"The problems of rejection in the children's team. Interpersonal relationship
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Facebook.
Twitter.I am 19 years old, and I study at the university. It was always difficult for me to establish contacts with people. But to say that I can not do that, it is impossible: I have friends with whom I met on master classes in my profession, there are friends at work, there are online Friends, communicate with several girls from other faculties.
In school, I was an outcast from 1 to grade 11, from 1 to grade 9 I did not know what at least a friendly relationship. I thought myself was to blame. Then he went to a few circles, then on the preparatory courses, gradually the situation was established. I realized that I could be friends. I thought that when I finished school, the end would come to the ease.
But I entered the university - and started! At first everything was fine, we went with the girls together to the subway, walked. They called me somewhere several times - I refused. From 1 day it was clear that we have a complete misconception of interests. I am interested in studying and the future career, and they hunt for them. One girl tried to admit me to fashionable clothes, but I was not interested in the outfits. They talk about the guys, about sex, about the wedding, about the future family, and I have on 1 place career. They love to do shopping, and I - no.
I do not remember when it started. I do not remember how it started. I think it started gradually. But by the end of the 1st year, they stupidly ignored me, did not call on birthdays, they did not put likes to my photo. I can not ask anyone to ask. They prevent stupid claims to me: "Do not ask questions, you interfere with us!" Or "are not looking for teachings if 40 minutes have passed and more! I would not seek - would go home." We laugh at me in the open, not particularly embarrassed by my presence. And in general, when I am silent, I am an empty place for them!
Maybe the problem is in me? Maybe I provoke them? But I want to fix my guilt! And if not me, then who is to blame?
Make friends with them, alas will not succeed. But what to do? How to save neutrality? And how not to become an outcast in the next team?
Hello Olga!
And who do you want to become in the next team? Do you want to communicate with people? Do you want to communicate with those who are not very similar to you and does not share your values? In the intonation of your letter makes a feeling that you feel the creature of a higher variety than your one-lineups. You are interested in studying and career - what they go to the university; And girls are more concerned about personal life and realization in relations and in the family.
If you have a passion for you by shopping - a sign of underdevelopment, then why are you important to sympathy and the location of underdeveloped creatures? It seems that there is some kind of internal contradiction. On the one hand, you feel that your behavior is more reasonable and correct, on the other, like anyone (people social creatures) need communication, understanding, friendly connections. Neutrality is a compromise between these contradictory motifs, and I do not think that he truly will satisfy your needs for communicating and recognition. Working with a psychologist will help you resolve this contradiction.
Sincerely, Elena Livach, Psychologist, St. Petersburg.
Good answer0 Bad answer5Olga, this team needs to be chosen by itself, and not to build himself under the team. I agree that choose a completely whole team at the university is difficult. But it will be easier to do after work, choosing a company including on the one who works there, if you put yourself in the center and your needs, and not "socialakaz" of other people.
And now - I am more than confident that there is a couple of "White Raven" in your faculty. They are always there - look carefully. Why do you try to integrate the group of "ordinary" girls? Find the same "rogue" - they most likely will be much more interesting than the "most".
But for some reason you are trying to adapt to this most. Apparently, you are not fully confident that with you "everything is in order"? And for some reason you feel guilty for not like most. And should? Who and when told you that you should "put an assessment" most, and only then will you be considered "socially suitable"? This is not true. Read this training, there are many answers to your questions:
http://psyhelp24.ru/kak-zavodit-dryzei/
Sincerely, Nesvitsky Anton Mikhailovich, Psychologist St. Petersburg
Good answer3 Bad answer0Hello Olga.
The problem of your peculiar role in the team that you write is very serious. And this problem, based on your letter, has existed for a long time. One thing can be said exactly - without noticing, you do something, somehow provoke others that such an attitude towards you occurs again. Apparently you are familiar with this particular role in the team. Why? There may be a lot of reasons here and in this you need to seriously understand.
You ask what to do, how not to become an outcast in the next team? It is impossible to answer the answer and universal recommendation. I think that if you determine for yourself that you need to solve this problem, then you should talk with a psychologist's specialist. Then it will be possible not only to understand the reasons, avoid a similar situation in the following teams, but also change the current your relationship at the university.
Regards, psychologist Alexey Bogintsev (St. Petersburg)
Good answer1 Bad answer3
Most likely this is the consequence of emotional injury, because of which the barrier has established between you and other people. At an unconscious level, it was decided to stay from other people at a distance, most likely to protect.
It can be removed in any case. You may need only 1-2 sessions with a specialist, and maybe much more, it all depends on the depth of the problem and on how it was formed. There was a single unpleasant case, which led to such a result - or this systematic paternon interacting with the closest, which originated very early.
From the Practical Council - Make the DPDG method - information is on the Internet, and work out your unpleasant states using this method. There is still a fairly exotic method described in the books on EFT Harry Craig and Fred Gallo.
I will receive a reception in St. Petersburg on December 7-8 - you can contact me. Even for 1-2 times, it is possible to achieve significant success, up to the complete elimination of the problem. As I said, it depends a lot here - but it will be easier in any case. My phone is on my page on the site.
In any case, I wish you success.
Holchepov Andrey Viktorovich, psychologist Saratov
Good answer2 Bad answer1Most managers on the issue of their attitude towards conflict in the team will answer that the latter are undesirable for the managerial and organization. However, it is possible to look at this problem and on the other side: such clashes, reflecting at the level of personalities, social groups and the team as a whole, the principle of the struggle of opposites help the institution to develop. What are the causes of disagreement and ways to eliminate them?
Today, each institution is committed to improving the performance of activities, and for this, in particular, it is necessary to carry out a number of actions for personnel composition: to establish a workflow, to competently pick up the team and ensure disagreement and psychological tensions in it. That is why it is important to prevent or minimize conflict situations in the institution. If such is unattainable, it is advisable to use the conflict as a management tool, seeking positive results.
Classification of conflict
There are many conflict classifications. The grounds for comparison may be the source of the conflict, the form of its expression, the method of permission, the type of relationship in conflict, the subsequent socio-psychological effect, etc. Consider some key characteristics of such collisions.
In the direction of conflicts are divided into horizontal, vertical and mixed. The first type includes differences, in which persons involved in them are not subject to each other. Accordingly, the second look covers employees included in the vertical hierarchy. The third look combines the features of the first two. According to psychologists estimates, conflicts having a vertical component (that is, vertical and mixed), accounts for a share of 70 - 80%.
According to their significance, conflicts are divided into constructive (creative, positive) and destructive (destructive, negative). From the first it is impossible to leave, but from the second - you need.
By the nature of the reasons, objective and subjective conflicts differ. The first is often allowed constructively, the second is destructive.
Also conflicts are classified as official (formal) and unofficial (informal), which is usually associated with the institutional institutional structure. Here also manifests the "horizontal" or "verticality" of disagreements.
In turn, the socio-psychological effect of conflicts may be as follows:
- Each of the conflicting personalities and the Group as a whole is developing and activated;
- one of the conflicting personalities (or group) is asserted or is being developed, another person (group of persons) is limited.
From the point of view of social interaction, conflicts are intergroup, intragroup, interpersonal and intrapersonal.
In the first case, the parties are social groups that pursue incompatible goals and their practical actions that impede each other (for example, ordinary and administrative staff). Socio-psychological studies show that its group in any situation looks better than another. This is the source of intergroup tensions and conflicts. The main conclusion that social psychologists makes: If you need to remove the intergroup conflict, the differences between groups should be reduced. (For example, ensure the absence of privileges, fair labor).
The second situation most often occurs in weakly cohesive and value-scorched groups. The relationships in the group, manifested in freedom and openness of communications, mutual support, friendliness and trust in relation to the other side, increase the stability of such a group to conflict, help to avoid them.
If a similar regulating mechanism does not work, and the conflict develops slowly, the conflict in the group becomes the norm of relations. If the conflict progresses quickly and the group continues to remain scattered, destructive consequences are occurring: the general dissatisfaction of the team members, a decrease in the level of cooperation, the strong devotion of "its own" with unproductive competition with "others", etc. In this case, the other side is quite common in this case. " The enemy ", are given their goals positive, and the goals of" others "are negative, the importance is attached to the victory in conflict, and not to solve the real problem.
The third case (interpersonal conflicts) meets most often. Such disagreements arise due to the personal characteristics of people and their attitudes towards the situation. In particular, the features of the conflict personality are intolerance to the disadvantages of other, reduced self-criticism, emotional incontinence, rooted negative prejudices and prejudices, aggressiveness, anxiety, low level of sociability.
The main causes of conflict
One of the professional qualities necessary for the leader is considered the ability to prevent conflicts, extinguish them at the stage of birth. This contributes to the understanding of the causes of disagreement.
So, The following reasons include objectivelisted in the table.
| Aspect of activity | The reasons |
| Managing agency | - Imperfection organizational structure;
- fuzzy distribution of rights and obligations between employees; - disproportionality of rights and responsibility for the results of activities; - contradictions between functional dutiesenshrined in job descriptions, and employee requirements |
| Organization of workflow | - unsatisfactory organization of labor; - violation of the regime of labor and recreation; - Low level of labor and performing discipline; - Excessive workload of the employee leading to a permanent hurry when performing tasks; - Non-specific tasks that make it difficult to choose their fulfillment of their implementation and leading to worker's uncertainty |
| Professionalism of personnel | - Low professional level of subordinates, braking performance of tasks; - imperfection of the system of selection and placement of personnel; - uncertainty of prospects for professional and official growth |
| Economic component | - imperfection of the wage system and bonuses; - Salary delays |
| Material and technical equipment | - shortage of necessary means and equipment; - outdated and worn equipment |
| Sanitary and hygienic conditions | - adverse working conditions; - Violation of the mode of operation |
Work in the listed areas will allow not only timely resolve the emerging conflicts, translate them into a constructive channel, but in general, improve the management system in the institution.
Subjective reasons are related to the personality of the head or workers himself. For example, managers can perform such actions leading to conflicts:
1) a violation of official ethics (disrespectful attitude to subordinate, imposing his opinion, non-fulfillment of promises and obligations, intolerance to criticism, inability to correctly criticize the actions of employees, the disadvantage of information necessary to fulfill his obligations);
2) violation of labor legislation;
3) an unjust assessment of the subordinates and the results of their labor.
Conflict behavior strategy
There are five major behavior strategies for conflict. What of them are better to use in a particular situation and with a certain warehouse of the personnel of the head?
Competition style (rivalry) Suitable for a person who has a strong will and authority, not very interested in cooperation on the other side and aspiring First of all satisfy your own interests.. This style can be used under the following circumstances:
- the outcome of the conflict is very important for the head and he makes a big bet on its solution to the problem;
- The managerial has sufficient power and authority, and it seems obvious that his decision is the best;
- There is no choice when making a decision;
- It is necessary to accept an unpopular decision, and the manager has enough authority to do this;
- With regard to subordinates with which the leader interacts is the most effective authoritarian management style.
Similar style is not used in close personal relationships, because it does not cause anything other than a sense of alienation. Also, the style of competition is not applicable in a situation where a person does not have enough power, and his point of view on the issue under discussion is divided from the point of view of the superior leader.
Style cooperation Suitable in cases where, when defending their own interests, the head should take into account the needs and wishes of the other party. This path whose goal is Development of a mutually beneficial solution, requires long work on resolving disagreements. And for this, the parties to the conflict must be able to explain their intentions, listen to each other and restrain emotions. Otherwise, cooperation will be ineffective.
You can use this style in such situations:
- need a general solution, and each of the approaches to the settlement of the problem is important and does not allow compromise;
- the head (or institution) has long, durable and interdependent relations with the other side;
- the main goal is to acquire joint work experience;
- The parties are able to listen to each other and set out the essence of their interests;
- It is necessary to combine different points of view and strengthen the involvement of employees in activities.
Compromise style lies in the fact that the parties are striving Resolve disagreements with mutual concessions. It reminds the style of cooperation, but applied on a more superficial level, since the parties inferior to each other. The style is most effective in cases where the parties strive to achieve their goals, but they know that it is simultaneously unattainable. For example:
- Parties have equally convincing arguments and possess the same power and authority;
- the solution of this task has not too much great importance;
- the managerial can arrange a compromise, since there is no time to develop a different solution or other approaches to solving the problem turned out to be ineffective;
- Compromise will allow the manager to get at least some benefits, otherwise you can lose everything.
Eviation style is usually implemented when the problem under discussion is not so important for the head, he Does not cooperate to develop a solution. This style can be used in the following cases:
- the source of disagreements is insignificant against the background of the solution of other more important tasks, so the head believes that this problem Do not spend strength;
- The managerial knows that it cannot solve the issue in its favor;
- insufficient powers to solve the problem as desirable for the head of the manner;
- You need to win time to study the situation and get additional informationbefore making any decision;
- It is impractical to try to solve the problem immediately, because recognition and open discussion of the conflict can only worsen the situation;
- Subordinates may have to successfully resolve the conflict.
It should not be thought that the use of this style is always escape from the problem or evasion of responsibility. In fact, care from confrontation or delay in the conflict settlement may be quite a suitable reaction, because the problem is able to resolve itself or will be solved later, but already in the presence of the necessary resources.
Fit style means that the head, acting together with the other party, Does not try to defend his own interests. A similar behavior style is most effective in cases where the outcome of the case is extremely important for the other side and is not very significant for the head or when the latter donates its interests in favor of the other side. For example:
- Restoration of calm and stability is more important than the conflict content;
- The subject of disagreements is not important for the head;
- the position of the head is erroneous;
- The manager does not have enough powers or chances to defend their interests.
Note that none of the conflict resolution styles may not be called the best. The head and employees of the institution should be used by all models of behavior, choosing from them depending on concrete circumstances.
Conflicts in medical institutions
In health facilities, disagreements are usually It does not occur between employees, but between them and the recipients of services. In conflicts can participate, on the one hand, health workers and medical teams in general, and on the other - patients and the support group of support. The level of conflict of the relationship of the health worker and the patient depends on a variety of: qualifications medical personnel, the material and technical base of the medical institution, the quality of services provided and their cost (if they are provided on paid basis), the patient's assessment is an objective (organizational and technical and financial party) and subjective components of medical care (for example, the level of diagnosis and treatment).
Conflict behavior is often inherent in patients of pre-retirement or retirement age, as well as citizens with low level Income, limiting their capabilities in obtaining paid (or partially paid) types of medical care and treatment with the most modern drugs.
Causes of disagreements for different species Medical activities will be different. In particular, in the clinic, the main provoking factor is to reduce the duration of the medical reception, and in the dental clinic - the inconsistency of the price and quality of the service (with a paid form of its provision).
Most often, conflicts with patients are permitted already within the institution walls - at the level of the doctor, head of the department, leadership. However, there is also a court defender by the patient's position.
When discussing disagreements, much depends on the behavior of the health worker. On the one hand, the complete avoidance of conflicts is mistakenly and almost unreal. On the other hand, when entering a conflict situation, an employee must be remembered about its positive side (the opportunity to identify the problem and improve the work as a whole) and build a partner model of relationships with the patient.
Conflicts in general education institutions
Participants in conflict situations in schools are teachers and management of the institution, as well as students and their parents. Here you can select the following types of disagreements.
1. Motivational conflicts There are between teachers and schoolchildren due to the fact that the latter is either categorically not learn, or learn without interest, forced. Based on personal motivation (its absence), such conflicts can grow and ultimately lead to a confrontation between the teacher and the student.
2. Conflicts between teacher (parents) and student associated FROM organization of learning, Especially brightly appear on four time segments. So, when the child's arrival in the first class, he has a change of leading activities (with a gaming for training), new responsibilities appear. When transition from elementary school In the middle student, there is no longer at one teacher, but from different subject teachers, new school disciplines are added. When studying in the 9th grade in front of the student there is a problem of choice: go to secondary special educational institution Or continue studying in the 10th - 11th grades. Finally, during the end of the school, determining future profession, exams are surrendered to the university.
3. Conflicts in the interaction of students, teachers and schoolchildren, teachers with each other, pedagogical composition and school administration arise Due to personal features of conflicting their installations and values. Thus, among the students there are conflicts of leadership, and in the middle classes they are addicted to the confrontation of groups of boys and girls. Rates for disagreements between teachers can be the most different - from school schedule issues to the incompatibility of personal installations. Conflicts between teachers and school leadership can be caused by the problems of power and subordination.
Head Mediation As an Effective Conflict Resolution Method
In his practice, leaders probably came across the need to settle conflicts. Special will help here Technology Mediation. Mediator B. conflict situation Develops and strengthens the structural elements in communication and interactions, it does not join a point of view of any of the parties, the neutrality respects the subject of conflict.
The technique consists of four steps.
First step - Take time to talk. At this stage, the mediator helps the parties to agree on the time and location of the negotiations, the following conditions must be carried out:
1) the conversation should be long (two to four hours);
2) the room is selected so that external interference (telephone conversations, door opening, etc.) are excluded;
3) the conversation time is determined in such a way that none of the participants be limited to them;
4) In the negotiation process, it is impossible to use pressure techniques (forcing another person to give up, surrender);
5) If negotiations started, it is forbidden to leave the room earlier than the deadline will end.
Second step - Plan an event. At the very beginning of the conversation, it is important to "start" correctly. The head can make an introductory speech. The installation that it should broadcast is that it does not make any of the participants in the conflict completely abandon their own position. Together with the participants, the head will produce a new position in which the positive elements of all conflicting opinions will be taken into account.
Third step - Let me speak. At this stage, it is necessary to identify the subject of disagreement and formulate the problem. This will be facilitated by the fact that the parties will fully express their position and listen to someone else's.
Fourth Step - Come to Agreement. At this stage, negotiating participants are psychologically ready for reconciliation. And the head as an intermediary must objectively make such a decision that all conflicting parties will arrange and lead them to the agreement.
In conclusion, we note that in practice there is no universal method of solving conflicts arising in the organization. The effectiveness of the selected strategy directly depends on the situation itself. Therefore, the results in the elimination of disagreements are seeking those leaders who own behavior strategies to all the arsenal and change them in a timely manner depending on the specific circumstances of the conflict.
"Problems of rejection in children's team»
Tolly Elena,
Yanao, Nadym,
MOU "Average comprehensive school № 2 Nadym ", grade 11
annotation
The need for communicating with peers is determined by the species genetic human development program. With age, the need for peers is steadily strengthened. In each children's team there are popular children and not very. There are children active, sociable, and there are quiet, loners. Some children want to be in the center of attention of classmates, take a leadership position, without knowing how to behave, choosing inadequate ways of behavior that they seek "with a minus sign" - become the object of ridicule and contempt.
Ostracism is present in all children's teams, even in junior groups kindergarten. Most often, children with bad social skills become expensive, or suffering from some physical disadvantage - "not like everyone else." At the same time, the question of what features of the nature of the personality is provoking and interfere with becoming a child one of their own. How to avoid persecution from classmates and what to do if they reject?
Purpose
tasks
Object
Subject Studies have become the opinions of children about their peers.
Base Studies are students of MOU "Secondary school No. 2 Nadym" from 9 to 17 years.
Output: The problem of the situation of rejection is both rejected and those who reject.
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I. |
Introduction .............................................................................. |
1 |
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II. |
Theoretical and psychological aspects of the problem of humiliation ..... |
3 |
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2.1 |
Studying the reasons for reasons ................................................ .. |
5 |
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2.2 |
Types of rejected children ...................................................... ....... |
7 |
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2.3 |
The consequences of the rejection ............................................................ |
8 |
|
III |
Conclusion ......................................................................................... .. |
9 |
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IV |
Bibliography……………………………………………………….… |
10 |
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V. |
Application………………………………………………………………… |
11 |
"The problem of rejection in the children's team"
Tolly Elena,
Yanao, Nadym,
MOU "Secondary school № 2 Nadym", grade 11
Introduction
Howl to be loose?
But life conclusions are simple ...
Rougom you can become and you.
Valova G.V.
Holding to argue about the "worldly society", we must proceed from the fundamental spiritual principle that the person lives on Earth in order to become an angel in eternity; The aggregation of the same angels forms heaven; hence, each of us is intended to serve as an integral part. (Cupits, atom) of this immense universal whole; Consequently, our eternal life will not flow alone, but in the company of other angels, where everyone performs the function inherent in it for the benefit of their neighbors, its angelic society and, finally, all the heavens in general. therefore the person is created for life in society - but not in any way, but in society yourself like that, And this reservation people almost always forget.
The need for communicating with peers is determined by the species genetic human development program. With age, this necessity, especially from 4-5 years, is steadily strengthened. In each children's team there are popular children and not very, there are active, sociable, and there are quiet, loners. Some suits a secondary role in the classroom, others suffer from such a position, and do not know and do not know how to change it. Some children are so striving to be in the center of attention of classmates, take the leadership position that they seek "with a minus sign" – become the object of ridicule and contempt.
Ostrakism is present in all children's teams, even in junior kindergarten groups. According to statistics, every 5th child in the team is a single, every 3rd trying to change your status in society and takes various ways to achieve respect for others, and every second child, who rejected peers, humbles with their fate and tries to stay in status Singles.
In all cases, the rejection of the problem lies not only in the team, but also in the peculiarities of the person, the behavior of the rejected. Studies conducted by the psychologist Rosalinda Weisman testify: the injury primarily causes provoking behavior of the victim. Most often, children with bad social skills become expensive, or suffering from some physical disadvantage - "not like everyone else." The second reason most often leading to isolation is the aggressiveness of the child. At the same time, the question of whether is extremely small what kind Character features are provoking. Age affects causerejection? how avoid mistaken from classmates and whatdo if reject?
Purpose this work is to study the psychological aspects of the problem of rejection in the children's team.
Collectivism skill is the most important quality, without which a person cannot live normally in society. After all, as far as strong and strong collective charge
in person, his entire further life and in the family, and the student (work) team depends.
This target installation predetermined tasks Research and meaningful structure of the work itself:
identify the psychological aspects of the problem of rejection in the children's team;
explore the methodology of a sociometric examination;
reveal the causes and consequences of Ostracism, analyze the relevance of this problem among rejected;
create a bank of exercises and games for collective cohesion.
Object Studies are the characteristics of the character of a low social status in the team.
Thing Research - the opinions of children about rejected peers.
Base
Research - students of MOU "Secondary school № 2
nadym "from 9 to 17 years old.
Research methods - observations, psychodiagnostics (questionnaire); Data processing (high-quality and quantitative analysis).
Practical significance we see our work in the generalization of the features of Ostracism in the children's team, in disclosing the reasons for the reasons for various age steps and in creating preventive recommendations.
II.. Theoretical and Psychological Aspects of the Problem of Screw
Biographies of famous people, examples from fictionThe own observations suggest that in any children's team there is their own rows. Each person lives such a feeling as harmony. We reject someone or someone rejects us. Almost always people reject each other forcibly (insults, care of themselves, closeness from others and secrecy).
IN psychological dictionary highland
- This is a psychological syndrome, folding in adolescence and manifested in hostility
in relation to society deviant behavior, rough violations of communication as
with adults and peers. The basis for the formation of openness often serves social disorientation. The interpersonal situation of developmental development is determined by the opposition of a teenager to society covering all major life areas: family, school-learning, communicative. The confrontation is active and mutual character. For a psychological profile, a view of the unjust device of the world and the self-awareness of the burden, which is rejected by society, is characterized by the psychological profile. Highland
- "A pronounced psychopathizer psychological syndrome, seriously violating the social adaptation of a teenager"
(A.L. Wenger).
From the earliest age, the child begins to reach to communicate with the peers. Emotional exchange in the game and communication, and closer to school age, the establishment of stable friendly attachments allows the child to decide important tasks Development: Send the skills of communication, investigate yourself and their features, opportunities, get recognition from others. At school age, when a child begins to form conscious ideas about himself, "feedback" by peers, their reaction to it becomes one of the self-assessment factors. The child also begins to experience the need for affection, community and mutual understanding not only with parents, but also with friends. But in the lives of many children there are situations when they feel
not accepted in the team and are deeply lean or hostile or an indifferent attitude towards themselves from the group of peers, and this confirms our psychological research.
In total, the study took part 267 Man: 124 people - schoolchildren 9-10 years old; 88 people - schoolchildren 11-14 years old; 55 people - schoolchildren 15-17 years old (Table 1).
Table 1
resultsstudy of social status in class teams
|
Class / county |
|
Class / county |
Number of children with symptoms |
Class / county |
Number of children with symptoms |
|
2a - 25. |
1 - rejected, 6 – partially rejected 2 –
ignored |
6A - 25. |
2 - rejected, 1 - partially rejected 3 - ignorable |
9g - 19. |
1 - rejected, 1 – partially rejected 2 –
ignored |
|
2B - 25. |
0 - rejected 1 - partially rejected 10 - ignorable |
6B - 13. |
1 - rejected 0 - partially rejected 0 - ignored |
10a - 15. |
1 - rejected, 5 – partially rejected 0 –
ignored |
|
3B - 16. |
0 - rejected 1 - partially rejected 3 - ignorable |
6g - 9. |
0 - rejected 3 - partially rejected 1 - ignored |
10B - 21. |
0 - rejected 5 - partially rejected, 0 - ignored |
|
4B - 21. |
1 - rejected, 2 - partially rejected 5 - ignorable |
7A - 23. |
2 - rejected 5 - partially rejected, 1 - ignored | ||
|
5A - 14. |
2 - rejected, 1 – partially rejected 1 –
ignored |
7b - 18. |
1 - rejected, 3 - partially rejected 0 - ignored | ||
|
5b - 23. |
1 - rejected, 3 - partially rejected 0 - ignored | ||||
|
Total 124. |
5 - rejected, 14- partially rejected, 21 - ignored |
Total 88. |
6 - rejected, 12- partially rejected 5 - ignorable |
Total 55 |
2 - rejected, 11- partially rejected 0 - ignored |
Output:
In the studied groups, most participants have more or less favorable status. The average level of well-being relationships means the well-being of the team participants in the system of interpersonal relations, their satisfaction in communication, recognition by peers. Studies show the presence in each class team, an average of 1-2 leaders, 5-6 ignored and partially rejected. Analyzing the results of social status, we came to the conclusion that at an average school age of ignored and rejected more than in the older,
but less than in the younger. This suggests that compared with the younger link, teenage groups are significantly better structured, the prevailing relationship system is more stable and constant.
2.1 Studying reasons
According to many psychological research, the child may be rejected by peers for various reasons:
Exterior Undust. People with physical disabilities worth this problem
at the first place. Such people are rejected not only by the society in which they live, they still reject themselves. Many people with physical disabilities are closed, the world is closed. And as a result - such people remain lonely for life. The idea that they are not needed by anyone, corrosive them from the inside, and this is an ordinary pity for itself, which goes into chronic rejection.
Ignorance stereotypes and segless rules of specifically child communication adopted
in this community. Children who have grown among adults and conducting among them virtually all life, unfamiliar sometimes even with the dictionary and terminology used by peers, and literally cannot find a common language with them.
Disorientation In the social relationships of others. The child does not understand the ratio of social roles in the team, it is not clear to him why it is not always possible to express my opinion, he does not see the reasons to fulfill the orders of the "leader" and, most importantly, does not represent what it threatens him. And when ridicule or aggression is collapsed on it, it does not catch the relationship between his actions and the reaction of the surrounding children. It is just a lack of social experience.
Space in family education. A child who does not take into the game causes
parents only irritation, even some shame for him. Often the parent reaction
on the failure of a child in communication is the care and avoidance of the problem situation. They will lead to his away from the company who did not accept him home, where toys, books, computer, coloring, mom - only there are no friends there, and will never be there so fun, as playing together.
and social immaturity, unpreparedness to the joint game. But the rest to teach it
will not, here the law is simple: you can not - go.
In 1981 American psychologists Achenbach and Edelbrok conducted a study, the results of which showed that the reasons for the reasons may be:
significant cultural, social, national differences between the child
and the environment;
understated self-esteem, waiting for the rejection from others;
insufficiently developed social skills;
reproduction of the behavior of the victim;
spontaneity and impulsivity.
in certain personal features man, features and traditions of family mistake, low self-esteem caused by the negative past experience of communication and so on.
Exploring this aspect, we developed a questionnaire and interviewed 260 people: 70 people - schoolchildren 9-10 years old; 76 people - schoolchildren 11-14 years old; 64 people - schoolchildren 15-17 years old, 50 - adults (Table 2).
table 2
about the causes of personality in the team
|
Questions |
Answers |
|||
|
Pupils 9-10 years old |
Pupils 11-14 years old |
Pupils 15-17 years old |
Adults |
|
|
Yes - 70 (100%) No - 0 |
Yes - 70 (92%) No - 6 (8%) |
Yes - 58 (91%) No - 6 (9%) |
Yes - 42 (84%) No - 8 (12%) |
|
19 |
14 |
9 | |
|
||||
|
26 |
10 |
4 | |
|
35 |
39 | ||
|
- | |||
|
- |
6 |
27 |
16 |
|
- |
42 |
22 |
|
|
13 |
28 |
||
|
Behavior, Attitude to school |
Character style, behavior, be fun lie down |
Be easier attitude towards people be forgotten to be youreself, character interests. |
Attitude towards people attitude towards yourself become sure. |
Output:
The older the age, the greater the differences between one and other reasons for the reasons. It was revealed that the internal need for communication, the motives of affiliation
(From English. Afiliation - connection, connection) - the desire to be in the society of other people, the need for a person in creating warm, emotionally significant relationships with other people.), Psychological protection determine the specifics of interpersonal communication. All these phenomena are interrelated, have tender determination and dynamically change with age.
For example, in the age category from 9 to 10 years and from 11 to 14, behavior is dominated, poor performance and external data.
Analysis of the results of the reasons for the reasons and isolation of the older age group indicates the relevance of life position and vital activity.
Respondents group "Adults" confirm the importance of a personal "I-Concept", adequate self-esteem. It can be argued that the reasons for the reasons are connected
with age individual features and depend on the dominant activity.
2.2 Types rejectedchildren
Observations for rejected children indicate that they are doing a lot to become victims of attacks. As already mentioned, they can be intrusive, are inadequate, it is easy to succumb to classmates provocations, to produce expected reactions. Naturally, it is interesting to offend someone who rushes with fists
on others after any innocent comment in his address, who begins to sob, if it is a little sided, etc. (Attachment 1)
In any group, on any age-section, there is a social development situation in which each playing its role chooses the tactics of behavior. It is important to realize possible errors in behavior at different age stages in order to correct them. Results of respondents' survey are displayed in Table 3.
Table 3.
Result of the survey of respondents of different age groups
about the peculiarities of rejected people
|
Questions
|
Answers |
|||
|
Pupils 9-10 years old |
Pupils 11-14 years old |
Pupils 15-17 years old |
Adults |
|
|
With classmates that are scribed tease bad learn does not listen to the teacher. |
With classmates with whom bored not interested, which are very smart, not as everyone, humiliate others who have bad behavior. |
With classmates with whom various interests that poorly inactive closed selfish, zero .. |
With arrogant not reliable that you can call weak related, cruel, lguns, traitors. |
Output:
Compound is a barometer of relations, not as people treat you, but how do you feel about people. You will not, reject other people and lonely, if you learn to be an interesting, clever and funny person, you will learn to compassion and communicate, change your behavior and learn to respect others.
2.3 Consequences of rejection
The desire to become its own in the team, conquer respect for classmates can push the child to obscene actions. Rejectedably able to come up with anything, just to attract attention. He brags with non-existent relatives, come up with their relationship with some famous person. In most cases, the surrounding require evidence, and the child begins to "twist", he has to lie more and more, and it is confused finally.
The deficit of social recognition and communication is compensated for by the search for an out-of-a-alarm range of peers, which is characterized by illegal behavior. Bad relationships in the class lead to different negative consequences. The absence of a society of peers adversely affects the development of communicative abilities and identity self-awareness.
In addition, the difficultness of relationships with peers who appeared in childhood often happens the harbinger of emotional disadvantage in the future. At the same time, psychological injuries often develop in children-isoys, and academic performance falls. Studies of Professor Eric Bakhsa (Eric S. Buhs) showed that:
children rejected by the team in children's gardensubjected to urastricism and school;
children aged 5 to 11 years, rejected by peers, are obtained by results training tests more low points Compared with classmates. Their performance in such objects as reading and arithmetic leaves much to be desired.
The worst thing is that regular bullying (Appendix 2) can provoke suicide attempt or attempted someone from pursuers. Problems in communicating with peers, rejection at an early age is further manifested in delinquency, or emotional violation.
No less harmful, the situation of etching acts on the psyche of persecutors and observers. They risk staying with brown pawns in the hands of stronger and enterprising. And the decision taken under the influence of the majority, contrary to the voice of the conscience, and the constant fear of being at the sacrifice is help to reduce self-esteem, losing respect for yourself.
Practical interest is the question of the perception of members of the Group of its status, that is, its objective position in the system of group preferences.
In total, 240 people took part in the study: 50 people - schoolchildren 9-10 years old; 90 people - schoolchildren 11-14 years old; 70 people - schoolchildren 15-17 years old, 30 - adults.
Table 4.
|
Questions |
Answers |
|||
|
Pupils 9-10 years old |
Pupils 11-14 years old |
Pupils 15-17 years old |
Adults |
|
|
Yes - 12 (24%) No - 38 (76%) |
Yes - 65 (72%) No - 25 (28%) |
Yes - 32 (46%) No - 38 (54%) |
Yes - 0 (-%) No - 30 (100%) |
|
Yes - 56 (80%), No - 14 (20%) |
Yes - 47 (62%), No - 29 (38%) |
Yes - 18 (28%), No - 46 (72%) |
Yes - 9 (18%), I do not know - 34 (68%), No - 7 (14%) |
Output:
The least adequately perceive and evaluate their group role extreme status categories: "Stars", on the one hand, "Rubber" and isolated - on the other. The average perceptions more often have inadequate perception, which is explained by protection, low social reflection and reduced self-esteem.
IIIConclusion
There are different children, with a different need for communication. One is quite the only friend with whom they see once a week, so as not to feel lonely and proudly thinks: "I have a friend." And other bad if around him
a whole crying company is not blocked, where everyone obeys his word and even a gesture.
In those children who do not perceive peers, there is always something that is able to push the surrounding, provoke attacks on their part. Cancer children are not as the rest, children with obvious problems in behavior and character become most often rejected. The rejection situation is due to the two positions of the one who rejects and rejected.
In the first case, the rejection of the position of the other occurs due to the low plastic ability of communicative functions into certain age periods And due to the unresolved intrapersonal conflict between consciousness and the subconscious, between "I-real" and "I-ideal" (what is the blame for and to blame).
Insolvency position rejected It is due to the negative social and ego identification (the difficulties of finding his "I": "I" - physical, "I" -Secic, "I" -Social, etc.).
Hypothesis nominated by us: causes and consequences of the child's rejection depend
from the most rejected and its provoking behavior
in
the study of the study was fully confirmed: the rejected became primarily children who had a weakly formed self-esteem and communicative skills.
In addition, studies have shown other reasons for the situation of rejection: problems in the insolvency of the personality of those who reject. They put forward the charges
in boring, not interesting, aggressiveness, conflict and others, that is, in those qualities that are the causes of their intrapersonal conflict between conscious and indispensable subconscious.
It can be concluded that the problem of the rejection situation is like rejected, so
and those who reject. Therefore, our recommendations will be addressed as the first
and to the second group of opponents.
Bibliography
Akimova G.E., how to help your child: a reference book for non-indifference parents. - Ekaterinburg: U-Frastoria, 2004;
Zavyalova N.A. Your children among peers. - M.: Knowledge, 1981;
Zimbardo F., Lyippe M. Social influence - SPb: PETER Publishing House, 2004 reasons for reasons:
Popov VS Awakening the soul. - M.: Knowledge, 1990;
Starobinsky E.E., "How to manage the team", -M: 1995
Helen bi child development. - 9 edition. - SPb.: Peter, 2004
Chufarovsky Yu.V. Psychology of communication in the formation and formation of personality. - M., 2002.
Schneider L.B. Indentation. Reader - M.: Publishing House of the Moscow Psychological and Social Institute; Voronezh: NGO Publisher "Modek", 2003.
www.gorod-psy.ru.
www.abcwoman.ru.
www.effecton.ru.
www.michaelglebov.ru Mikhail Glebov relations of the team and man
http://adalin.mospsy.ru Children - Railways: Psychological work with a problem
Types of rejected children who are most often attacked.
"Pet". Yanush Korchak wrote: "Children do not like those peers who allocate teachers. Especially if they cannot understand than the "pet" is better than them. " Adults, knowing about the difficult fate of their ward, regret and take under their defense and patronage, thereby correcting the complete loneliness and endless insults from classmates who are not known for such an attitude towards him.
"Prilp". American psychologist Violet Ocelander believes that such annoyance is the result of a feeling of child's insecurity. Such children are literally hung in humans, capturing them physically to feel more safe.
"Jester". A child who has seen such tactics of behavior, as if warns of attacks from others. He is stopped perceived seriously and therefore it is not particularly offended. Such a child, even having heard the laughter of peers, does not feel lonely.
not teases, they are not mocked above them, but they are rejected, they become lonely in the circle of classmates.
Nitracted – Children who failed to establish contact with peers, begin to behave as if they are revenge on their failures.
Unpopular – not able to initiate communication, shy, do not know
how to attract the attention of classmates, so they do not notice them. Often it happens when the child came to the emerging team or often misses school.
Types of rejection
There are different children, with a different need for communication. One is enough a single friend with whom they see once a week, so as not to feel lonely and proudly count: "I have a friend." And the other is bad if a whole crying company is not blocked around him, where everyone obeys his word and even a gesture.
You can conditionally allocate several types of rejectionAll of them more or lesser extent make the school life of a rejected child unbearable.
Grass -the child does not give a passage, call, beat, pursue. Purpose: revenge, have fun and so on.
Active rejection -it arises in response to the initiative emanating from the rejected child, make it clear that he does not mean anything.
Passive rejection- It occurs in situations when you need to choose someone to the team, take into the game, sit down for the desk, in such cases children usually refuse, saying: "I will not!".
Ignoring - They simply do not pay attention to the child, do not communicate, do not notice, do nothing against, but they are not interested.
Moral violence - verbal attacks by peers. The threats of physical violence can be attributed to moral violence, blackmail. Blackmail is most often associated with the threat to tell about something adults, to give them any misdemeanor of the victim, if it does not fulfill the requirements of the pursuer.
Tailing -the psychologist M. V. Osorina writes: "The tag is always a test of the children's" I "for psychological strength." It is on the conjugation of peers who are most often complaining of rejected children.
Clicks and teasers -Why do children so happy and often repeat offensive words? First, they are attracted to the emotionality, with which these words surround them. A swearing person usually "emits" infinite self-confidence, his gestures are very expressive, a certain excitement and tension arises around it. Secondly, seeing that such words shock, they are angry and upset to whom they are drawn, children begin to use them to be made, unintelligible.
Dear respondent
we ask you to take part in our research and honestly answer questions
Anonymity for surveying guarantee
Does your class have students with whom you do not communicate? WELL NO
Why don't you communicate with them? ________________________________________________
Would you like to exclude them from the class? WELL NO
What repels you (choose):
Would you make friends with him if he changed? WELL NO
Will you suggest to change them in yourself? ______________________________________________
If you were rejected and knew the reasons for this, would you change your character traits, principles? WELL NO
Does the social status affect the cause of his rejection? WELL NO
Stock
"Let's be friends"
Questioning and diagnostics
teaching
Appendix 4.
Games for cohesion of the class team
Game "raft"
Purpose: Cohesion of the class team.
Equipment: whatman.
Instruction: The presenter offers participants to go on a journey through the fast river. Watman is a raft. All participants get up to Watman, supporting and helping each other. Suddenly, along the way, travelers meet a large stone, which gets a raft and breaks in half. The presenter breaks the raft into two parts. The task of the guys stand on one half of the Watman, helping each other. Such a combination with a gap of Watman in half continues several times.
Discussion:
Guys, was it difficult to you? What were your difficulties? I would like to help you and support everyone? Could you throw your classmate? And if you did not communicate with him, how would you do?
Game "River"
Purpose: Activation of communicative skills
Instruction:
Children are built by couples in the column, holding a hand with a partner, face to the leading pair. The leading pair turns, stands up opposite the entire column and starts the flow of the bitch. The first pair misses the raised hands going through the knot, and next of her, on the contrary, herself passes through the gorottz walking deep into the stream of the pair, etc. The leading steam, which came to the end of the stream, turns along the rank of ranks, becoming its completion. Each next pair, being on the place of the lead, in turn, turns the face to the rank and starts the flow of deep into the stream. The movement is repeated until the leading pair is in its place, waiting for all the others to come to their places. Then the next figure begins.
Mountain Pass game
Purpose: Cohesion of the children's team.
Instruction:
The presenter divides the guys into two groups so that the rejected guys are in both groups. I group of guys takes hands and makes "obstacles." The group II is also taken by the hands and overcomes obstacles without tearing hands and helping each other.
Game "Suitcase"
Purpose: The formation of the ability to find positive qualities around others.
Instruction:
All participants get into a circle. One of them goes into the center,
and the rest on small leaves are written one positive quality Participant and a compliment standing in the center of the circle.
36 interpersonal relationships in the group
The interpersonal relationship system includes a combination of sympathies and antipathies, preferences and rejuvenations of all members of the group.
Sociometric status
Each individual in the group has its own sociometric statuswhich can be defined as the amount of preferences and screws received from other members. Sociometric status can be higher or low depending on which feelings are experiencing other members of the group with respect to this subject - positive or negative. The totality of all statuses asks status hierarchy in the group.
The highest stands are considered the so-called sociometric stars - Group members who have the maximum number of positive elections with a small number of negative elections. These are people who are facing the sympathy of most or at least many members of the group.
Next go high-quality, average and low-altitude Members of the group defined by the number of positive elections and having a large number of negative elections. There are groups in which there are no sociometric stars, but there is only highly, medium, low-altitude.
At a lower stage of intergroup relations are isolated - Subjects that have any elections, both positive and negative. The position of an isolated person in the group is one of the most unfavorable.
Oligated - These are members of the group that have a large number of negative elections and a small amount of preferences. At the last stage of the hierarchical staircase of social preferences are located neglected or expensive - Members of a group that do not have a single positive choice in the presence of negative.
Often the position of the sociometric star is considered as a leader's position. This is not entirely true, since the leadership is associated with the intervention in the action process, and sociometric status is determined by feelings. You can meet the subjects that are simultaneously with sociometric stars and leaders, but such a combination is rarely found. A person often loses the sympathies of others, becoming the leader. A sociometric star causes a good attitude, first of all because other people feel psychologically comfortable in the presence of a given person. As for the leader, its socio-psychological function is associated with the management.
The problem of combining in one person of the leader and sociometric star It is extremely acute for both the person and the group as a whole. Sometimes, in critical social situations This can provoke some trends in the fanatic behavior of the group members. In the usual family, the role can be distributed as follows: Father - Leader, Mother is a sociometric star. Highlystatus, average and low-alternate members of the group usually make up its majority.
Insulated, rejected and neglected members of the group are included in the risk group on the criteria for interpersonal relations. Special attention should be paid to the position of an isolated person. In many cases, it turns out to be more unfavorable than the position of a loose or even neglected. The negative attitude towards a person in the group is a more favorable social factor than the absence of any relationship, since a negative incentive is better than its absence. Sometimes the transition of a person from the position of neglected to the position of isolated is considered to be a great punishment. The phenomenon of the influence of the boycott is known - the cessation of relations with man, the lack of response to his words and actions and manifestations of various feelings towards him. In a boycott, a person is not in the position of neglected, to which negative feelings of others are sent, and in the position of isolated, to which those surrounding absolutely indifferent. Changing the sociometric status of a member of the group is an important problem. Man's status is often a relatively stable value. However, in terms of personality development, the invariance of sociometric status is considered as a risk factor, even if it is a high status.
The need to change the sociometric status It is dictated by the needs of a person to produce flexible behaviors for social adaptation in various groups. Therefore, it is advisable to go through various statuses. The complexity of the problem also lies in the fact that people perceive differently and belong to their status. Most have an idea of \u200b\u200bwhat status they occupy in the primary group. The average members of the group, as a rule, perceive their position adequately. But extreme status categories as a result of psychological protection often perceive the relationship of other people to themselves inadequate. Most often, it is the sociometric stars and neglected members of the group not aware of their position in the system of interpersonal relations in the group.
Sociometric status stability is determined by many factors, among which the following are distinguished:
appearance (physical appeal, the leading modality of the Mimici, the design of the appearance, non-verbal language);
successes in leading activities;
some properties of character and temperament (tolerance, sociability, felt, low anxiety, stability nervous system and etc.);
compliance of the values \u200b\u200bof the individual values \u200b\u200bof the group, the member of which it is;
position in other social groups.
To change the status of a person in the group, sometimes it is enough to work with one or another status factor.
Relationship of emotional preferences
Knowledge of sociometric status does not give complete information about the position of a person in the system of interpersonal relationships. Need to know about such a phenomenon as relationship of emotional preferencesgroup members. Even a sociometric star will feel unfavorable if its choice does not have reciprocity. Conversely, the neglect member of the group may feel quite safe if his choice turned out to be mutual. The more mutual elections, a member of the group has, the more stable and favorable its position in the interpersonal relationship system will be. The groups differ significantly among themselves by reciprocity of choosing their members. If there are little mutual elections in the group, then it will be a weak consistency of actions and the emotional dissatisfaction of its members of interpersonal relations.
Interpersonal relationships in the group include interpersonal relationships.
Small group It is divided into microgroups, and the greater the small group, the greater the number of microg groups exists in it. Each microgroup has its own sociometric structure. Often the MicroGroup is a company of friends who have common interests. Sometimes the combination of people in the microgroup can be caused by other reasons, for example, with a certain social layer belonging, etc.
Detection of the system of screws in the group is necessary to predict its actions in a situation conflict. The rejection in the group can be grouped into three types.
The first type is a regulatory, indicating the well-being of relations in general, when the rejection is not pronounced brightly, there are no persons who have received a large number of negative elections, and all reasons are distributed relatively evenly. There are no people who would have rejected the preferences.
The second type is the polarization of the screws at which two main microbroups that reject each other are distinguished.
The third type is the most unfavorable for the group when only one, acting as a defendant for all misunderstandings, the so-called "arrogant" will be rejected. Sometimes in the group a negative attitude towards one person from the majority can be fully justified. However, such cases are considered exclusive. If the group chooses the "arrogress" always, then we can conclude about the adverse nature of interpersonal relations in it. Even if rejected leaves the group, a new "guilty" will be found on the appropriate role.
Group habits in the interpersonal relationship system are formed in the same way as any other group actions.
The habit refers to the form of social control and sends the behavior of specific people and groups in general.
The most important characteristics of the intragroup preferences system are: sociometric status, the reciprocity of the selection, the presence of stable interpersonal groups and the screwdriver system. Despite the equal significance of all characteristics, special attention is paid to the status of the subject. This is due to the fact that, firstly, the status has relative social sustainability, and the subject often transfers it from one group to another. Secondly, it is the dynamics of a status hierarchy entails and corresponding changes in the system of screws and relationships between microgroups. In addition, the understanding of the person of his status in the system of interpersonal relations has a significant impact on self-esteem.
In the context of the process of group pressure, they usually talk about conformity under which it is understood behavior individual Regarding the position of the group, the measure of its "subordination" by group pressure, adoption or rejection of the Group standards and rules. The opposite conformity concepts are the independence of behavior, independence of views, resistance to group pressure, etc.
The most relief conformity is manifested in the conditions of an open conflict between the opinions of the group and the individual. The extent to which the individual is ready to follow the opinion of the group (even with its obvious error), and determines the degree of its conformity.
The group pressure mechanism was clearly demonstrated in the well-known experiments S. Esha. A group of tests from 7-9 people who were in a common room were proposed to compare the two cards proposed by the experimenter. On one card, one vertical line was depicted, on the other - three, but different lengths. One of the lines on the second card was identical to the one that was depicted on the first.
The difference in the length of the three lines was quite obvious and, acting independently (outside the group), only one percentage of the subjects could occasionally allow an error identifying the line. In accordance with the instructions, the subject had to report loudly, which of the three lines on the second card corresponds to the line shown on the first card.
Esh wondered what would happen if all members of the group begin to give the wrong answers if the group pressure would be able to force the unrecognized (i.e. not knowing that the group deliberately distort his estimates) of the subject to change his mind. The procedure was built in such a way that in each of the groups there was only one unrecorded subject and the queue answer to the question of the experimenter was the last.
The experiment began with several trial series. Here, all subjects gave the right answers. Only after that the first test, and after him, and everyone else began to give an obvious wrong answer. The latter answered the "naive" subject, and the experimenter received the opportunity to check whether he would "stand" in his own, absolutely correct opinion or "leaving" the group's pressure. Before the informed subject, thus, a dilemma arose: or believing with his eyes and give an obvious and correct answer, or, following the opinion, to say what everyone says.
Numerous experiments conducted by the Eshche showed that about 35% of the subjects demonstrated conformal behavior, i.e. Preferred the obvious truth with the Group, i.e. Every third gave a deliberately false answer, unable to resist Consensus Omnium. In subsequent interviews, all the testes, including those who have not succumbed to group pressure, reported that the opinion of the majority had a very strong impact on them, forcing even the "persistent" doubt the correctness of their answers. It is curious that, as a rule, the subjects associated their conformality not with objective processes within the group, but solely with their personal characteristics.
Intragroup conflicts by the parties of the intragroup conflict are either individual members of the group, or individual groups inside it, or a member of the group and the rest of it. The main criterion for the presence of an intragroup conflict is the destruction of intragroup links. The main positive functions of such conflicts are those that do not affect the foundations of the Group's existence, contributing to only the reorientation of the norms and relations of the appropriate necessity.
The conflict inside the group may be a mechanism for transformation of norms in relation to new conditions. Conflicts often determine the creation of associations and coalitions within groups, due to which the interaction between members of the entire association is ensured, insulation decreases, the soil is created for the implementation of the individual activity of the members of the Donchenko group, E.A. Personality: conflict, harmony. / E.A. Donchenko, T.A. Tytarenko - Kiev, 1989 - p.48-55.
As the most important factor determining the frequency of conflicts in groups, it is distinguished by a general level of voltage in which there is a person or group. Whether a specific event will lead to a conflict - in a decisive degree depends on the level of voltage or social atmosphere in the group.
The main causes of most conflicts in groups, including organizations are the distribution of resources that are always limited; interdependence of human or group tasks; differences in order, ideas and values, in the manner of behavior and vital experience; as well as unsatisfactory communications.
Any conflict has its own consequences. So, there are several functional consequences of the conflict. One thing is that the problem can be solved in this way, which is acceptable for all sides, and as a result, people will feel more involvement in solving this problem. This, in turn, minimizes or completely eliminates the difficulties in implementing solutions - hostility, injustice and forcedity to come against their will. Another functional consequence is that the parties will be more located to cooperate, and not to antagonism in future situations, possibly fraught with conflict. In addition, the conflict can reduce the possibilities of group thinking and submission syndrome, when subordinates do not express ideas that, in their opinion, do not correspond to the ideas of their leaders. Through conflicts, members of the group can work out problems performed even before the decision starts to be performed.
On the other hand, it is difficult to avoid dysfunctional consequences: dissatisfaction, less cooperation in the future, strong devotion to its group and more unproductive competition with other groups, an idea of \u200b\u200bthe other party as an "enemy", collapse of interaction and communication between conflicting parties, an increase in hostility between Conflicting Parties, Accent Displacement: Giving Victory in a conflict of more value than solving a real problem.
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