Features of the development of communication skills in adolescence. The development of communication skills in adolescents in a creative team
Basic requirements for compilation
Psychocorrection program.
When compiling a psychocorrectional program, the following points should be taken into account:
Clearly formulate the goals of correctional work;
Determine the range of tasks that specify the goals of corrective work;
Choose a strategy and tactics for corrective work;
Clearly define the forms of work (individual, group or mixed) with students;
Select methods and techniques of corrective work;
Determine the total time required to implement the entire correctional program;
Determine the frequency of necessary meetings (daily, once a week, etc.);
Determine the duration of each correctional session (from 10-15 minutes at the beginning of the correctional program to 1.5-2 hours at final stage- For example);
Define content remedial classes;
If necessary, plan the forms of participation of other persons in the work (when working with a family - the involvement of relatives, significant adults, etc.);
To implement the correctional program and assess its effectiveness, provide for the control of correctional work.
Approximate content of the correctional program.
Program of psychological and pedagogical correction
communication skills teenagers.
The purpose of the program: personal development, the formation of communication skills, the provision of psychological assistance and support in solving personal problems of adolescents.
Program objectives:
1. Diagnostics of personal qualities.
2. Mastering certain socio-psychological knowledge.
3. Development of the ability to adequately and most fully understand oneself and others.
4. Correction of personal qualities, removal of communication barriers.
5. Mastering the techniques of interpersonal interaction.
Correction is carried out in the form of socio-psychological training. The psychological impact is based on active methods of group work. During the classes, issues of diagnosis and personality development are solved; communication skills are formed; psychological assistance and support is provided to remove stereotypes and solve personality problems participants. As a result, adolescents change their internal attitudes, their knowledge expands, new positive attitude to themselves and the people around them, they become more competent in the field of communication.
Form of correctional work: individual-group.
Group composition: 7-9 participants.
Approximate age of participants: 12-15 years old.
Number of lessons: 10.
Frequency of classes: 1 time per week (for diagnostics, up to 2 times a week is allowed).
Duration of classes: from 1 hour to 1.5 hours.
I. Diagnostic block.
Target: diagnostics of personality development abilities, identification of risk factors.
Diagnostics is carried out during 4 lessons; duration 1 hour; the frequency of classes is allowed up to 2 times a week; individual form of work.
1st lesson: diagnostics of personality traits is carried out using: PDO (pathocharacterological diagnostic questionnaire), M MIL (Minnesota multidimensional personality questionnaire, Schmischen test, etc.).
2nd lesson: diagnostics of self-esteem is carried out (method of E. V. Sidorenko and others); study of value orientations (method of “value orientations by M. Rokeach).
3rd lesson: diagnostics of intellectual development is carried out (tests of Amthader, Veksler, STU).
4th lesson: diagnostics of relationships is carried out (method unfinished sentences, test T. Leary, sociometry).
The learned results are used to compile the socio-psychological profile of the individual.
II. Installation block.
Target: removing the state of emotional discomfort, creating a situation of success.
To achieve this goal, one lesson is given, lasting up to 1.5 hours; Classes are held once a week, group form of classes.
5th lesson: Familiarity with the principles of group work.
Course progress.
1st exercise. Presentation "Your name, or I want to call you."
2nd exercise. "Group rules".
3rd exercise. "My noble act."
4th exercise. "List of Personal Claims".
5th exercise. "Diagnosis or what I am in communication."
6th exercise. "My communication style" (homework).
7th exercise. Analysis of the results of "Frankly Speaking".
III. correction block.
Target: to form an active social position of adolescents and the development of their communication skills and abilities to make significant changes in their lives and the lives of the people around them, increasing general level psychological cultures.
For the implementation of correctional work, four classes are given, lasting up to 1.5 hours; the lesson is held once a week; group form.
6th lesson: introspection of qualities important for interpersonal communication.
Course progress.
1st exercise. Compliment.
2nd exercise. Analysis of the homework "My communication style".
3rd exercise. List of qualities important for communication.
4th exercise. "Circle of my contacts".
5th exercise. “I make a decision to change…”.
Summarizing.
7th lesson: development of skills of introspection and predetermination of psychological barriers.
1st exercise. "An unconventional 'non-verbal' greeting".
2nd exercise. Homework "My best friend"
3rd exercise. "Little Victims"
4th exercise. "We're the same blood".
5th exercise. "Earthquake".
6th exercise. "Assessment of the group on communicative qualities."
Summarizing.
8th lesson: methods of self-analysis and self-correction.
Course progress.
1st exercise. "Magic words".
2nd exercise. Analysis of the diaries "My type of communication".
3rd exercise. "Contacts with new people" or "Alien".
4th exercise. "Unexpected meeting".
5th exercise. "Analysis of events in the group."
Summarizing.
9th lesson(continuation). Methods of introspection and self-correction.
Course progress.
1st exercise. "Heartily…".
2nd exercise. "New Friends".
3rd exercise. "A friend for a friend".
4th exercise. "Unexpected meeting…".
5th exercise. "Desert Island".
6th exercise. "Opinion".
Summarizing.
IV. Block for evaluating the effectiveness of corrective actions.
Target: evaluate the psychological content and dynamics of changes, consolidate communication skills, outline prospects for the future.
One session is allotted for implementation; up to 1.5 hours; group form.
10th lesson. Consolidation of communication skills, mood for the future.
Course progress.
1st exercise. Compliments "I really like it when you ...".
2nd exercise. Analysis of the diaries "My communication style".
3rd exercise. Final diagnosis of sociability.
4th exercise. Psychological suitcase: “What should you pack for the trip?”
5th exercise. “Most of all I like it when a communication partner ...”
Summing up the results of correctional studies.
Literature:
1. Games - learning, training, leisure ... / ed. V. V. Petrusitsky // - M .: New school, 1994.
2. Cadyuson H., Schaefer C. Workshop on play psychotherapy. - St. Petersburg: Peter, 2000.
3. Ovcharova R. V. Practical psychology in primary school. - M .: TC "Sphere", 1996.
4. Ovcharova R. V. Technologies of the practical psychologist of education. - M .: TC "Sphere", 2000.
5. Osipova A. A. General psychocorrection. - M .: TC "Sphere", 2000.
6. Workshop on art therapy / ed. A. I. Kopytina. - St. Petersburg: Peter, 2000.
7. Rogov E. I. Handbook of a practical psychologist in education. - M., 1995.
8. Samoukina N. V. Games at school and at home: psychotechnical exercises and correctional programs. - M., 1993.
480 rub. | 150 UAH | $7.5 ", MOUSEOFF, FGCOLOR, "#FFFFCC",BGCOLOR, "#393939");" onMouseOut="return nd();"> Thesis - 480 rubles, shipping 10 minutes 24 hours a day, seven days a week and holidays
240 rub. | 75 UAH | $3.75 ", MOUSEOFF, FGCOLOR, "#FFFFCC",BGCOLOR, "#393939");" onMouseOut="return nd();"> Abstract - 240 rubles, delivery 1-3 hours, from 10-19 (Moscow time), except Sunday
Skrypko Mikhail Illarionovich Development of communicative abilities of teenagers in the conditions of personality-oriented training: Dis. ... cand. ped. Sciences: 13.00.01: Chelyabinsk, 2002 175 p. RSL OD, 61:03-13/1348-0
Introduction
CHAPTER I Theoretical foundations for the development of communication skills in adolescents
1.1. The current state of the problem mental development 11
1.2. Age characteristics of adolescents 32
1.3. Personal development of adolescent schoolchildren 48
1.4. Communication skills in educational activities 63
Conclusions on the first chapter 79
CHAPTER II. Personally oriented training for the development of communication skills in adolescents
2.1. Student-centered technologies in education 82
2.2. Personally oriented training for the development of communicative abilities of adolescents 92
Conclusions on the second chapter 115
CHAPTER III. Experimental substantiation of the methodology of personality-oriented training. development of communicative abilities of adolescents
3.1. Results of the ascertaining experiment 116
3.2. Results of the pedagogical experiment and their discussion 129
Conclusions on the third chapter 142
Conclusion 144
References 148
Applications
Introduction to work
The relevance of the study is due to the ever-increasing requirements of modern society to the level of development of the personal qualities of its citizens. The ongoing transformation of humanistic ideas poses new challenges for the education system. The humanization of the content of education is designed to provide training for its members that meets the new demands of society, which is impossible without appropriate humanization. pedagogical methods(V.A. Belikov; A.G. Gostev; V.Ya. Lyaudis).
The reform of the education system currently being carried out in Russia is carried out on the principles of humanism, which include priority universal values, free development of personality, humanistic nature of education. However, with the general priority of the ideas of humanism, there is no clear understanding of the essence of the latter in relation to the education system for adolescents, which, as you know, “continues to cause a lot of concern to parents and teachers, doctors and law enforcement agencies” (4, p. 7)1.
The study of the human problem inevitably leads to the question of the humanization of social relations, the causes and ways of overcoming alienation and spiritual impoverishment. The solution of this issue is possible only on the path of the internal transformation of the human personality (VG Romanko).
Studies have shown that joint activities and communication are of great importance in the development of a child's humanity. It involves the real cooperation of the child, first with an adult, and then with a peer. Collaboration creates community emotional experiences, and a change of positions in communication forms a child's humane attitude towards others, from direct manifestations of emotional responsiveness to indirect emotional norms (N.R. Solovieva), and to the optimization of mental states (E.P. Ilyin; E. Stone; A V. Rodionov, Yu. A. Khanin).
Leading activity in adolescence communication becomes. At the same time, the problem of developing communicative abilities in adolescents has been relatively little studied in domestic and foreign studies. According to many experts, communication skills are the basis for achieving high results in personal development and educational activities (A.V. Batarshev; L.A. Petrovskaya; G. Craig, A.A. Leontiev; J. O Connor, J. Seymour ; Ya. Yanoushek), in the success of further professional activity(A.B. Dobrovich; M.S. Kagan, A.M. Etkind; A.A. Maksimov; A.Ya. Nain), as well as in the preservation and promotion of health.
Thus, the relevance of the study is due to the presence of contradictions: between the social need for the formation of humane interpersonal relations between adolescents and the insufficient development of scientific and methodological issues of developing the communicative abilities of adolescents; between the recognition of communication as a leading activity in adolescence and the insufficient development of the methodology of educational work with adolescents; between the orientation of the educational paradigm on priority comprehensive development personality and insufficient use of technology personally oriented approach to schoolchildren of adolescence in trainings for the development of communication skills.
In our study, a limitation was introduced: the contingent of the surveyed were students of the eighth grades of the municipal educational institution lyceum.
In search of means to overcome the contradictions that have arisen, the research problem is formulated: what are the pedagogical conditions for the development of the communicative abilities of adolescents, in whom communication becomes the leading activity. This led to the choice of the research topic: "The development of communicative abilities of adolescents in the context of personality-oriented training."
The theoretical basis of the study was: psychological and pedagogical works on the problem of communication (B.G. Ananiev; A.A. Bodalev; A.A. Leontiev; H.J. Liimets; B.F. Lomov; A.Ya. Nain; B N. Parygin, A. V. Petrovsky, B. F. Porshnev); psychological and pedagogical theories on the problem of abilities (T.I. Artemyeva, B.G. Ananiev, E.A. Golubeva; A.N. Leontiev; N.S. Leites; B.M. Teplov; V.D. Shadrikov) ; concepts of individuality and personality-oriented training and education (E.F. Zeer; A.G. Gostev; V.A. Belikov; D.A. Belukhin; A.P. Krakovsky; V.C. Merlin; Yu.M. Orlov; O. A. Sirotin, K.D. Ushinsky, I.S. Yakimanskaya); technologies of neurolinguistic programming (J. Grinder; R. Bandler; M. Grinder; SV. Kovalev; J. O Connor and J. Seymour; L. Lloyd); the theory of individual personality traits (R. Cattell; B.C. Merlin; E.V. Shorokhova; L. Huell and D. Ziegler).
Purpose of the study. To develop and experimentally substantiate the pedagogical conditions of a personality-oriented approach in socio-psychological training to develop the communicative abilities of adolescents.
The object of the research is the educational process with teenagers after school hours in the conditions of a municipal educational institution.
The subject of the study is the pedagogical conditions for the implementation of a personality-oriented approach to adolescents in the training for the development of communicative abilities in adolescents.
Research hypothesis. The effectiveness of the pedagogical process of developing communicative abilities in adolescents can be improved if the following conditions are met:
a) the development of communicative abilities is carried out on the basis of the diagnosis of individual characteristics of two levels: basic personality traits, as the makings of communicative abilities and general communication abilities;
b) the development of the communicative abilities of schoolchildren is based on their subjective experience and the methods of communication and learning available to children;
c) the pedagogical process of developing communicative abilities is carried out in the form of a personality-oriented socio-psychological training.
Based on the goal and hypothesis, the following research tasks are defined.
1. To study methodological and theoretical approaches to the study of the problem of the development of communicative abilities in adolescents in extracurricular activities.
2. Develop a program of personality-oriented training for the development of communicative abilities in adolescents and substantiate the pedagogical conditions for its effectiveness.
3. Experimentally test the effectiveness of personality-oriented training for the development of communication skills in adolescents.
The methodological basis of the dissertation research was: the methodology of an individual and personality-oriented approach (A.G. Asmolov; E.F. Zeer; R. Cattell; E.A. Klimov; V.S. Merlin; V.D. Nebylitsyn; O.A. Sirotin; V.A. Sukhomlinsky; B.M. Teplov), theory of abilities (T.I. Artemyeva; E.A. Golubeva; A.N. Leontiev; B.F. Lomov; K.K. Platonov; B.M. Teplov; V.D. Shadrikov), theories of communication and communication (A.A. Bodalev; N.S. Leites; A.A. Leontiev; B.F. Lomov; A.Ya. Nain; B.N. Parygin; A.V. Petrovsky, B.F. Porshnev), methodology of mental development (VA. Averin;
HELL. Alferov; P.P. Blonsky; L.S. Vygotsky; A.V. Krakow; A.A. Mitkin; L.F. Obukhov; K.D. Ushinsky, G. Kraig).
Theoretical and methodological foundations, purpose, objectives and hypothesis of the study determined the content of the stages and methods of research.
The first stage (1997 - 1998) - search. The analysis of philosophical, psychological and pedagogical literature was carried out in the following areas: individuality, individual and personality-oriented approach in education, abilities, communication and communication skills, mental development of adolescents. The working formulations of the goal, object and subject of research, its scientific hypothesis are determined.
The research methods at the stage were: theoretical analysis, comparison, generalization of experience, observation and synthesis of the information received.
The second stage (1998 - 1999) - experimental-analytical. The main theoretical provisions of the dissertation are formulated. An ascertaining experiment was carried out. The levels and structure of personality characteristics, manifested in the training for the development of communicative abilities in adolescents, were revealed, their communicative abilities and the level of their manifestation in educational activities were assessed. Selection of experimental and control groups was carried out; carried out methodological work with teachers and class teacher who were experts and involved in the experimental work. Experimental work was conducted in the natural conditions of the study base.
At the second stage, methods were used: psychological and pedagogical testing, conversation, observation, modeling.
The third stage (1999 - 2001) - control and generalization. Conducted a pedagogical experiment; statistical processing of the obtained data was carried out. The introduction of research materials into the practice of pedagogical activity has begun. The research materials are summarized, conclusions are formulated, the dissertation work is designed.
At the third stage of the study, methods of pedagogical experiment, theoretical analysis were used, statistical processing of the experimental data obtained, their comprehension and generalization was performed.
Scientific novelty of the research
1. A model of a personality-oriented pedagogical process for the development of communicative abilities in pre-oral schoolchildren has been developed.
2. The concept of personality-oriented training for the development of communicative abilities in adolescents, its features, functions, content and criteria have been clarified.
3. The pedagogical conditions necessary to improve the effectiveness of training for the development of communicative abilities in adolescents are determined.
4. It is shown that a personality-oriented approach to adolescents in training aimed at developing communication skills leads to a statistically significant increase in such components of communication skills as goodwill in communication, empathy, self-control in conflict, flexibility and activity in communication.
The theoretical significance of the study is expressed in substantiating the expediency of introducing the concept of communicative abilities, based on the analysis of the process of communication (communication), the fundamental provisions of the methodology and theory of abilities, as well as in expanding the possibilities of using a personality-oriented approach in the context of socio-psychological training to develop the communicative abilities of adolescents. The possibility of increasing the effectiveness of the pedagogical process of developing the communicative abilities of adolescents based on taking into account their subjective experience, cognitive and personal characteristics is shown.
The practical significance of the study. The set of provisions and conclusions obtained in the dissertation can be used in work aimed at improving the effectiveness of the educational process with adolescents. The conclusions and recommendations obtained in the study can be included in special courses for students of higher pedagogical educational institutions, as well as colleges, institutes and academies of physical culture and students of advanced training departments for specialists working with children.
The following provisions are put forward.
1. The effectiveness of socio-psychological training can be improved through the use of information about the age, personality and cognitive characteristics of adolescents.
2. The use of a personality-oriented approach in training for the development of communicative abilities increases its effectiveness if the subjective experience of learning and communication of schoolchildren is taken into account in the pedagogical process.
3. The development of communicative abilities of adolescents in a personality-oriented socio-psychological training is carried out based on the identified pedagogical conditions.
The validity and reliability of scientific results and conclusions of the study are determined by: the logic of the initial methodological premises based on the provisions of the psychological theory of personality and communication, mental development and characteristics of adolescence, the diverse use of psychological and pedagogical information; comparative analysis of data obtained using independent research methods that are adequate to its subject; analysis of the psychological and pedagogical practice of innovative teachers; confirmation of the conceptual correspondence of the methods used to the tasks and specifics of the stages of the research work; confirmation of the hypothesis by specific theoretical and experimental results; achievement of positive statistically significant changes in the development of communication skills in adolescents experimental group compared with the control; quantitative and qualitative analysis research results.
The personal participation of the author in obtaining scientific results is determined by the substantiation of the main conceptual provisions of the dissertation research, the actual development of pedagogical conditions that increase the effectiveness of the development of communicative abilities of adolescents, the direct conduct and design of experimental work.
Approbation and implementation of the research results was carried out:
In the Ural State Academy of Physical Culture (in special courses, at methodological seminars of the Department of Theory and Methods of Physical Education). In municipal educational institutions of Chelyabinsk and the Chelyabinsk region. At city and regional conferences, including: at the scientific and methodological conference of UralGAPC on the problem of "Pedagogical innovations in pedagogy, physical culture, sports and tourism" from 1999 to 2002, at the scientific and methodological conference of the faculty of UralGAPC with 1999 to 2001 "Problems of optimization of the educational process in the universities of physical culture" in 2000-2001, at scientific and methodological conferences of the Department of Theory and Methods of Physical Education Ural State Academy of Physical Culture in 2000 and 2001. There are acts of implementation.
The structure and scope of the dissertation. The dissertation consists of an introduction, three chapters ending with conclusions, a conclusion, a list of references and an appendix. The results of the study are illustrated with tables and figures.
The current state of the problem of mental development
A clear understanding of the theories of human development, according to G. Craig, allows us to double-check the assumptions behind our beliefs and determine the degree to which they correspond to the real state of affairs. By introducing different theories, we can also analyze behavior from multiple perspectives and evaluate other explanations (71).
As the author further concludes, theories systematize observations, giving them an organized structure. They also provide a rational explanation for how and why the observed phenomenon occurs. Any of the theories can be true and rightfully deserve study, while not explaining the reasons for any particular development process. Each theory has its positive and negative sides, but there is hardly one that could be called the only true one. Thus, it is unlikely that any single theory can fully explain all developmental processes and behaviors. This does not mean, writes G. Craig, that all theories are wrong. “The fact is,” the scientist believes, that due to the complexity of development processes, various theories are aimed at explaining disparate aspects of development” (71, p. 61).
There are many theories of human development, but none of them considers the development of the individual in all its complexity and diversity. The most famous in world psychology are the theories of 3. Freud, J. Piaget, E. Erickson, B. Skinner, A. Maslow; K. Rogers, L.S. Vygotsky and others. For this reason, scientists and practitioners study various theories both to expand their horizons and to find ways to combine them.
Learning theories, including behaviorism, modern behavioral analysis, and social learning theory, have contributed greatly to the understanding of human development. These theories focus on the situational factors that influence behavior. They carefully define the situation and make predictions based on past research. Their principles are indeed much easier to test than the principles of any other theory, and some of the predictions of these theories have been confirmed many times over. For example, B. Skinner and his followers showed that many types of behavior can be influenced by reinforcement. Some techniques, such as modeling and various types of behavior modification, have been proven to be effective for behavior change when skillfully applied in schools, weight loss programs, and children's correctional facilities.
Although learning theories are quite accurate, the proponents of these theories may be trying to explain with them too wide a field of human development. They do not pay enough attention to thinking, emotions, personality, or a person's understanding of himself. They tend to look for universal processes and ignore individual differences.
And finally, learning theory fails to explain one of the major achievements of man in the field of learning. The laws of learning do not adequately explain the complex way in which young children acquire their mother tongue. The language development of a child is not limited to mere imitation and rewards for the correct reproduction of adult speech. It depends on the complex interplay of the child's emerging language acquisition abilities and the multifaceted language environment. In explaining language development and the acquisition of other aspects of culture, learning theories seem to fail to account for the complexity of natural settings. Their predictions of behavior, writes P. Miller, work best in the laboratory, when it is possible to strictly control all the stimuli affecting the individual (182). Below are the main aspects of behavioral theories.
Behavioral theories emphasize that development follows the laws of learning and is determined mainly by environmental events.
Classical conditioning refers to involuntary responses caused by a naturally occurring stimulus, which is then combined with another unrelated stimulus. After several such combinations, the unconditioned reaction turns into a conditioned one and sets in already with the appearance of a second, or only one, conditioned stimulus.
The prominent theorist of modern behaviorism, B. F. Skinner, developed the concept of operant (or instrumental) conditioning. According to Skinner's theory, behavior is a function of its consequences. Operant behavior is controlled by what follows it. Reinforcers are stimuli that increase the likelihood of the responses they follow. Stimuli can be physical, chemical, physiological or social. They have an impact on behavior that can be measured. Skinner has developed a range of innovative methodologies and tools, including the operant conditioning chamber. He tried to apply his principles both in the laboratory and in real life. As M.G. Yaroshevsky, the methods of operant conditioning are successfully used in the upbringing of children, in pedagogical and clinical practice (172).
Some psychologists believe that the empirical approach is characteristic of American learning theorists. It differs from the comprehensive approach of the Swiss psychologist Jean Piaget, who created a complex complete theory and then empirically tested its individual parts (183).
Cognitive psychologists believe that the emphasis of learning theories on repetition and positive reinforcement is too simplistic an approach to explain many aspects of human thinking and understanding. According to cognitive theories, in solving a wide variety of problems, people are driven by confidence in their own strengths and abilities, and not only by the reinforcement of the response that follows the stimulus (71).
Theorists of cognitive psychology both respect human rationality and optimistically move away from learning theories. They consider people to be whole beings, capable of planning and thinking through tasks in all respects. In addition, they believe that understanding, beliefs, attitudes, and values play an important role in behavior. Many psychologists believe that cognitive theories start where learning theories leave off, with considerations of language and thought (172).
Cognitive theories are widely used in education. They are especially useful for educators as they help them plan their curricula according to the developmental stages of their children. These theories offer ways to determine when a child is ready for a particular subject and which approaches to that subject are best suited for that age. However, M. Donaldson (175) believes that Piaget overly isolated the stages of development, as a result of which teachers may be too adamant in their ideas about what children are able to understand at each stage of their development.
Age features of adolescents
During the transition from childhood to early adulthood, "...adolescents often show a strange combination of seriousness and childishness. Such a mixture is clumsy, sometimes even comical, but it fulfills important function associated with development,” writes G. Kraig (71, p. 599).
An analysis of the statements of many researchers of adolescence led to the conclusion that adolescence is the most puzzling, difficult and even dangerous of all age periods (7). This is the very period that brings the biggest headache to parents and teachers, the townsfolk and law enforcement agencies. This is the same period that gave rise to the concepts of "problem of fathers and sons" and "generational conflict" (4). Anna Freud spoke most categorically about this. In 1958, she even wrote: “To be normal in adolescence is in itself abnormal” (178, p. 278). Freudians argue that the onset of biological maturation and increasing sexual desire cause conflicts between adolescents and parents, adolescents and peers, and conflicts between adolescents and themselves (71).
On the other hand, according to some estimates, only 10-20% of adolescents have certain psychological disorders, ranging from mild to serious. S. Power et al. It is believed that although this percentage may seem high, it is not higher than that of adults (184). According to A.V. Krakovsky, it is possible to neutralize most of the "negative manifestations" in adolescence by individual approach to the child on the basis of taking into account age, gender and individual characteristics in the pedagogical process (72). And in the works of M.A. Karpov (67) and V.G. Romanko (126) on the material young athletes adolescence experimentally confirmed this possibility.
L.S. Vygotsky, summarizing the results of numerous studies by domestic and foreign authors, wrote: “The influence of the environment on the development of thinking never acquires such of great importance, exactly as in the transitional age” (40, p. 13). This conclusion was confirmed in subsequent works, in particular, in the studies of L.I. Bozhovich, N.I. Krylova and N.N. Tolstykh, carried out respectively in the 50s, 60s and 80s and devoted to one problem - the study of the boundaries of adolescence (Quoted by A.V. Averin, 5). As shown by L.F. Obukhova (99), the mobility of age limits is explained by a change social situation development and confirms the thought of L.S. Vygotsky about the historical and social conditioning of personality development.
The identification of adolescence in the mental development of a person as an independent period has become the reason special studies in order to identify the specific mental characteristics inherent in this age, the beginning of which was laid by the two-volume monograph of St. Hall on adolescence, published in 1904. Art. Hall, within the framework of his theory of recapitulation, was the first to suggest considering this period as a transition from childhood to adulthood; he was the first to describe the crisis nature of a child's development at this age, formulating its negative aspects (160). characteristic feature adolescence is the ambivalence and paradoxical nature of his mental life. This feature is manifested in an unexpected change of cheerfulness - despondency, self-confidence - shyness and cowardice, selfishness - altruism, sociability - isolation, etc. The main task of a teenager is the formation of self-consciousness, identity, which can be considered as the main psychological acquisitions at this age.
To describe the behavior and activities of a teenager, E. Stern uses the concept of "serious play", which, in his opinion, occupies an intermediate position between a child's play and a serious and responsible activity of an adult. Indeed, everything that a teenager undertakes is serious for him, but at the same time, everything that he does is only a preliminary test of strength. Examples of such serious games”are coquetry, flirting, dreamy worship (games of a love nature), playing sports, participating in teenage organizations (scouts, pioneers), choosing a profession. In such games, a teenager learns "to moderate his strength, to establish relationships with various types interests that roam in him and which he must understand,” notes E. Stern (169, p. 21).
The above empirical psychological characteristics of adolescence have not lost their significance to this day. However, for the most part, they only illustrate the course of the adolescent's mental development and do not fully explain the reasons for such a course of development.
In this regard, the cultural-historical concept of L.S. Vygotsky, which gives the key to understanding the mechanism of mental development of a child, including a teenager. Let us note only some of the main provisions concerning the adolescent period proper.
The key problem of this period was L.S. Vygotsky called the problem of the interests of a teenager, when there is a destruction and withering away of the former groups (dominants) of interests and the development of new ones. He referred to them as “egocentric dominant” (a teenager’s interest in his own personality), “given dominant” (dominance of broad interests directed to the future over today’s, current interests), “effort dominant” (tendency to resist, overcome, volitional efforts, which is often manifested in stubbornness, protest, hooliganism), "dominant of romance" (the desire for the unknown, risky, heroic). The emergence of new interests leads to the transformation of the old and the emergence new system motives that change the social situation of a teenager's development. A change in the social situation of development leads to a change in the leading activity, the result of which is new psychological neoplasms of adolescence.
On my own teenage years, confirms A.A. Krakovsky (72) is rather heterogeneous in its psychological content and significance for a teenager. It is unlikely that anyone would argue that students of the 6th and 8th grades are very similar to each other in their psychological makeup. At the same time, both of them are teenagers. Therefore, within adolescence, it is customary to single out younger adolescence (10-13 years old) and older adolescence (13-15 years old).
One of the main psychological acquisitions of the previous (primary school) age was the arbitrariness of all mental processes, which underlies the independent behavior of the child. It is the ability for independent behavior that leads to the destruction of the old interests and motives of a teenager, the formation of new moments in his need-motivational sphere and the search for new forms of behavior.
Student-centered technologies in education
An outstanding Russian teacher K.D. Ushinsky wrote: “... the educator should strive to know a person as he really is, with all his weaknesses and in all his greatness, with all his everyday, petty needs and with all his great spiritual demands. Only then will he be able to draw from the very nature of man the means of educational influence—and these means are enormous” (1953, p. 15).
The restructuring of the school on a humanistic basis, based on the principles of pedagogy of cooperation and joint productive activity in the educational process, requires the teacher to implement a personal approach, to establish democratic style communication and, most importantly, changes in the nature, interactions and relationships in the "teacher-student" and "student-student" systems (88).
This direction of education corresponds to the concept of the lesson by E.N. Ilyin - to excite the inner, spiritual world of the student, to make him think independently and look for answers. The innovative teacher believes that in the lesson each student can find something of his own, personally significant, and the teacher needs to help him in this. He analyzes models of human interaction, helps students to try them on themselves, in their activities, in other words, forms the experience of communication. Emotional emphases in the material so that students' reasoning should include their personal experience even when they are unaware of it (60).
Another innovative teacher I.P. Volkov writes about this: “Very often we, teachers and adults, force children to do what we consider important and necessary, and not what they, children, want to do” (38, p. 58).
The reliance of innovative teachers on the personal experience of students is an example of a personality-oriented approach to children in the process of learning, development and upbringing. I.S. Yakimanskaya believes that student-centered learning is learning where the child’s personality, its originality, self-worth are put at the forefront, the subjective experience of each is first revealed and then coordinated with the content of education (171). If in the traditional philosophy of education socio-pedagogical models of personality development were described in the form of externally set samples, standards of cognition ( cognitive activity), then personality-oriented learning proceeds from the recognition of the uniqueness of the subjective experience of the student himself, as an important source of individual life activity, manifested, in particular, in cognition (56; 135; 166; 171). Thus, it is recognized that in education, it is not just the internalization of the given pedagogical influences by the child, but the “meeting” of the given and subjective experience, a kind of “cultivation” of the latter, its enrichment, increment, transformation, which constitutes the “vector” of individual development.
The recognition of the student as the main acting figure of the entire educational process is, according to I.S. Yakimanskaya, personality-oriented pedagogy. When designing the educational process, the author proceeds from the recognition of two equal sources: teaching and learning. The latter is not simply a derivative of the former, but is an independent, personally significant, and therefore a very effective source of personality development (171).
Until recently, the psychological model of personality-oriented pedagogy was reduced to the recognition of differences in cognitive abilities, understood as a complex mental formation, due to genetic, anatomical, physiological, social causes and factors in their complex interaction and mutual influence (6; 20; 34; 171).
In the educational process, cognitive abilities are manifested in learning, which is defined as an individual ability to acquire knowledge (8; 65).
I.S. Yakimanskaya (171) distinguishes between two aspects of knowledge acquisition: productive and procedural. The effective side of assimilation is described through the product, which is fixed in the form of acquired knowledge, skills and abilities. The procedural side of assimilation is expressed in the very nature, approach, personal attitude of the student to the acquired socio-historical experience; is fixed through the mastery of the means of activity, which, in relation to assimilation at school, are designated by us as ways academic work, emphasizes the author.
The psychological content of assimilation is revealed mainly in its characterization by process. It is in it that the following is fixed: 1) individual activity in the processing of scientific information; 2) organization and nature of its implementation; 3) the operational side of this activity; 4) differences in the ways of its implementation with the same productivity. The description of assimilation by process allows one to study the content of learning as a student's subjective activity. The author defines assimilation as "the process of active processing by the student of socio-historical experience, the content and forms of which must correspond to the student's ability to reproduce this experience in his own activity" (171).
The reproduction of individual abilities is achieved through the disclosure of teaching as a subjective activity. Reproduction of what has been assimilated, according to the product, should correspond as much as possible to a given socially significant standard (standard). Reproduction by process allows the use of a variety of ways in which cognitive abilities are fixed. The latter "are found in the process of mastering the activity, in the extent to which the individual, other things being equal, quickly and thoroughly, easily and firmly masters the methods of organizing and implementing it" (21; 34; 134; 171).
Based on this definition of abilities, it can be argued, I.S. Yakimanskaya (171), that through the analysis of learning as a process, it is possible to characterize cognitive abilities as personal formations.
Differences in the cognitive abilities of schoolchildren come out most clearly precisely in the methods of educational work, in which the subjective selectivity of the schoolchild to the content, type and form of subject material is realized; the choice of rational methods for performing educational actions, their flexible use on their own initiative, which ensures (ceteris paribus) speed, ease, strength, and productivity of assimilation.
Cognitive abilities are characterized by the activity of the subject, his ability to go beyond the given, to transform it, using various methods for this. As emphasized by B.M. Teplov, “there is nothing more vital and scholastic than the idea that there is only one way to successfully carry out any activity; these ways are diverse, as human abilities are diverse” (147, p. 25).
All of the above, according to I.S. Yakimanskaya, gives reason to assert that mastering the methods of educational work is the main way of developing cognitive abilities. Through the development (diagnostics) of methods, one can judge cognitive abilities and characterize them qualitatively. Firstly, in the methods of educational work, intellectual abilities act in a complex interaction, and not in isolation (memory, attention, thinking in learning, never exist as separate abilities in their pure form).
Personally oriented training for the development of communicative abilities of adolescents
Like most socio-psychological trainings (27; 32; 54; 59; 66; 87; 89; 109; 118; 119; 153, etc.), our training was aimed at developing communication skills in general, and in particular, at developing communication skills of adolescents. The peculiarities of the training developed by us consisted in a personality-oriented approach to adolescents, which manifested itself in two directions. The first was associated with the identification of personality traits of adolescents using the R. Cattell test (122; 162) and the diagnosis of the leading representative system used in neurolinguistic programming technologies (37; 69). The second direction was to individualize the process of development of communicative abilities. At the same time, we adhered to one of the leading principles of a personality-oriented approach, that during training and education it is necessary to awaken the individual modes of action (abilities) of each child, based on his inclinations and inclinations (171). This principle is also widely used in neurolinguistic programming (69; 101) and, in particular, in pedagogical activities to develop the abilities of schoolchildren (50; 82). Therefore, a number of exercises of the technology of neurolinguistic programming were included by us in the program of personality-oriented training.
The overall goal of this training is the development of the communicative abilities of the personality of adolescent schoolchildren. This goal was revealed in a number of tasks: 1. Diagnosis of the personality traits of the subjects and the characteristics of the subjective experience of communication and learning of adolescents. 2. Mastering the basic socio-psychological knowledge: 2. Development of the ability to adequately and most fully understand oneself and other people; 3. Diagnosis of communicative skills of adolescents, removal (overcoming) of communication barriers and difficulties that interfere with real and productive communication actions (35; 52; 107; 140; 163). 4. Mastering the personally conditioned technique of interpersonal communication to increase its effectiveness; 5. Increasing activity in communication and development of abilities for self-regulation of mental states.
The basic principles of organizing socio-psychological training were based on the peculiarities of the mental development of adolescents and the experience of training work of other researchers and teachers. They were next.
The principle of voluntary participation, both in the entire training and in its individual lessons and exercises. The participant needs to have a natural internal interest in changes in his personality in the course of the work of the group.
The principle of dialogization of interaction, i.e. full-fledged interpersonal communication in the group classes, based on mutual respect of the participants, on their complete trust in each other.
The principle of self-diagnosis, i.e. self-disclosure of participants, awareness and formulation of their own personally significant problems, mastering the methods of self-assessment and self-regulation of emotional states.
The content of a personality-oriented training for the development of communicative abilities of adolescents First lesson The goal is to create favorable conditions for the work of the training group, to familiarize the participants with the basic principles of the training, to accept the rules of the group, to begin mastering the active style of communication. The main task of the facilitator throughout the entire training, and especially in the first lessons, is to create the conditions necessary for active independent work each participant over. with their communication skills, over the awareness and disclosure of their communication style.
The main content of the lesson 1. "Representation". At the beginning of the group, each participant draws up a business card, where he indicates his training name. At the same time, he has the right to take any name for himself: his real name, his play name, the name of his friend or acquaintance, a real political figure or literary hero, etc. There is complete freedom of choice. Business cards are attached to the chest so that everyone can read the training name. In the future, throughout the lesson, participants refer to each other by these names.
The facilitator gives 3-5 minutes for all participants to prepare for a mutual introduction, for which they pair up, and each tells his partner about himself. The task is to prepare to introduce your partner to the whole group. The main task of the presentation is to emphasize the individuality of your partner, to tell about him so that all other participants immediately remember him. Then the participants sit in a large circle and take turns talking about their partner, emphasizing his features.
2. "Rules of the group". After getting acquainted, the leader explains to the participants the basic principles of socio-psychological training and the features of this form of work. Then the members of the group begin to develop rules for the work of their group. It is desirable that the following should form the basis of her work.
2.1. Confidential communication style. As a first step towards the practical creation of a climate of trust, the facilitator may suggest adopting a form of "You" communication that balances all group members and the facilitator.
2.2. Communication based on the "here and now" principle. The main idea of the training is to turn the group into a kind of three-dimensional mirror in which each member of the group could see himself during his various manifestations, get to know himself and his personal characteristics better. Therefore, it is necessary to talk about what worries the participants right now.
2.3. Personification of statements. It is advisable to replace statements like: - “Most of my friends think that ...” or - “Some think ...” with judgments - “I believe that ...”, - “I think ...”, etc. .P.
2.4. Confidentiality of everything that happens in the group. Everything that happens during classes is not taken out of the group.
2.5. Determining the strengths of the individual. During the discussion of exercises and tasks, each participant must emphasize positive traits speaker, and the host does not miss the opportunity to praise both teenagers for the first and second.
2.7. The inadmissibility of direct assessments of a person. When discussing what is happening in a group, it is not the personality of the participants that should be evaluated, but only their actions. It is recommended to replace statements like: “I don’t like you” with a phrase that sounds like this: “I don’t like your way of communication.” This is one of the main rules for effective communication in Neuro-Linguistic Programming (49; 69).
finally agreed and adopted rules are the basis for the work of the group. The facilitator provides an opportunity to speak to everyone, listen to all suggestions and comments and discuss them.
The question of the successful development of the younger generation and its best adaptation to the constantly changing conditions of life in science is dictated, first of all, by the increased requirements for school and out-of-school education, where special meaning acquires the formation of students' skills of positive interaction with others, as a guarantee of their successful development. Modern requirements for the upbringing of a student who adapts in society, sociable person intensified the task of mastering communication skills by adolescents.
In this regard, the increased attention to the problem of optimizing interpersonal relationships and achieving mutual understanding in the process of communication in adolescence is understandable. Communicative activity is leading in adolescence, the lack of communication skills significantly complicates the internal disclosure of a teenager and its implementation in school, peer environment and society as a whole, leads to unconstructive communication of a teenager and the appearance of deviations in his socialization. But there is the possibility of correcting the already developed communication skills, so the socio-pedagogical work on the formation of communication skills in adolescents becomes relevant, since the features given age allow you to count on high performance. The study of this problem will undoubtedly make it possible to better understand the mechanisms of influence of a social pedagogue on the development and formation of communicative skills in adolescents, as well as to create conditions in a timely manner for the most effective activity to prevent any violations. At the same time, despite the fact that in the domestic and foreign literature the features of the development of communication in various age periods, poorly studied, but significant is the question of specific socio-pedagogical work on the formation of communication skills in adolescents. An analysis of pedagogical research shows that in the current pedagogical practice, the problem of the formation of communicative skills of adolescents has not been studied enough, which leads to the absence of a system of purposeful and versatile formation of the required skills. According to the views of domestic psychologists Vygotsky L. S., Zaporozhets A. V., Leontiev A. N., Lisina M. I., Rubinshtein S. L., Elkonin D. B. and others, communication, as a rule, acts in as one of the main conditions for the development of the child, the most important factor the formation of his personality, and finally, the leading type of human activity aimed at knowing and evaluating oneself through other people at any age.
Communication - difficult process interaction between people, which consists in the exchange of information, as well as in the perception and understanding of each other by partners. The ideas that communication plays an important role in the formation of personality were developed in the works of domestic psychologists: Ananiev B. G., Vygotsky L. S., Leontiev A. N. and others. It performs a number of functions in human life: social (organization of joint activities; management of behavior and activities; control) and psychological functions of communication (the function of ensuring the psychological comfort of the individual; meeting the need for communication; the function of self-affirmation). A fundamental approach to solving the problem of the development of communication skills, the formation of communicative competence is presented in the works of L. S. Vygotsky, who considered communication as the main condition for personal development and upbringing of children.
Communicative competence - knowledge of the norms and rules of communication, possession of its technology. Possessing a certain level of communicative competence, a person becomes a personified subject of communication. Communication skills are communication skills, the ability to listen, express your point of view, come to a compromise solution, argue and defend your position.
According to research, all communication skills can be conditionally divided into a number of blocks of skills:
- - the ability to give and receive signs of attention (compliments);
- - ability to respond to fair and unfair criticism;
- - the ability to respond to touching, provoking behavior on the part of the interlocutor;
- - ability to make a request;
- - the ability to refuse someone else's request, to say "no";
- - the ability to provide sympathy, support;
- - the ability to accept sympathy and support from other people;
- - the ability to make contact with other people, sociability;
- - the ability to respond to an attempt to make contact.
The formation of communication skills in adolescents is relevant, since the degree of formation of these skills affects the effectiveness of children's education, the process of their self-realization, life self-determination and socialization in general. Therefore, communicative development should be considered in the general context of adolescent socialization in terms of taking into account the peculiarities of communication with adults, peers, taking into account the peculiarities of the general situation of social development, etc. communication skills. This determines the main directions of socio-pedagogical activities with adolescents in the formation of communication skills.
The technology of socio-pedagogical activity with teenagers on the formation of communication skills involves the allocation of three components in the activity:
- - diagnostics of individual characteristics of students (psychological component);
- - teaching students the technology of communication (educational component);
- - work with other subjects of activity to provide social and pedagogical assistance to students in the process of their self-determination (intermediary component).
Consequently, socio-pedagogical activity with students in the formation of communication skills is carried out in three stages:
- 1) psychodiagnostic (a social pedagogue conducts a diagnostic study in order to study the individual psychological characteristics of adolescent personality development)
- 2) psychological and pedagogical (a social pedagogue organizes and participates in bringing events that form communication skills in accordance with the planned plan, which should be focused on developing a system of personal resources in adolescents.)
- 3) correctional work (based on the diagnosis of communication difficulties and their elimination).
Pilot-experimental study of the formation and development of communication skills in adolescents. The study involved 27 students of grade 8, aged 13-14 years (early puberty).
For the study, we have chosen the following methods:
- 1) the methodology "L. Michelson's test of communicative skills" is aimed at determining the level of communicative competence and the quality of formation of basic communicative skills;
- 2) a methodology for studying the communicative and organizational abilities of high school students (V. V. Sinyavsky, V. A. Fedoroshin);
- 3) the technique "Diagnosis of the level of empathy" (I. M. Yusupov), is intended for the study of empathy, i.e. the ability to put oneself in the place of another person and the ability for arbitrary emotional responsiveness to the experiences of other people.
The conducted research allows us to draw the following conclusion:
- 1. In terms of behavioral trends in communication situations, adolescents generally adhere to a competent type of response (63%), turning to a dependent one (22% of the respondents) or aggressive behavior(15%). With the aggressive type, they provoke the interlocutor into a conflict, they are very irritable, prone to physical and verbal aggression. And with a dependent type, they are at risk of becoming an object of manipulation, passive, prone to avoiding a situation of conflict.
- 2. According to the results of diagnostics based on the method of studying communicative and organizational abilities, the subjects have a low level of communicative and organizational abilities (33%), very low in 15%. They do not seek to communicate, feel constrained in a team, experience difficulties in establishing contacts with people.
- 3. It should be noted that students have a level of empathy average, which is 59% of the respondents. Only 4 people (15% of the subjects) have a high level of empathy, which consists in sensitivity to the needs and problems of others, quickly establishing contact with people, and the rest have a low level of empathy, i.e. they have difficulty establishing contacts with people.
Thus, the above results indicate a low level of development of communication skills in most adolescents. This allows us to make an assumption about a deviation from the normal development of the personality of adolescents in the emotional and volitional sphere, a violation of social interaction, self-doubt, low purposefulness and the degree of readiness of adolescents to take responsibility.
Thus, the problem of the formation of communication skills in adolescents is relevant in modern society, which represents high requirements to the level of development of the younger generation. The developed project on the formation of communication skills gave positive results, therefore, it can be used in the work of a social pedagogue and a school psychologist.
The development of human communication capabilities in modern society is becoming an extremely urgent problem. The improvement of scientific technologies has led to an increase in the needs of society for people who could set and solve problems related not only to the present, but also to the future.
Since our study is related to the formation of communication skills, it is necessary to clarify the vision of such basic concepts as "communication", "communication", "communicative skills".
Some authors (L. S. Vygotsky, V. N. Kurbatov, A. A. Leontiev, as well as foreign scientists T. Parson, K. Cherry) equate the concepts of “communication” and “communication”, understanding them as “the process of transmission and reception of information, conscious and unconscious connection.
However, most scientists who study interpersonal relationships distinguish between the concepts of "communication" and "communication".
The psychological dictionary defines the concept of “communication” as “the interaction of two or more people, consisting in the exchange of information between them of a cognitive or affective-evaluative nature. Therefore, this implies that partners communicate to each other a certain amount of new information and sufficient motivation, which is a necessary condition for the implementation of a communicative act. M.S. Kagan understands communication as an information connection of a subject with one or another object - a person, an animal, a machine. It is expressed in the fact that the subject conveys some information (knowledge, ideas, business messages, factual information, instructions, etc.), which the recipient must accept, understand, assimilate well and act accordingly. In communication, information circulates between partners, since both of them are equally active, and information increases, enriches; at the same time, in the process and as a result of communication, the state of one partner is transformed into the state of the other.
Studying this phenomenon, I.A. Zimnyaya proposes a system-communicative-information approach that makes it possible to determine the criteria, conditions and ways to improve the effectiveness of communication based on the specifics of the course of mental processes in the conditions of information transmission over a communication channel.
From the standpoint of the activity approach, communication is a complex, multifaceted process of establishing and developing contacts between people, generated by the need for joint activities and including the exchange of information, the development of a unified interaction strategy, the perception and understanding of another person.
The need for communication is one of the most important in human life. Entering into relations with the world around us, we communicate information about ourselves, in return we receive the information we are interested in, analyze it and plan our activities in society based on this analysis. The effectiveness of this activity often depends on the quality of information exchange, which in turn is ensured by the presence of the necessary and sufficient communicative experience of the subjects of relations. The earlier this experience is mastered, the richer the arsenal of communicative means, the more successfully the interaction is realized. Consequently, self-realization and self-actualization of a personality in society directly depends on the level of formation of its communicative culture.
O.M. Kazartseva believes that communication is “the unity of the mutual exchange of information and the impact of interlocutors on each other, taking into account the relationship between them, attitudes, intentions, goals, everything that leads not only to the movement of information, but also to the refinement and enrichment of that knowledge, information , the opinions exchanged between people.
According to A.P. Nazaretyan, "human communication in all its variety of forms is an integral part of any activity" The communication process is the transfer of information through language and other sign means and is considered as an integral component of communication.
Communication is a process of two-way exchange of information leading to mutual understanding. Communication - translated from Latin means "common, shared with everyone." If mutual understanding is not achieved, then communication has not taken place. To ensure the success of communication, you need to have feedback on how people understood you, how they perceive you, how they relate to the problem.
S.L. Rubinstein considers communication as a complex multifaceted process of establishing and developing contacts between people, generated by the need for joint activities and including the exchange of information, the development of a unified interaction strategy, the perception and understanding of another person.
Such an understanding of communication is based on methodological provisions that recognize the continuity of social and interpersonal relations, which in itself reflects the nature of communication itself.
Various skills are formed in activities, and communication skills are formed and improved in the process of communication.
These skills are called "social intelligence", "practical-psychological mind", "communicative competence", "sociability".
Communicative competence is the ability to establish and maintain the necessary contacts with other people. Effective communication is characterized by: achieving mutual understanding of partners, a better understanding of the situation and the subject of communication (achieving greater certainty in understanding the situation contributes to solving problems, ensures the achievement of goals with the optimal use of resources). Communicative competence is considered as a system of internal resources necessary to build effective communication in a certain range of situations of interpersonal interaction.
A fundamental approach to solving the problem of the development of communication skills, the formation of communicative competence is presented in the works of L. S. Vygotsky, who considered communication as the main condition for personal development and upbringing of children.
Based on the concept of L.S. Vygotsky, it can be argued that the formation of children's communication skills is one of the priority tasks of the school, since the effectiveness and quality of the communication process to a greater extent depends on the level of communication skills of the subjects of communication.
Children learn to meet their physical and spiritual needs in ways that are acceptable to themselves and those with whom they associate. Difficulties in assimilation of new norms and rules of behavior can cause unjustified self-restraints and super-necessary self-control.
According to I.V. Labutova, the structure of each group of communicative skills includes three main components: psychotechnical (psychophysical self-regulation of an individual in communication), expressive (verbal and non-verbal means of communication) and interpersonal (associated with the process of interaction, mutual understanding and mutual influence). The structure of communicative abilities also includes social-perceptual abilities, skills, which include empathy, socio-psychological observation, socio-psychological reflection, socio-psychological perception, reflexive-self-evaluative properties, contact (the ability to enter into psychological contact, to form in the course of trust interactions). The adequacy of the reflection of the properties and qualities of the personality, the accuracy of predicting the impact on the partner are regarded by researchers as indicators of the level of development of the social abilities of the individual. The analysis of the socio-perceptual properties and capabilities of the individual, done in numerous studies, allows us to consider them as a kind of communicative abilities that are formed during the participation of the individual in communication and, in turn, affect the success of this participation.
Communication skills are communication skills, the ability to listen, express your point of view, come to a compromise solution, argue and defend your position.
All communication skills can be conditionally divided into a number of blocks of skills:
- the ability to give and receive signs of attention (compliments);
– the ability to respond to fair and unfair criticism;
- the ability to respond to touching, provoking behavior on the part of the interlocutor;
- the ability to make a request;
- the ability to refuse someone else's request, to say "no";
- the ability to provide sympathy, support;
- the ability to accept sympathy and support from other people;
- the ability to make contact with other people, contact;
- the ability to respond to an attempt to make contact.
Thus, the degree of formation of communication skills affects the effectiveness of children's education, the process of their self-realization, life self-determination and socialization in general. Therefore, communicative development should be considered in the general context of adolescent socialization in terms of taking into account the peculiarities of communication with adults, peers, taking into account the peculiarities of the general situation of social development.
COURSE WORK
"DEVELOPMENT OF COMMUNICATIVE ABILITIES IN SCHOOL AGE CHILDREN"
Vladivostok 2011
Introduction
Communication is a specific form of human interaction with other people as members of society; social relations of people are realized in communication.
One of the necessary requirements for this is flexibility, non-standard, originality of thinking, the ability to find non-trivial solutions.
The process of perception by one person of another acts as an obligatory component of communication and constitutes what is called perception. Since a person always enters into communication as a person, to that extent he is perceived by another person as a person. Based on the external side of behavior, we, according to S.L. Rubinstein, as if “reading” another person, deciphering the meaning of his external data.
The impressions that arise in this case play an important regulatory role in the process of communication.
The process of understanding each other is "complicated" by the phenomenon of reflection. Reflection is understood as the awareness by the acting individual of how he is perceived by the communication partner. This is no longer just knowledge or understanding of the other, but knowledge of how the other understands me, a kind of doubled process of mirror reflections of each other, a deep, consistent mutual reflection, the content of which is the reproduction of the inner world of the partner, and in this inner world, in turn, my inner world is reflected. world.
To teach the student psychologically correctly and situationally conditioned to enter into communication, maintain communication, predict the reactions of partners to their own actions, psychologically tune in to the emotional tone of the interlocutors, seize and hold the initiative in communication, overcome psychological barriers in communication, relieve excessive tension, emotionally tune in to the situation of communication , psychologically and physically "attach" to the interlocutor, adequately choose gestures, postures, the rhythm of one's behavior, mobilize to achieve the set communicative task - these are just a few problems, the solution of which will make it possible to prepare an effective professional.
Thus, the research problem is to determine the necessary communication skills of the individual, and their development.
The purpose of the study is a psychological analysis and identification of the necessary communication skills of the individual, and their development.
The object of the study are high school students.
The subject of the research is the formation of communication skills in older students.
The hypothesis of the study is that with the help of developmental techniques, it is possible to achieve the development of children's communication skills. school age.
Tasks: Conduct a theoretical study of the problem of improving the communication skills of the individual.
Conduct a psychological analysis of the development of communication skills in schoolchildren.
The methods of development of communication skills of the personality of Petrusinsky V.V. were used in the work.
communication skill personality student
1. Theoretical aspects of studying the problem of improving the communication skills of a person
1.1 Main approaches in domestic and foreign psychology to the problem of learning communication skills
Communication skills and communication as such is a multifaceted process necessary for organizing contacts between people in the course of joint activities. And in this sense it refers to material phenomena. But in the course of communication, its participants exchange thoughts, intentions, ideas, experiences, and not just their physical actions or products, the results of labor fixed in matter. Consequently, communication contributes to the transfer, exchange, coordination of ideal formations that exist in an individual in the form of ideas, perception, thinking, etc.
Communication functions are diverse. They can be identified in a comparative analysis of a person's communication with different partners, in different conditions, depending on the means used and the impact on the behavior and psyche of the participants in the communication.
In the system of interrelations of a person with other people, such functions of communication as information-communicative, regulatory-communicative and affective-communicative are distinguished.
The information and communication function of communication is, in fact, the transmission and reception of information as a kind of message. It has two constituent elements: the text (the content of the message) and the attitude of the person (the communicator) towards it. Changes in the share and nature of these components, i.e. text and the attitude of the speaker to it, can significantly affect the nature of the perception of the message, the degree of its understanding and acceptance, and, consequently, affect the process of interaction between people. The information and communication function of communication is well represented in the well-known G. Lasswell model, where such links as a communicator (who transmits messages), message content (what is transmitted), channel (how is transmitted), recipient (to whom is transmitted) are distinguished as structural units. The effectiveness of information transfer can be expressed by the degree of understanding by a person of the transmitted message, its acceptance (rejection), including the novelty and relevance of the recipient's information.
The regulatory and communicative function of communication is aimed at organizing interaction between people, as well as at correcting a person’s activity or state. This function is recognized to correlate the motives, needs, intentions, goals, objectives, intended methods of activity of the participants in the interaction, to correct the progress of the implementation of the planned programs, to regulate the activity. The affective-communicative function of communication is the process of making changes in the state of people, which is possible both with a special (purposeful) and involuntary impact. In the first case, consciousness and emotions change under the influence of infection (the process of transmitting an emotional state by other people), suggestion or persuasion. A person's need to change his state is manifested in him as a desire to speak out, pour out his soul, etc. Thanks to communication, a person’s general mood changes, which corresponds to information systems theory. Communication itself can both increase and decrease the degree of psychological stress.
In the course of communication, the mechanisms of social perception operate, schoolchildren get to know each other better. By exchanging impressions, they begin to understand themselves better, learn to understand their strengths and weaknesses. Communication with a real partner, as noted earlier, can be carried out using a variety of means of transmitting information: language, gestures, facial expressions, pantomime, etc. Often, in a conversation, words are less important than the intonation with which they are pronounced. The same can be said about gestures: sometimes just one gesture can completely change the meaning of spoken words.
Psychologically optimal communication is in the event that the goals of the participants in communication are realized in accordance with the motives that determine these goals, and with the help of such methods that do not cause feelings of dissatisfaction in partners.
Since communication is interaction, at least, two people, then the difficulties in its course (meaning subjective) can be generated by one participant or both at once. And their consequence is usually a complete or partial non-achievement of the goal, dissatisfaction of the motivating motive, or failure to obtain the desired result in the activity that communication served.
The psychological reasons for this may be: unrealistic goals, inadequate assessment of the partner, his abilities and interests, misrepresentation of one's own capabilities and misunderstanding of the nature of the assessment and partner's attitude, the use of methods of treating a partner that are not suitable for this case.
When studying the difficulties of communication, there is a danger of reducing their diversity only to inconveniences associated with poor command of the technique of interaction, or to difficulties arising from the poor development of socially promising functions. In reality, this problem becomes global in nature and covers virtually all aspects of communication.
Difficulties in communication may also arise due to the belonging of its participants to different age groups. The consequence of this is the dissimilarity of their life experience, which leaves an imprint not only on their image of the world - nature, society, man, attitude towards them, but also on specific behavior in basic life situations. The dissimilarity of the life experience of representatives of different age groups in relation to communication to communication is expressed in the unequal level of development and manifestation cognitive processes in contact with another person, unequal supply and nature of experiences, unequal wealth behavioral forms. All this correlates in different ways with the motivational-need sphere, which differs in its specificity in each age group.
Analyzing the difficulties associated with the age of those communicating, it is necessary to take into account the psychological characteristics of each age group and make adjustments for how they manifest themselves in a child, adolescent, young man, girl, girl, adult man and woman, and in elderly old people. Special attention it is necessary to pay attention to the relationship between the level of development of mental processes and personality traits typical for each age and such characteristics specific to interacting people as their ability to empathize, decenter, reflect, identify, to comprehend another person with the help of intuition.
1.2 Difficulties in pedagogical communication
From the standpoint of pedagogical psychology, other difficulties of communication are distinguished. In pedagogy, the position has long been established: "There is no education without demand." But for some reason, many teachers decided that the implementation of this thesis necessarily implies an authoritarian (subject-object) style of student leadership.
Observations of the activities of teachers, as a rule, show that they use spontaneous, borrowed ways of communicating with children that have become entrenched in the school. One of the negative consequences of such borrowing is the “right of way”, i.e. the emergence of tension between the teacher and the student, the inability of the teacher to control his actions, deeds, assessments, relationships in the course of learning in the interests of a truly positive upbringing of the student. According to researchers, from 60 to 70% of children studying with teachers, in relationships with whom there is a "retreat", have signs of pre-neurosis. As a rule, these children do not adapt well to learning activities, staying at school becomes a burden for them, their closeness increases, both physical and intellectual activity decreases, and emotional isolation is observed. Depending on the violations of professional communication technique, the researchers identified the following groups of teachers:
they are not aware of the alienation that has arisen towards the student, the rejection of the student dominates, the behavior is situational;
alienation is realized, signs of rejection are highlighted, negative assessments dominate, and positive ones are deliberately sought;
alienation acts as a way own protection the personality of the teacher, the actions of students are considered as deliberate, leading to a violation of the established order and the expectations of the teacher. This group teachers is different increased anxiety for their status, the desire to avoid comments from the administration, the introduction of stringent requirements through negative assessments of the personality of the child, his immediate environment.
The "alienation zone" is perceived by the teacher as a professional sign is far from unambiguous. Almost 60% of teachers consider it as a means to achieve discipline and obedience from the first days, 20-25% - to show the superiority of their knowledge, which should be drawn to, and only 15-25% correlate with the concept of "love children", accept them as they are. they come to the teacher, notice individuality and originality, ensure the development of activity and the free acceptance of norms and rules, their transformation in the course of the whole variety of school life.
Of course, the nature of the psychological difficulties of communication changes with an increase in the teacher's pedagogical skills.
Difficulties in pedagogical communication can be grouped into three main groups: informational, regulatory, and affective.
Information difficulties are manifested in the inability to communicate something, express one’s opinion, clarify, add, continue the answer, complete the thought, give the beginning of the sentence, help start the conversation, “set the tone”, formulate “narrow” questions that require monosyllabic, predictable answers, and "broad", problem creative questions.
Regulatory difficulties are associated with the inability to stimulate the activity of pupils.
Difficulties in the implementation of affective functions are manifested in the inability to approve the statements of students, agree with them, emphasize the correctness of the language design, the infallibility of statements, praise for good behavior, active work, express disagreement with a separate opinion, dissatisfaction with the mistake made, react negatively to a violation of discipline.
The dependence of the severity of these difficulties on the degree of formation of the teacher's inclination to project his states and mental properties onto the pupils was revealed. If a teacher lacks the qualities of empathy, decentration, identification, reflection, then communication with him takes the form of formal contacts, and students develop a deformation emotional sphere. It has been established that the dissatisfaction by adults of the most important basic need for personal-confidential communication is one of the reasons for the emotional imbalance of children's responses to the appeal of others around them, the appearance of a tendency to aggressive, destructive behavior in them. This also applies to the family if it deprives the child of communication on an intimately affectionate, intimately trusting level. HER. Pronin and A.S. Spivakovskaya proved that various forms of violation family interaction manifest in specific symptoms school maladaptation child, in particular in the sphere of his communication with teachers and peers. At the same time, scientists emphasize that an excess of communication with a child on an intimate and confidential basis leads to infantilism. In a separate group, communication difficulties can be distinguished, in which the socio-psychological factor predominates.
Specific psychological difficulties of communication were also found, which often arise between the formal and informal leaders of the group, behind which there are not always conscious feelings of jealousy and rivalry.
Difficulties of a socio-psychological origin also include barriers that arise between interacting people associated with different social and ethnic affiliations, membership in warring groups or groups that differ significantly in their orientation.
One of the difficulties of the type under consideration may arise from poor command of a specific language characteristic of the community with whose representative one has to enter into contacts. This does not mean the spoken language, but the language of students who have been communicating together for a long time, or the language that has developed in a given community, etc.
A special type of communication difficulties can be analyzed from the standpoint of labor psychology. As you know, in many activities you cannot do without human interaction. And for these activities to be successful, their performers need to truly cooperate. And for this they must know the rights and obligations of each other, and the knowledge available to one participant should not differ excessively from the knowledge of other participants in the activity.
When, for example, a teacher and a student interact, they behave in this way, as a rule, in accordance with the rights and obligations that are assigned to each of them. However, this is not always the case in life. For example, the teacher's behavior may not correspond to the standard formed by the student. Insufficient professional competence teachers in the eyes of the student, a formal attitude to the process and to the results of his work can be the basis for the emergence of psychological difficulties in their communication.
A specific group of communication difficulties arises between people in situations, the consideration of which is the competence of legal psychology.
Special attention of legal psychology is paid to the study of communication difficulties in the process of interaction of juvenile offenders. As the works of domestic and foreign authors show, there are two main forms of manifestation of disorders in the behavior of difficult adolescents. The first is a socialized form of antisocial behavior. For such adolescents, emotional disorders are not typical when in contact with people, outwardly they easily adapt to any social norms, forms are sociable, and respond positively to communication. However, this is what allows them to commit crimes against other people. Possessing the technique of communication, typical for socially normal people, at the same time they do not treat another person as a value.
The second form is poorly socialized. Such teenagers are in constant conflict with others, they are aggressive towards others, not only towards their peers, but also towards their peers. This is expressed either in direct aggression in the process of communication, or in avoidance of communication. The crimes of such teenagers are distinguished by cruelty, sadism, greed.
Of particular interest are the difficulties considered in the light of individual-personal differences.
Studies have shown that communication is differently deformed by the personal characteristics of its participants. These personality traits include, in particular, egocentrism. Due to the strong focus on oneself, one's person, point of view, thoughts, goals, experiences, the individual is unable to perceive another subject, his opinion and representation. The egocentric orientation of the personality is manifested both emotionally and behaviorally.
Emotionally, it manifests itself in addressing one's feelings and insensitivity to the experiences of other people. In behavioral terms - in the form of uncoordinated actions with a partner.
Two types of egocentric orientation have been identified: egocentrism as a desire to reason from one's own point of view and egotism as a tendency to talk about oneself.
It has been established that in the characters of children experiencing difficulties in communication, a complex of labile, sensitive, asthenoneurotic features is found, which indicates their inherent excessive impressionability. Having a need for friendly communication, they cannot realize it due to their exceptional timidity and shyness. At first, they give the impression of being extremely reserved, cold, and constrained, which also makes it difficult for them to communicate with others. On personal level these people have an increased level of anxiety, emotional instability, high self-control of behavior, and externality. In addition, a high level of self-denial, self-humiliation was noted. In surveys, they talk about their isolation, introversion, shyness, dependence, conformity. Their image of "I" includes such parameters as low individual and social self-esteem. Together with a low level of activity and the ability of the "I" to change, such a structure of the image of the "I" leads to the fact that a person becomes closed to the perception of new experiences that could change his behavior and communication style, and continues to produce ineffective forms of communicative activity.
Another type of communication difficulties is associated with shyness - a personal property that occurs in certain situations of interpersonal informal communication and manifests itself in neuropsychic stress and psychological discomfort.
Shy children are not a homogeneous group in terms of their personal and communicative properties. Among them, unadapted (especially shy and schizoid personalities) and adapted (shy) stand out.
Persons suffering from logoneuroses experience a special form of difficulty in communicating with others. Studies have shown that each of them has its own inferiority complex, which, starting with a deep dissatisfaction with claims in the field of communications, deforms the attitude of the logoneurotic personality to other aspects of his being.
Patients with other mental disorders, as well as those suffering from various somatic diseases, also have their own specific communication difficulties.
1.3 Opportunities for the development of personal communication skills at school age
After considering the difficulties of communication, the question naturally arises of ways and means of prevention and correction.
Specialists systematized individual techniques of socio-psychological training. In behavioral training, it makes sense to use a role-playing game, in psycho-correctional training - mainly group discussion. Role-playing game can help:
search effective forms interaction within the framework of cooperation, demonstration of shortcomings, stereotypes of behavior;
consolidation of a behavioral model leading to success, the purpose of which is to establish psychologically normal contacts with other people;
Goals of the group discussion:
exteriorize the content of the problem and the contradictions of personal relations of a certain person;
search for effective forms of interaction within the framework of cooperation;
provide feedback on behavior in the role play.
That is, it can also be a means of disintegration, integration, and be included as a supplement to other methods.
Psychological techniques of innovative games have a positive effect on the participants of correctional groups. This type of psycho-correctional work with people should take into account age, gender, profession and other distinctive features members of the training groups. Thus, teaching teachers the elements and techniques of acting accelerates their personal growth, allows them to realize the communicative properties of their personality and competently use them in communicating with students, and harmonizes their relationships with other people in general.
Especially for teachers, a comprehensive program has been developed, involving the development key features individual expressive repertoire, as well as self-improvement of expression and forms of non-verbal communication.
The program includes techniques and exercises that activate directed awareness of various forms of non-verbal activity, develop “body feelings”, special self-massage techniques to relieve tension in the area of “personal clamps”, as well as exercises to improve the expressive capabilities of facial expressions, gestures, voice, etc.
Currently, various forms of socio-psychological training are widely practiced, the purpose of which is to teach psychologically competent communication of parents, leaders of various ranks, actors, athletes, people suffering from various forms of neuroses and experiencing communication difficulties.
One of the main areas of work to remove psychological difficulties in communication is individual psychological counseling, confidential dialogical communication with students who do not have good relationships with peers.
Communication techniques are ways of pre-setting a person to communicate with people, his behavior in the process of communication, and techniques are the preferred means of communication, including verbal and non-verbal.
On initial stage communication, his technique includes such elements as the adoption of a certain facial expression, posture, the choice of initial words and tone of expression, movements and gestures that attract the attention of the partner of actions aimed at his preliminary setting, at a certain perception of the content of the message.
The first gestures that attract the attention of a communication partner, as well as facial expressions (facial expressions), are often involuntary, so communicating people, in order to hide their state or attitude towards a partner, turn their eyes aside or hide their hands. In the same situations, difficulties often arise in choosing the first words, slips of the tongue, speech errors, and difficulties are often encountered, the nature of which Freud spoke a lot and interestingly.
In the process of communication, some other types of techniques and conversation techniques are used, based on the use of the so-called feedback. In communication, it is understood as the technique and methods of obtaining information about a communication partner used by interlocutors to correct their own behavior in the process of communication.
Feedback includes conscious control of communicative actions, observation of the partner and assessment of his reactions, subsequent change in accordance with this own behavior. Feedback involves the ability to see yourself from the side and correctly judge how the partner perceives himself in communication. Inexperienced interlocutors most often forget about feedback and do not know how to use it.
Communication skills are skills and abilities to communicate. Children of different ages, cultures, different levels psychological development people with different life experiences differ from each other in their communication skills. Educated and cultured children have more pronounced communicative abilities than uneducated and poorly cultured ones. The richness and diversity of a student's life experience, as a rule, positively correlates with the development of his communication skills.
The techniques and methods of communication used in practice have age features. So, in children of primary school age, they are different from high school students, and preschoolers communicate with surrounding adults and peers differently than older students do. Receptions and techniques of communication of older people, as a rule, differ from communication of young people.
Children are more impulsive and direct in communication; non-verbal means predominate in their technique. Feedback is poorly developed in children, and communication itself is often overly emotional character. With age, these features of communication gradually disappear and it becomes more balanced, verbal, rational, expressively economical. Feedback is also improving.
The ability to communicate is manifested at the stage of preliminary adjustment in the choice of the tone of the statement and in specific reactions to the actions of the communication partner. Teachers and leaders, due to the established undemocratic traditions in the sphere of business and pedagogical communication, are often characterized by an arrogant, mentoring tone. Doctors, especially psychotherapists, usually show increased attention and sympathy in dealing with people.
In socio-psychological literature, the concept of "business communication" is usually used, aimed at ensuring negotiations, meetings and official correspondence, and at the high efficiency of public speaking.
From the point of view of developmental psychology, the period from 16 to 25 years (the youth of a person) is distinguished, which is the period for which the highest degree of perception is characteristic. It is in youth that a person’s intellect is a still developing system that is already functioning purposefully, possessing the knowledge and skills necessary to master the profession, and since the integrity of the functional basis of the intellect has not yet been established, the cognitive ability is at a high level, which contributes to a more successful professional and intellectual development of man. It is during this period that it is recommended to develop the communication skills of the individual.
2. Experimental study of the development of personal communication skills
2.1 Methods of research and development of personal communication skills
Business communication and interaction training is aimed at developing the following social and psychological skills:
psychologically correct and situationally determined to enter into communication;
maintain communication, stimulate the activity of the partner;
psychologically accurately determine the "point" of completion of communication;
make maximum use of the socio-psychological characteristics of the communicative situation to implement their strategic line;
to predict possible ways of development of a communicative situation within which communication unfolds;
predict the reactions of partners to their own actions;
psychologically tune in to the emotional tone of the interlocutors;
to seize and hold the initiative in communication;
provoke the “desired reaction” of the communication partner;
form and "manage" the socio-psychological mood of the partner in communication;
Psychotechnical skills associated with mastering the processes of self-mobilization, self-adjustment, self-regulation, allows you to:
overcome psychological barriers in communication;
relieve excess stress;
emotionally tune in to the situation of communication;
psychologically and physically "attach" to the interlocutor;
adequately to the situation to choose gestures, postures, the rhythm of one's behavior;
to mobilize to achieve the set communicative task.
The program of psychotechnics of communication includes exercises to relieve muscle clamps, muscle tension, exercises to form muscle freedom in the process of communication, to master the skills of psychophysical self-regulation in a suggestive way; exercises to develop observation skills and the ability to control the attention of communication partners.
Exercises for the formation of skills to attract the attention of the interlocutor are designed to promote mastery in such ways as:
organization in communication of the effect of surprise, i.e. the use of previously unknown information or the attraction of unexpected means of interaction;
organization of "communicative provocation", i.e. for a short time cause the partner to disagree with the stated information, argument, argument, and then stimulate the search for one's position and the way it is presented;
hyperbolization as a way of focusing the interlocutor's attention;
strengthening of value arguments that dominate the communication partner;
communicative comparison of "for" and "against" makes it possible to organize and then hold attention through the presentation of the most diverse, and often opposing points of view;
situational interviewing through the formulation of direct questions puts the interlocutor in front of the need to be included in the dialogue;
organization of empathy through the maximum use of emotions in communication, reliance on the vital interests of partners;
dramatization of the communication situation as a clash of interests of communication partners.
problem-thematic switching;
event switching;
associative switching;
retrospective switching;
intonation switching, etc.
To stimulate attention, methods of emotional support for attention, intonation support for attention and direct verbal stimulation are used.
Exercise "Chamomile".
5-6 chairs in the outer circle - "petals". Participants are seated in chairs.
Task 1: look into the eyes of a friend, do not look away for a minute. Then the participants change places.
Task 2: participants say to each other: “what do I see in you?” (clothes, hairstyle, smile, etc.). Then they change places.
Task 3: the participants in pairs try to guess and tell each other “how you were as a child”, and answer how correct the guess is.
Task 4: the participants answer in pairs: “what do we have in common?”
Task 5: Participants try to determine "how we differ from each other: in interests, character, behavior, etc."
Exercise "Continue sincerely."
Everyone sits in a circle. The host approaches each private trader in turn and asks to pull out a card. The participant reads the text of the card aloud and tries without hesitation to continue the thought started in the text, as sincerely as possible. And the rest, silently, decide how sincere he is. When the person has finished speaking, those who considered his speech sincere silently raise their hand. If the majority of the statement is recognized as sincere, then the speaker is allowed to move his chair one step deeper into the circle. The one whose statement is not recognized as sincere is given another try. The exchange of opinions is prohibited, but it is allowed to ask one question to the speaker from each. When everyone is able to speak sincerely, the facilitator asks: “Each exhale, then slowly exhale deeply, and hold your breath while I speak. Now, as you exhale, you need to shout out any words that come to mind, and if there are no words, make a sharp sound, whatever you like. Forward!". After such a vocal emotional "discharge" people become fun.
The text of the cards-statements:
In the company of people of the opposite sex, I feel ...
I have many shortcomings. For example…
It happened that close people caused hatred. Once, I remember...
I've had occasion to be cowardly. Once, I remember...
I know my good, attractive features. For example…
I remember a time when I was unbearably ashamed. I…
What I really want is...
I know the intense feeling of loneliness. I remember...
Once I was hurt and hurt when my parents…
When I first fell in love, I...
I feel like my mother...
I think the sex in my life...
When I am offended, I am ready ...
It happens that I quarrel with my parents when ...
To be honest, studying at the institute for me ...
Blank card. It is necessary to say something sincerely on an arbitrary topic.
Task "Development of observation and communication skills."
To get rid of a sullen or haughty facial expression, in the morning in front of the mirror “show your tongue”, smile. Stop! It is this, and not the “official” facial expression that you should have during the day.
Delicately look at the faces of random fellow travelers in transport, trying to "read" their mood; imagine how their faces would change in merriment, anger.
If you don’t know how to answer “no” without offending, and because of this you go against your will, then develop acting skills in yourself, the ability to fool around a little, creating a delay, during which the best formulation of the answer is formed. Make it clear that there is a refusal good reasons: "Believe me, this is not my whim, I would be glad, but I can not."
Systematically practice your ability to make contact with strangers (especially unfriendly ones), for example, asking for directions. At the same time, try to ask questions in such a tone that the interlocutor would be pleased to answer you.
Having thought over some indifferent topic in advance, talk to a person with whom you are in a strained relationship (but formally preserved). Be able to conduct a conversation in such a way that goodwill is demonstrated on your part. Try to look into the eyes of the interlocutor.
Exercise in front of a mirror (dialogues with yourself, retelling stories, anecdotes), in order to eliminate excessive gestures, habitual unaesthetic movements, and a gloomy expression.
Practice the speed of speech reaction with the help of the TV: try to instantly witty comment on a sports match (turn off the sound beforehand), individual scenes.
The task "Contact of masks"
All participants draw their own masks. It can be as strange, funny, dark as you like. If it is very difficult for someone to come up with a mask, then it is allowed to make a simple black mask: two circles with cutouts for the eyes. After making the masks, everyone sits in a circle. The host determines with whom the demonstration and discussion of the mask will begin. Everyone expresses his opinion: is the mask interesting and why; whether it suits this person (from the subjective point of view of the one who speaks out); what features of the character of the person under discussion are reflected in this mask or hidden with its help; which mask, in the opinion of the speaker, would be better suited to the person being discussed (literary hero, some animal, movie hero, historical person). The facilitator must ensure that everyone speaks. After discussing the first masked person, move on to the next one. This stage of the lesson should not last more than an hour, after which conversations on the topic of masks stop. Then the facilitator says: “In everyday communication, we also wear masks, only masks are not made of paper, but of muscular make-up - from a special facial expression, pose, tone. Now we'll see what it is." Participants sit in a circle, 7 cards are laid out in the center of the circle (text down) (if there are more participants, the leader comes up with additional masks):
Mask of indifference.
Mask of cool politeness.
A mask of arrogant impregnability.
A mask of aggressiveness ("try, don't listen to me").
Mask of obedience and servility.
Mask of determination; "volitional" person.
Revelation Mask.
Mask of kindness.
Mask "an interesting interlocutor."
A mask of feigned benevolence or sympathy.
A mask of ingenuous eccentric gaiety.
Everyone chooses a card and reads their text. In the order of the card numbers, everyone must demonstrate the "mask" he got; you need to come up with a situation in which you had to put on this mask, and play a scene of this situation. For example, the one who got the "mask of indifference" can portray the scene: "He was in a compartment with a quarreling married couple, for reasons of tact, he has to pretend that he does not see or hear anything." After that, the group evaluates how the person managed to portray the necessary “mask” on the face. Then they move on to the next scene. In conclusion, they discuss: “What gave me this task? Who succeeded in the "mask" in the course of communication and why is it difficult for some to keep this "mask"? What experiences did you have during the assignment?
2.2 Analysis, processing and interpretation of research results
To improve the efficiency and convenience of analyzing the results of the study study group, was divided into three subgroups and each participant was assigned numbers:
Participants with developed business communication skills;
Participants developing business communication skills;
Participants who do not have business communication skills.
So, the study group, numbering 18 people, was divided into three subgroups (see Fig. 1), the first of which included Nos. 1, 2, 3, the second - Nos. 4, 5, 6, 7, 8 , 9, 10, 11, 12, 13, 14, in the third - Nos. 15, 16, 17, 18.
Rice. 1 Development of communication skills in %
Rice. 2 The ratio of participants in subgroups before the work
Rice. 3. The ratio of participants in different subgroups after the work
The first exercise was "Chamomile" in the following compositions: I - No. 1, 4, 5, 6, 7, 15; II - Nos. 2, 8, 9, 10, 16, 17; III - Nos. 3, 11, 12, 13, 14, 18.
In the first composition, participant No. 15 began, then No. 7, etc., a lot of statements were received that differed from each other in their value arguments. It became clear how different the participants are from each other.
Having noted the results of the exercise in the first team, we proceeded to work with the second. Now the participant from the first subgroup No. 2 should have started, then No. 8, 9, etc. The result of the exercise in the second group was statements that are close to each other in their value arguments, although they differ among the participants in the second and third groups. Apparently, contestant #2's reputation was really good for the other members as well. The results of the exercise showed that participant #2's clear business communication skills made other participants speak like him.
Thus, the reason for the sharp difference in the statements of the participants in the first composition can be easily explained by the fact that participant No. 15 did not have authority among other participants, and in order to achieve the proper result, participant No. 1 had to start. The participants of the first composition, not having an authoritative statement, tried to express themselves, and this explains such a difference in the argumentation of statements.
Conducted a lesson with the third team, taking into account the results of work with the first and second teams. The results were similar, differing only in the degree to which participants No. 1, 2, 3 differed from each other.
The path of more effective training was chosen.
The next exercise was "Continue sincerely." In order for this exercise to bring results, it was necessary for the participants to feel confident and free, which not everyone was able to do before.
At first, the participants felt uncomfortable when some had to sincerely continue the proposed phrases, while others assessed the sincerity of the participant's statements. After repeating the game several times, thereby allowing the participants to get used to the current situation, it was noted how much their behavior had changed. Insecure before, they no longer feel discomfort, they were able to almost immediately continue the phrase. Now they understood that everyone was in an equal situation. It can be said that the construction of answers followed the example of the “Chamomile” exercise: in the same dependence on the answers of participants with developed communication skills.
The “Continue sincerely” exercise helped the participants learn to see the strengths and weaknesses of not only those around them, but also themselves. Thus, they learned to manage their own shortcomings and advantages, to provide information about some and hide information about others, to make a partner believe in the sincerity of the statement. The exercise became the second step on the way of developing skills and studying the factors influencing the success of the training, added confidence to the participants in the study, taught them to speak out adequately to the situation.
Participants in the study were given the terms of the "Developing Observational and Communication Skills" task to attempt to follow these terms for at least two weeks.
The result of this was that the participants in the study looked more confident and independent. As one of the participants put it, they became more interesting for others. Their communication skills also developed, but not equally for all participants, which can be easily explained by the lack of interest of some participants. To complete the task "Contact of masks", participants were invited in the same compositions. Psychologically, the task resembled the “Continue sincerely” exercise, differing only in that now each participant worked independently, thinking over his statements at the expense of other participants. The success of the training lies in the sequence of exercises and tasks. In the last task, the participants used their powers of observation and communication skills in order to speak correctly and adequately, and not offend the participants with an incorrect statement.
Thus, we can conclude that the methods of developing the communication skills of the individual presented in this research work are very effective and applicable to school-age children, their use will help people who need the development of such socio-psychological qualities.
Exercise 1. Nonverbal Behavior Skills
Try to attract attention to yourself without verbal communication - by means of facial expressions, pantomime, vision. Listeners record your gestures and evaluate them. In facial expression exercises, participants are divided into pairs and give each other facial tasks - at least 10 for each, then change roles.
It is better to do the exercises first at home in front of a mirror: depict surprise, excitement, anger, laughter, irony, etc. These tasks are useful for conveying your feelings to the interlocutor.
Try to find in yourself the beginnings of a feeling that you do not currently experience: joy, anger, indifference, grief, despair, indignation, indignation, etc.; find expedient, appropriate forms of expressing these feelings in various situations, play the situation.
Exercise 2. "I can't hear"
All participants are divided into pairs. Given next situation. The partners are separated by thick glass (on the train, on the bus ...), they do not hear each other, but one of them urgently needed to say something to the other. It is necessary, without agreeing with the partner on the content of the conversation, to try to convey everything you need through the glass and get an answer.
Each pair of participants specifies this situation for themselves and performs the exercise. The results are discussed.
Exercise 3: Virtual Memory
Try to develop the habit of remembering the faces of the people around you. Look at those around you, close your eyes, try to restore everything visibly, in detail. It doesn’t work, you “don’t see” something - look again so that the memorization is complete.
Then try to visualize: “How is this person laughing or crying? How does he declare his love? How confused is he? How is he cunning, trying to get out? How rude is he? Swearing? What is he offended? How he was at three years old (purely visual - see?) How he will be in old age (see?).
Exercise 4. Phrase in a circle
The facilitator suggests choosing some simple phrase, for example: “Apples fell in the garden.” Participants, starting with the first player, say this phrase in turn. Each participant in the game must say a phrase with a new intonation (interrogative, exclamatory, surprised, indifferent, etc.). If the participant cannot come up with anything new, then he is eliminated from the game, and this continues until there are several (3–4) winners left. Maybe the game will end earlier if none of the participants can come up with something new.
Exercise 5. Vocal facial expressions
Participants receive the task: to read any phrases from the newspaper, investing in readable text certain psychological overtones. For example, you need to read the text incredulously (“drop it”), dismissively (“what nonsense!”), with surprise (“it can’t be!”), with delight (“wow!”), with a threat (“well, well same!”), etc. Everyone else tries to guess the state of a person or his attitude to the spoken text, discussing the success or failure of his attempts.
The facilitator should, using the example of specific situations that arise during the exercise, bring the participants to an understanding of the diagnostic possibilities of intonational characteristics in terms of reflecting emotional states and interpersonal relationships. The role of text and subtext, the meaning and meaning of speech utterance are discussed.
Exercise 6. Interaction
All members of the group sit in a circle. The facilitator passes or throws an object to someone (a book, Matchbox etc.) and at the same time names some other animate or inanimate object (knife, dog, hedgehog, fire, water, etc.). This participant must do the actions specific to the handling of this item. Then he passes the item to the next participant, naming it in a new way.
All members of the group should be involved in the exercise. Analysis of expressiveness and adequacy is optional. It is already important that the game prompts the fantasy to search for the appropriate non-verbal "adaptation", stimulates motor activity, focus of attention, and contributes to the creation of a favorable environment in the group.
Exercise 7. Role communication
The group is divided into participants and observers. Participants (no more than 10 people) sit in a circle, in the middle of which a stack of envelopes with tasks is placed. The content of each task is to demonstrate a certain style of communication with people.
The host invites everyone to take one envelope. No one should show others the contents of their envelope until the end of the discussion and analysis.
The topic of the discussion is set (for example, “Is a psychologist needed at school?”). In addition to participating in a discussion on a given topic, each participant must complete their individual task contained in the envelope.
Observers try to identify different communication styles of participants by analyzing the specific verbal and non-verbal behavior of each.
Individual tasks for discussion - the contents of individual envelopes - can be of the following nature.
“You will speak at least twice during the discussion. Every time you will say something on the topic under discussion, but your words should be absolutely unrelated to what others have said. You will act as if you did not hear at all what was said before you ... "
“You will speak at least twice during the discussion. You will listen to others only to find in someone's words an excuse to change the direction of the conversation and replace it with a discussion of a question you have previously outlined. Try to keep the conversation in the right direction for you ... "
“You will actively participate in the conversation and behave in such a way that others get the impression that you know a lot and have experienced a lot ...”
“At least five times you will try to get into the conversation. You will listen to others mainly in order to make some assessments in your own words to specific participants in the discussion (for example, beginning with the words “You are ...”). Basically, you will focus on giving assessments to the members of the group.
“Speak at least three times during the discussion. Listen carefully to others and start each of your remarks by retelling in your own words what the previous speaker said (for example, “Did I understand you correctly that ...”).
"Your participation in the conversation should be aimed at helping others, as fully as possible to express their thoughts, to promote mutual understanding between group members."
“Remember how your behavior usually looks during discussions, try to make it different this time. Try to change your the usual way behavior to a more perfect one.
“You are not given any task, behave during the discussion as you usually behave during group discussions.”
At the end of the exercise, specific features of the behavior of the participants in the discussion are analyzed, corresponding to different styles of behavior. Conclusions are drawn about productivity.
Conclusion
The aim of the study was to psychological analysis and identifying the necessary communication skills of the individual, and their development.
Our assumption, which was that with the help of developmental methods it is possible to achieve the development of personal communication skills, was tested using theoretical and empirical studies.
In the theoretical part, we considered various points of view of domestic and foreign researchers on the problem of developing personal communication skills.
The empirical part of the study was aimed at identifying the necessary communication skills of the individual and their development using special techniques.
The result of the study was that after the training, the majority of participants began to notice the development of business communication skills, but not all equally. Five of the eleven participants in the second group approached the participants of the first subgroup in their abilities, but only one of the four participants in the third subgroup managed to reach the level of the participants in the second subgroup. In any case, the participants need further development of business communication skills, including in order not to lose what has been achieved. One way or another, all participants managed to develop their communication skills.
Thus, we have proved that with the help of methods for developing personal communication skills, it is possible to overcome communication problems and achieve the development of personal communication skills.
Bibliography
1. Dyachenko M.I., Kandybevich L.A. Brief psychological dictionary.
2. Kodzhaspirova G.M. The culture of professional self-education of a teacher. - M., 1994.
3. Comenius Ya.A. Selected pedagogical works: in 2 volumes - M., 1982.
4. Kornetov G.B. The World History pedagogy. - M., 1994.
5. Kupisevich Ch. Fundamentals of general didactics. - M., 1986.
6. Kulagina I.Yu. Age-related psychology. - M., 1996.
7. Liishn O.V. Pedagogical psychology education. - M., 1997.
8. Markova A.K. Psychology of teacher's work. - M., 1993.
9. Mitina L.M. The teacher as a person and professional. - M., 1994.
10. Pedagogy / Ed. Yu.K. Babansky. - M., 1988.
11. Pedagogy / Ed. S.P. Baranova, V.A. Slastenin. - M., 1986.
12. Pedagogy / Ed. G. Neuner. - M., 1978.
13. Pedagogy / Ed. P.I. piddly. - M., 1997.
14. Pedagogical dictionary. - M., 1999.
15. Pedagogical skill and pedagogical technologies. - Ryazan, 1996.
16. Rozanova V.A. Psychology of management. - M., 1997.
17. Slobodchikov V.I., Isaev E.I. Human psychology. - M., 1995.
18. Sulimova T.O. Social work and constructive conflict resolution. - M., 1996.
19. Visual psychodiagnostics and its methods: Knowledge of people by their appearance. - Kyiv, 1990.
20. Games for intensive learning / Ed. V.V. Petrusinsky. - M., 1991.
