, on the basis of which a characterization of the characteristics of the interpersonal behavior of the test person is then compiled.

Instructions: The questionnaire is designed to assess the typical ways you relate to people. Basically, there are no right or wrong answers here. Every true answer is correct. Sometimes people tend to answer questions the way they think they should behave. However, in this case, we are interested in how you behave in reality. Some questions are very similar to each other, but still they imply different things. Please answer each question separately, without regard to other questions. There is no time limit for answers, but don't spend too much time thinking about any question.

Please be as careful as possible. For each statement, select the answer that best suits you. Write the answer number to the left of each line:

Usually - 1

Often - 2

Sometimes - 3

On occasion - 4

Rare - 5

Never - 7

I strive to be with everyone.

I give others the right to decide what needs to be done.

Become a member of various groups.

I strive to have close relationships with the rest of the group.

When the opportunity presents itself, I am inclined to become a member of interesting organizations.

I admit that others have a strong influence on my work.

I strive to join the informal social life.

I strive to have close and cordial relationships with others.

I strive to involve others in my plans.

I strive to be among people.

I strive to establish close and cordial relationships with others.

I tend to join others whenever something is done together.

I easily submit to others.

I try to avoid loneliness.

I try to take part in joint activities.

For each of the following statements, select one of the answers indicating the number of people who may influence you or who may be affected by your behavior

REFERS TO:

(1) Most people

(2) Many people

(3) Some people

(4) To several people

(5) One or two people

(6) To none of the people

I strive to be friendly with others.

Let others decide what is needed

will do.

My personal attitude towards others is cold and indifferent.

I leave it to others to direct the course of events.

Strive to have close relationships with other people

I admit that others have a strong influence on my work.

I strive to establish close and cordial relationships with others.

I let others judge what I do.

With others I behave coldly and indifferently.

I easily submit to others.

I strive to have close and cordial relationships with the people around me.

Comparative characteristics of the results of diagnosing the manifestation of empathy in teachers of correctional and general education schools
We will carry out statistical processing to refine the hypothesis: we will check whether there are differences in the empathy of teachers in general education and correctional schools using the U criterion - Fisher's angular transformation (see Appendix 1.). When processing the data obtained using the technique " Emotional burnout”, using the criterion U - y ...

Methodological principles and methods for studying the psychology of labor
The relationship of labor psychology with all branches of psychology is based on the psychological theory of activity and the general laws of the human psyche, which are expressed in the principles of psychology. A principle is a basic rule, a central concept that guides in knowledge and practice. Main in domestic psychology are: principle...

Cognitive personality theory
The cognitive theory of personality is close to the humanistic one, but it has a number of significant differences. The founder of this approach is the American psychologist J. Kelly (1905-1967). In his opinion, the only thing a person wants to know in life is what happened to him and what will happen to him in the future. The main source of development...

A person's ability to get along with other people is an important quality that a personnel manager must take into account when selecting an applicant for a vacancy, when completing working groups, and resolving industrial conflicts. The results of the work of the team largely depend on the effectiveness of interpersonal interactions. Interpersonal relationships are an important part of people's lives, so diagnosing a person's needs in this area can give a very useful information to harmonize internal relations in the team.

Recent studies by scientists show that the effectiveness of individual activity in more depends on the ability to install and maintain a good relationship with people, that is, from EQ (emotional intelligence quotient), than from the knowledge and intellectual abilities of a person, traditionally measured by IQ (intelligence quotient).

American psychologist William Schutz William Schutz) developed the theory of interpersonal relationships (FIRO theory). It is based on a three-factor model of interpersonal needs (later this concept was replaced by the concept of "desire"). Schutz considers human relationships on three main levels: behavior, feelings, and self-concept. In 1958, Schutz developed a questionnaire Fundamental Interpersonal Relations Orientation-Behavior, or FIRO-B. The tool focuses on measuring behavioral manifestations in three areas of interpersonal relationships: "Inclusion" - the intensity of contacts, "Control" - the degree of dependence, "Emotions" (in a later version this concept was replaced by "Openness") - the degree of willingness to share feelings. These three dimensions correspond to the three scales of the questionnaire. FIRO-B. It can be used to measure, evaluate and predict a person's behavior in interpersonal interactions: what is he really does and that he wants to do , respectively - how other people really arrive towards him, and how he I would like to for them to do.

Inclusion- the need to create and maintain satisfactory relationships with other people (psychologically acceptable), on the basis of which interaction and cooperation arise. Relationships are established in two ways:

(e) from the individual to other people (ranging from "establishes contacts with all people" to "does not establish contacts with anyone");

(w) from other people to the individual (ranging from "always contact him" to "never contact him").

The need for inclusion is understood as the desire to please, attract attention, arouse interest. On an emotional level, it is the need to create and maintain a sense of mutual interest in communication. From the point of view of self-esteem, the need for inclusion is manifested in the desire of a person to feel a valuable and significant person. Behavior corresponding to this need is aimed at establishing connections between people. To be different from others, that is, to be an individual, is another aspect of the need for inclusion: a person strives to be noticed, to be different from other people.

Control- the need to create and maintain satisfactory relationships with people, relying on control and strength. Relationships are established in two ways:

(e) from the individual to other people (ranging from "always controls the behavior of others" to "never controls the behavior of others");

(w) from other people to the individual (ranging from "always in control" to "never in control").

On an emotional level, this need is defined as the desire to create and maintain a sense of mutual respect based on competence and responsibility. At the level of self-understanding, the need for control is manifested in the need to feel like a competent and responsible person. Behavior driven by the need for control relates to the decision-making process and also affects areas of power, influence and authority. The severity of the need for control ranges from the desire for power, authority and control over others to the desire to be controlled, to get rid of responsibility.

Affect- the need to create and maintain satisfactory relationships with other people, based on emotional relationships. Relationships are established in two ways:

(e) from the individual to other people (ranging from "establishes a close personal relationship with everyone" to "does not establish a close personal relationship with anyone");

(w) from other people to the individual (ranging from "always form a close personal relationship" to "never form a close personal relationship with an individual").

On an emotional level, this need is defined as the desire to create and maintain a sense of mutual warm emotional relationship. At the level of self-understanding - as an individual's need to feel that he is worthy of love.

Inclusion refers primarily to formation relationships, while control and affection are about already formed relations. Inclusion can be illustrated as an inside-out relationship, control as a top-down relationship, and affect as a near-far relationship.

Questionnaire FIRO-B was designed to help a person understand their own behavior and the behavior of other people, to explain how the needs of the individual affect interpersonal relationships. Its validity and reliability have been confirmed by numerous studies. Russian language adapted version FIRO-B known as the Interpersonal Relationship Inventory (IRO). It measures personality characteristics and evaluates relationships between people. The type of behavior is diagnosed in three areas - inclusion (I), control (C), and affect (A), on six scales:

Inclusion

Ie(demonstrated behavior of the individual himself): I strive to accept other people, maintain their interest in me and participation in my activities; actively strive to belong to different social groups and to be among people as often as possible;

Iw(behavior expected by the individual from others): I try to get other people to involve me in their activities and strive to be in my society.

Control

Se(demonstrated behavior of the individual himself): trying to control and influence other people; I strive to lead and make decisions;

Cw(behavior expected by the individual from others): I try to have other people control me, influence me and tell me what I should do.

Affect

Ae(demonstrated behavior of the individual himself): I strive to be in close, intimate relations with others, to show warm friendly feelings towards them;

Ah(behavior expected by the individual from others): I try to get others to strive to be emotionally closer to me and share their intimate feelings with me.

The OMO questionnaire contains 54 statements. When testing, it is recommended to observe the principle of voluntariness. Pressure on the subject increases the likelihood of distorting the results. There is no time limit for answers (on average, filling out the form takes 15 minutes).

Interpersonal Relationship Inventory (IRO)

Instruction:

The questionnaire is designed to determine the typical ways you relate to people. There are no right or wrong answers, every truthful answer is correct.

Sometimes people tend to respond the way they think they should behave. But now we are interested in how you behave in reality.

Some of the questions are very similar to each other, but still they imply different things. Please answer each item of the questionnaire separately, without regard to other statements. There is no time limit for answering, but don't think too long.

For each statement, choose the answer that seems most appropriate to you.

Answer Form (OMO)

__________________________________________
Full Name

No. p / p	Statement	Answer
		Usually 1	Often 2	Sometimes 3	On the occasion of 4	Seldom 5	Never 6
	I strive to be with everyone
	Become a member of various groups
	Strive to have close relationships with other group members
	When the opportunity presents itself, I tend to become a member of interesting organizations.
	I accept that others have a strong influence on my work
	I strive to join the informal social life
	Seek to involve others in my plans
	I try to be among people
	Strive to establish close and cordial relationships with others
	I have a tendency to join others whenever something is done together.
	Easily submit to others
	Trying to avoid loneliness
	I want to take part in joint events
	Strive to be kind to others
	I let others decide what needs to be done
	My personal attitude towards others is cold and indifferent
	I give the right to others to direct the course of events
	Strive to have close relationships with others
	I allow others to provide big influence for my activities
	Strive to establish close and cordial relationships with others
	I let others judge what I do
	With others, I behave coldly and indifferently.
	Easily submit to others
	Strive to have close and cordial relationships with others
	I love it when others invite me to participate in something.
	Strive to have a strong influence on the activities of others
	I like it when others invite me to participate in their activities
	In the company of others, I strive to lead the course of events
	I like it when others connect me to their activities
	I love it when others treat me coldly and reservedly.
	I want others to do what I want
	I like it when others invite me to participate in their discussions.
	I love it when others treat me like a friend
	I like it when people treat me with restraint
	I try to play a dominant role in society
	I like it when others invite me to participate in something
	I like it when others treat me directly
	Strive for others to do what I want
	I like it when others invite me to participate in their activities
	I like it when others treat me coldly and reservedly
	Strive to influence the activities of others
	I like it when others connect me to their activities
	I like it when other people treat me directly and cordially
	In society, I try to manage the course of events
	I like it when others invite me to participate in their activities.
	I like it when they treat me with restraint
	I try to make others do what I want
	In society, I lead the course of events

Results processing

The results (in points) are calculated in accordance with the key to the questionnaire.

Keys to the questionnaire

To calculate the results, it is better to use Score sheet. The answer is estimated at 1 point if it matches with one of the answers of the key, if it does not match - at 0 points. The range of final marks for each scale is from 0 to 9 points.

Score sheet

Click image for a larger view

Questionnaire scales

Click image for a larger view

interaction volume indices(e + w);

indices of inconsistency of interpersonal behavior(e – w) - within and between separate areas of interpersonal needs.

The test results can be represented as tables:

or diagrams:

Scales	Points

Interpretation of the results

The following is a description of typical tendencies of human behavior corresponding to different indicators of values ​​on the OMO scales:

Inclusion

Low scores on the scale Ie- a person feels uncomfortable around people, will rather show a tendency to avoid them.

Affect

Low scores on the scale Ae- a person is very careful when establishing close, intimate relationships with people, avoids such relationships.

High scores on the scale Ae The person demonstrates a greater propensity to establish close, intimate relationships with people.

Low scores on the scale Aw- a person is very careful when choosing people with whom he establishes deep emotional relationships.

High scores on the scale Aw- a person has a great need for other people to establish close emotional relationships with him.

The more the scores approach the extreme values ​​of the range, the more likely it is to expect the described behavior (in general terms) from the subject. The value of the resulting score determines the degree of applicability of the above descriptions:

at extremely low (0–1) and extremely high (8–9) assessments of human behavior will correspond to the described tendencies, and at the same time have a compulsive character*;

at low (2–3) and high (6–7) assessments of human behavior will correspond to the described trends;

at border (4-5) ratings, a person can demonstrate both of the described behavioral tendencies.

All estimates are best interpreted in terms of averages and standard deviations for a specific sample.

For harmonious interaction of a person with other people, a balance is necessary in three areas of interpersonal needs.

There are no hard links between dominating behavior and submissive behavior. Two dominant people may differ in how they allow others to control them. For example, an overbearing head of a department may be happy to obey the orders of the head (or his wife), and the leader of a yard group of teenagers may constantly contradict his parents.

The Interpersonal Relationship Questionnaire is widely used in the practice of HR managers in many countries. The test results are applied in the following areas:

work with personnel reserve;

advising employees on career planning and development;

leadership development;

resolution (and prevention) of conflicts;

team building;

recruitment, etc.

The information obtained with the help of the questionnaire of interpersonal relations can help to increase a person's satisfaction with work, increase the effectiveness of his activities. By better understanding their needs in communication with other people, the peculiarities of their behavior and the behavior of other people, a person will be able to use more effective ways communication, look for alternative methods to achieve their goals. The tendency to work autonomously or intolerance to loneliness, to obey or actively take responsibility - these and other features of a person's behavior, his relationships with colleagues are very important to take into account when adapting new employees, when selecting working groups, and in professional counseling.
______________
* Compulsiveness- repetitive, purposeful and intentional behavior that occurs as a reaction to obsession in order to neutralize or prevent psychological discomfort. The person feels compelled to take irrational actions to reduce tension. This form of behavior may be due to illness, personality traits, or the current situation that causes internal anxiety and discomfort. Compulsive actions, actions are committed under the influence of an irresistible impulse. Conscious control of compulsive behavior is difficult.

Article provided to our portal
the editors of the magazine

Target: evaluation of typical ways of relating to people.

Instruction: The questionnaire is designed to assess the typical ways you relate to people. In essence, there are no right and wrong answers, every truthful answer is correct.

There are no right or wrong answers, every true answer is correct.

Sometimes people tend to answer questions the way they think they should behave. However, in this case, we are interested in how you actually behave.

Some questions are very similar to each other. However, they mean different things. Please answer each question separately, without regard to other questions. There is no time limit for answering questions, but don't think too long on any question.

Questionnaire omo

Surname I.O. _____________________ Floor_________________________

Age ________ Date of examination ______________________________________

Additional information _________________________________________________________ ________________________________________________________________________________________________________________________________________________________________

For each statement, choose the answer that best suits you. Write the answer number to the left of each line. Please be as careful as possible.

	1. I strive to be with everyone.
	2. Let others decide what needs to be done.
	3. Become a member of various groups.
	4. Strive to have close relationships with other group members.
	5. When the opportunity presents itself, I am inclined to become a member of interesting organizations.
	6. I admit that others have a strong influence on my work.
	7. I strive to join informal social life.
	8. Strive to have close and cordial relationships with others.
	9. Seek to involve others in my plans.
	10. I let others judge what I do.
	11. I try to be among people.
	12. I strive to establish close and cordial relationships with others.
	13. I tend to join others whenever something is done together.
	14. Easily submit to others.
	15. I try to avoid loneliness.
	16. I strive to take part in joint events.

For each of the following statements, select one of the responses indicating the number of people who may influence you or who may be affected by your behavior.

Interpersonal Relationship Questionnaire

(FIRO- b– Interpersonal Orientation Questionnaire)

1. J. Kozheny (Questionnaire for measuring the interpersonal orientation of adults);

2. A. A. Rukovishnikov (Questionnaire of interpersonal relations).

Literature:

Schutz W. C. FIRO Awareness Scale Manual. Consulting Psychologogists., Inc., 1978.

Gluck A. Psychometric Properties of FIRO-b. Consulting Psychologogists., Inc., 1983.

Rukovishnikov A. A. Questionnaire of interpersonal relations. - SPC "Psychodiagnostics", Yaroslavl, 1992. - 47 p.

Fetiskin N. P., Kozlov V. V., Manuilov G. M. Socio-psychological diagnostics of the development of personality and small groups. - M.: Publishing House of the Institute of Psychotherapy, 2002. - S. 167 - 172.

FIRO-b is an abbreviation for the original author's methodology "Fundamental Interpersonal Relations Orientation (behavior)" ("Basic orientation of interpersonal relations / behavior /"). The basis of the methodology developed in the 50s. XX century, lies the three-factor theory of interpersonal behavior by William S. Schutz. and proceeds from his proposal that the individual's behavior is determined by his social orientation in relation to other people (the so-called "interpersonality").

Schutz's interpersonal theory includes the following postulates:

Postulate of interpersonal needs. Each person is characterized by three interpersonal needs - inclusion, control and affect, on the basis of which a person chooses forms of interpersonal behavior.

The postulate of the continuum of relations. The individual in his relations with other people realizes the experience of interpersonal relationships acquired in childhood. The perception of one's own position in interpersonal relationships also influences the forms of his interpersonal behavior.

Postulate of compatibility concerns the effectiveness of a dyad or group. According to the author, not only are more compatible groups more efficient, but people will be more compatible when they work in harmony.

The postulate of group development. Group formation is distinguished by several phases: in the plane of interaction, group development begins with "inclusion", continues with "control" and ends with "affect". In the case of the disintegration of the group, there is a reverse development - it begins with "affect", continues with "control" and ends with "inclusion".

According to the theoretical views and hypotheses of V. S. Schutz:

the interpersonal behavior of the individual is the result of his childhood experience of interaction with other people and, above all, with the family,

The interpersonal behavior of an individual can be explained on the basis of the ratio of three needs - inclusion, control and effect.

Depending on the interpersonal relations that exist between parents and children, the satisfaction of the innate interpersonal needs of the individual occurs or does not occur. Based on this, three types of interpersonal behavior can be identified for each area of ​​interpersonal needs:

1) scarce behavior

2) excessive behavior- the individual constantly tries to satisfy his need,

3) ideal behavior- Needs are met

4) pathological behavior.

Negative experiences from childhood lead to behaviors of the first, second and fourth types, while positive experiences of interpersonal relationships give rise to the third type of behavior.

Within the framework of individual needs (and the corresponding social behavior), W. Schutz distinguishes the following types:

The need for inclusion The need to build and maintain good relationships with others. Depending on the experience (degree) of satisfaction of this need, Schutz describes the following types of social behavior of an individual:

but) socially deficient type /undersocial/ - This is an introverted type who tends to keep a distance from other people and avoids being included in a group. At the same time, this type wants other people to pay attention to him; at the same time, he himself often prevents this, avoids contacts, which loses the opportunity to check his own behavioral position.

b/ socially excessive type /oversocial/ - this is a type of extrovert who prefers contacts with people; he himself is socially active and expects activity from others. Just like the socially deficient type, he believes that others pay little attention to him, while actively demanding him to himself and demonstrating this.

in/ socially balanced type /social/ - this is a type with a positive childhood experience, who has no problems in communicating with people and chooses adequate forms of interaction. He feels that other people are interested in him, and he himself is also able to be interested in others.

G/ pathology- this is the result of unsuccessfully resolved interpersonal relationships, often manifests itself in the form of regressive behavior and psychosis.

Need for control- this need refers to the aspect of power in interpersonal relationships, it is the need to create controlled and maintain satisfactory relationships with other people. Depending on the experience (degree) of satisfaction of this need, Schutz describes the following types of social behavior of an individual:

but/ abdicrat / t..n. refusing type/ – it is a personality to a tendency to submission, renunciation of power ("abdicration") and refusal of influence in interpersonal behavior. A person of this type of behavior strives for a subordinate position, where one does not have to take responsibility for making decisions. He wants people to release him from any duties and obligations. Subconsciously feels "immature", incapable of taking responsibility, believes that others know about this "lack" of him. This creates feelings of anxiety and hostility. How a passive protest chooses a behavioral strategy (for example, refusal to make a decision in order to hide one's own inability to act independently).

b/ autocrat- in behavior, the individual demonstrates dominant behavior, tries to subjugate other people. Considers himself competent to make decisions both for himself and for others. Prefers a hierarchical system of relations in which it occupies the "top". He is afraid of disobedience, therefore he is looking for an opportunity to show his influence, power in any situation.

in/ democrat- from the point of view of interpersonal behavior, the ideal type that successfully solves the problems of interpersonal relations in the field of control. He feels comfortable both in the role of a subordinate and in the role of a bearer of power. He believes in his abilities and feels that others think so, so he does not need to prove or demonstrate anything in his behavior.

G/ pathology- in the field of control, it is associated with a psychological deviation in behavior: the individual refuses to comply with the norms of interaction and take into account the rights of other people. This inability of the individual to control or influence leads to the development of a psychopathic personality.

Affect need- this is the need to create close emotional ties with others, often manifested as a need to please, to be loved. Depending on the experience (degree) of satisfaction of this need, Schutz describes the following types of social behavior of an individual:

but/ emotionally deficient type /underpersonal/ - the individual in his behavior tends to avoid close relationships. He is the "superficially friendly" type who keeps his distance from others and believes that others do the same towards him. He is afraid that he “cannot be loved”, that he is “not suitable for love”, therefore, if he enters into a close relationship with someone, these negative qualities of him will be revealed.

b/ emotionally excessive (excessive) type /overpersonal/ - individual tries to make strong emotional connections, expects a cordial and trusting attitude from others. Tries to get close to everyone. The relationship dynamics here are similar to those of the previous type: they are both motivated by a strong need for love and at the same time they are afraid of “being unloved”, rejected. Unlike the previous type, the excessive type tries to change this by direct or indirect means.

in/ emotionally balanced type /personal/ - an individual, on the basis of positive emotional relationships in childhood, adequately experiences both positive and negative emotional relationships with other people. Able to create adequate interpersonal relationships. .

G/ pathology- problems in this area are most often manifested in an individual in neuroses.

Using the FIRO-b questionnaire, you can:

evaluate human behavior in situations of interpersonal interaction, measure individual interpersonal characteristics that manifest themselves in communication;

predict the nature of communication and social interaction;

evaluate and predict interpersonal relationships between specific people.

The Modified Interpersonal Relationship Inventory (MIR) contains 54 Guttmann-type tasks, which are presented on six scales. Separate tasks are evaluated by respondents according to a six-point rating system. As a result of evaluating the results, we obtain integer numbers from 0 to 9 for each of the six scales, which are the main indicator of the investigated interpersonal corresponding. From their mutual combination, you can get different indices of interpersonal behavior, as well as indices of interpersonal compatibility in a group.

The survey procedure and instructions are relatively simple; on average, respondents spend 15-20 minutes to work with the questionnaire and fill it out. Individual and group presentation of the questionnaire is possible. The assessment is carried out using a template; corresponding formulas are given to calculate individual indices.

According to A. A. Rukovishnikov, for individual OMO scales, the average repeatability coefficient for the scales is 0.926. Intercorrelation of the scales indicates a statistically significant relationship between the expressed and required behavior of the individual in the field of inclusion and affect. The correlation coefficients, although significant, are relatively low (from -0.071 to 0.222), while it is stated that the test does not contain completely independent scales.

The analysis of the components reinforces the assumption that the scales are one-factor, which is very important in the case of Guttman scales. Method correlations with Cattell's 16 PF (current validity test) were statistically significant over 37%, which is a relatively low value. In none of the cases was there a statistically significant correlation between the FIRO-b scales and the N, O, Q3 factors of the Cattell questionnaire. At the same time, it was noted that all FIRO-b scales negatively correlated with factor Q2.

To ensure external validity, five groups of the healthy population and four groups of psychopathological (paranoid, psychopathic, depressed patients and anxious patients) were compared. Groups were also experimentally observed in the course of psychotherapeutic work, compiled on the basis of indicators for some FIRO-b factors (Ce and Cw).

According to researchers, OMO is applicable to both experimental and applied psychology. The questionnaire is widely used in modern psychodiagnostics for the analysis of personal dynamics, in consultations, in family therapy, as well as for the selection of workers, when creating working groups that jointly solve certain problems, when analyzing group development, and when studying social phenomena in a group.

Instruction. “The questionnaire is designed to assess the typical ways you relate to people. In essence, there are no right or wrong answers, every truthful answer is correct. Sometimes people tend to answer questions the way they think they should behave. However, in this case, we are interested in how you actually behave. Some questions are very similar to each other. However, they mean different things. Please answer each question separately, without regard to other questions. There is no time limit for answering questions, but don't think too long on any question."

Questionnaire text

For each statement, choose the answer that best suits you. Write the answer number in brackets to the left of each line. Please be as careful as possible.

			On the occasion of

Answer		Statement
		I strive to be with everyone.
		I prefer others to decide what needs to be done.
		Become a member of various groups.
		I strive to have close relationships with the rest of the group.
		When the opportunity presents itself, I am inclined to become a member of interesting organizations.
		I admit that others had a strong influence on my work.
		I strive to join the informal social life.
		I strive to involve others in my plans.
		I let others judge what I do.
		I try to be among people.
		I strive to establish close and cordial relationships with others.
		I have a tendency to join others whenever something is done together.
		I easily submit to others.
		I try to avoid loneliness.
		I try to take part in joint events.

For each of the following statements, choose one of the responses indicating the number of people who can influence you or who your behavior can affect.

Refers to:

Most people	Many people	Some people	To a few people	One or two people

Answer		Statement
		I strive to be friendly with others.
		I leave it to others to decide what needs to be done.
		My personal attitude towards others is cold and indifferent.
		I leave it to others to direct the course of events.
		I strive to have close relationships with others.
		I admit that others have a strong influence on my work.
		I strive to acquire close and cordial relationships with others.
		I let others judge what I do.
		With others I behave coldly and indifferently.
		I easily submit to others.
		I strive to have close and cordial relationships with others.
		I love it when others invite me to participate in something.
		I strive to have a strong influence on the activities of other people.
		I like it when others invite me to participate in their activities.
		In the company of others, I strive to lead the course of events.
		I love it when others treat me coldly and reservedly.
		I want others to do what I want.
		I like it when others invite me to participate in their debates (discussions).
		I love it when others treat me like a friend.
		I like it when people around me treat me with restraint.

For each of the following statements, choose one of the following answers:

			On the occasion of

Answer		Statement
		I try to play a leading role in society.
		I like it when others invite me to participate in something.
		I like it when others relate to me directly.
		I strive for others to do what I want.
		I like it when others invite me to take part in their activities.
		I like it when others treat me coldly and reservedly.
		I strive to greatly influence the activities of others.
		I like it when others include me in their activities.
		I like it when other people treat me directly and cordially.
		In society, I try to manage the course of events.
		I like it when others invite me to take part in their activities.
		I like it when they treat me with restraint.
		I try to make others do what I want.
		In society, I lead the course of events.

Processing and interpretation of results

Primary data processing is carried out using a key. In the key for processing the scales of the questionnaire, the points of the scales are shown on the left, and the numbers of the correct answers are on the right. If the answer of the subject coincides with the key, it is estimated at 1 point, if it does not match, 0 points.

ScaleI e			ScaleCw			ScaleA e
	Score in points			Score in points			Score in points
	ScaleIw			ScaleCe			ScaleAw
	Score in points			Score in points			Score in points