Introduction

Communication refers to the interaction of people aimed at coordinating and combining efforts in order to establish relationships and achieve a common result. It is in preschool childhood that an adult enjoys enormous authority over the child, and communication with adults has a decisive influence on the mental development from the first days of the child’s birth throughout the first seven years of his life.

The child develops a trusting relationship with close adults, first of all with the mother, and then with the kindergarten teacher; he expects sympathy, understanding, and participation from them (M.I. Lisina).

By form of communication we mean communicative activity, which is characterized by such parameters as the time of its occurrence; the place it occupies in the child’s life; the content of the need that is satisfied by children during communication; motives that encourage the baby to take it; means by which communication with other people is carried out.

A preschooler masters speech as the leading means of communication, allowing him to convey the richest content possible. Throughout preschool childhood, the content of communication and its motives change, the child develops communication skills and abilities that allow him to become the initiator of communication, to solve complex problems of a cognitive and moral nature with adults (G.A. Uruntaeva).

Communicative activity is one of the most important ways of obtaining information about the outside world and a way of forming a child’s personality, its cognitive and emotional spheres, which is especially important for correcting deficiencies in the development of communication in children with visual impairments.

Preschool age is a sensitive period for the development of complex communicative connections of children, the ability to communicate not only with individual children, but also with a group of peers, with adults, in accordance with socially approved norms of behavior. It is in preschool age that the basic forms of behavior and communication are laid down, a children's team is formed, the laws of whose existence require a more developed system of communication skills. A visual defect makes it difficult for children of this age to develop communicative and creative activities.

The main problem that a normally developing child faces at an early age is the problem of establishing relationships with significant adults. Its solution is carried out in communication, which becomes an important channel for obtaining information about the outside world and the basis on which the building of the entire subsequent life of the individual is built. Communication is the most important factor and an essential condition for the normal mental development of a child.

The formation of communicative activity in sighted people and people with visual impairments is carried out in fundamentally the same way, however, visual impairment changes the interaction of analyzers, due to which a restructuring of connections occurs and during the formation of communication they are included in a different system of connections than in children without pathology.

The leading factor in various types of activities of a visually impaired preschooler throughout his life is communicative activity. A visually impaired child develops and actively assimilates social experience in the course of communicating with people and objects of the surrounding reality. Solving the problems of active verbal and non-verbal communication of the visually impaired is the workaround that determines the advancement of a child with vision pathology in mental development, which ensures overcoming difficulties in the formation of objective actions.

Knowing these characteristics of children with visual impairments and their causes, we need to talk about creating favorable conditions for their proper development in educational institutions in order to prevent possible secondary deviations, since it is known that if education and training are not properly organized, the child’s cognitive processes suffer (such as perception, imagination, memory, visual-figurative thinking), deviations are observed in emotional and intellectual development, in the development of speech and motor skills, which, in turn, leads to a decrease in the effectiveness of correctional work.

The topic of the course work is “Features of the development of communicative activity of children of senior preschool age with visual impairments.”

Purpose of the work: to identify the features of the development of communicative activity of children of senior preschool age with visual impairments.

The object of the study is: children with visual impairments of senior preschool age.

The subject of the study is: features of the development of communicative activity of children of senior preschool age with visual impairments.

Research objectives:

1. Analyze the psychological and pedagogical literature on the research problem.

2. To study the features of the development of communicative activity in children of senior preschool age with visual impairments.

3. Select methods for studying communicative activity in children of senior preschool age with visual impairments.

Research method: analysis and synthesis of psychological and pedagogical literature on the development of communicative activities in preschool children with visual impairments.

Chapter 1. Theoretical issues of studying the communicative activity of children of senior preschool age

The concept of communicative activity in pedagogical literature

Communicative activity can be considered as a set of, ultimately, socially and historically determined human actions, including the production and perception of speech utterances, which are the result and expression of processes occurring in the mind. It is always one of the components in a set of different types of activities and, being included in this set, communicative activity is associated with the motives and goals of the activity that in a particular case caused the emergence of communication. At the same time, communicative and mental activity are connected by relationships of mutual penetration, since communicative activity manifests itself either as a result or as a starting point of mental activity.

Communication is the exchange of information between interacting subjects using a system of signs and words. Subjects can be

social institutions, individuals, social groups, social movements, international communities, geographically designated regions,

states.

Communication activity is a complex multi-channel system of human interactions. Thus, G. M. Andreeva considers the main processes of communicative activity to be communicative (ensuring the exchange of information), interactive (regulating the interaction of partners in communication) and perceptual (organizing mutual perception, mutual assessment and reflection in communication).

A. A. Leontiev and B. X. Bgazhnokov distinguish two types of communicative activity: personality-oriented and socially-oriented. These types of communicative activities differ in communicative, functional, socio-psychological and speech structures.

As B. X. Bgazhnokov notes, statements in socially oriented communication are addressed to many people and should be understandable to everyone, therefore they are subject to requirements of completeness, accuracy and high culture.

Along with the external characteristics of communicative activity, there is its internal, psychological characteristic. It, according to I. A. Zimnyaya, manifests itself in the social and individual psychological representativeness of this process.

The social indicator of communicative activity means that it can only occur for a specific reason in a specific real situation. The individual-personal indicator is manifested in the reflection of the individual-personal characteristics of those communicating.

Based on the concept of A. N. Leontyev and his analysis of communication as an activity and denoting it as “communicative activity,” we will consider its main structural components. So, the subject of communication is another person, a communication partner as a subject;
the need for communication is a person’s desire to know and evaluate other people, and through them and with their help, to self-knowledge, to self-esteem;
communicative motives are what communication is undertaken for;
communication actions are units of communicative activity, a holistic act addressed to another person (the two main types of actions in communication are initiative responses);
communication tasks are the goal to achieve which in a specific communicative situation various actions performed in the process of communication are aimed;
means of communication are those operations through which communication actions are carried out;
The product of communication is formations of a material and spiritual nature that are created as a result of communication.

The process of communicative activity is constructed as a “system of conjugate acts” (B.F. Lomov). Each such “conjugate act” is the interaction of two subjects, two people endowed with the ability to communicate proactively. This, according to M. M. Bakhtin, reveals the dialogical nature of communicative activity, and dialogue can be considered as a way of organizing “conjugate acts.”

Thus, dialogue is a real unit of communicative activity. In turn, the elementary units of dialogue are the actions of speaking and listening. However, in practice, a person plays the role of not just a subject of communication, but also a subject-organizer of the communicative activity of another subject. Such a subject can be an individual, a group of people, or a mass.

Communication of a subject-organizer with another person is defined as the interpersonal level of communicative activity, and communication with a group (collective) is defined as personal-group, communication with the mass is defined as personal-mass. It is in the unity of these three levels that the communicative activity of an individual is considered. This unity is ensured by the fact that all levels of communicative interaction are based on a single organizational and methodological basis, namely the personal-activity basis. This approach assumes that at the center of communication there are two individuals, two subjects of communication, whose interaction is realized through activity and in activity.

By the basic or basic communicative properties of a person we understand those that begin to take shape in childhood, quite soon become consolidated and form a stable individuality of a person in the sphere of communication. These properties differ from others in that their development, at least in the initial period, depends to a certain extent on the genotypic biologically determined properties of the organism. Such properties include, for example, extraversion and introversion, anxiety, emotionality and sociability, neuroticism, and many others. These properties are formed and consolidated under conditions of complex interaction of many factors: genotype and environment, consciousness and the unconscious, operational and conditioned reflex learning, imitation and a number of other factors.

Communication activities. Communicative activity as defined by M.I. Lisina is synonymous with communication. In our research, we adhere more to the point of view of G.S. Vasiliev, who believes that the relationship between communication and communicative activity is the relationship between the whole and the parts. Communication does not exist without the communicative activities of partners, but it is not reduced to their isolated communicative activities. So, communicative activity is the interaction of two or more people aimed at coordinating and combining efforts with the aim of establishing relationships and achieving a common result.

Each participant in communicative activities is active, i.e. acts as a subject and is a person.

Communicative activity is distinguished by the presence of motives and goals. In our opinion, the following types of communication activities can be distinguished:

Gnostic;

Expressive activities;

Interactive.

The communicative activity of a person presupposes the presence of communicative properties in a person. Therefore, it seems necessary to isolate the entire arsenal of personality traits that play an important role in communicative activity.

An analysis of existing literature has shown that communicative activity depends on many personality traits. Communicative activity is determined by the personality as a whole. In different types of CD, different substructures are activated.

Communicative motivation. According to V.P. For Simonov, the primary is the need, while motivation is derived from it, arises on the basis of existing experience and is clearly cognitive in nature. A.N. Leontyev believes that a motive is an objectified need, and B.C. Merlin characterizes motive as the psychological conditions in which human activity takes place. V.G. Leontyev believes that the mental system “motive-goal” is a qualitatively new formation. He called this education motivation, as a directed stimulant and regulator of behavior and activity. Summarizing these views, we get that communicative motivation is the motives, needs, goals, intentions, aspirations that stimulate and support the activity of communicative activities. Motivation, therefore, can be defined as a set of reasons of a psychological nature that explain the act of communication itself, its beginning, direction and activity.

The idea of ​​motivation arises when trying to explain communicative activity. Any form of behavior can be explained by internal and external reasons. In the first case, these are the psychological properties of the subject, and in the second, external conditions.

The formation of a holistic personality is also characterized by the formation of appropriate motivation, which determines the “required behavior.” Motivation ensures overcoming internal conflicts that manifest themselves in deviant behavior of the individual.

A consistently dominant system of motives underlies the orientation of the individual. Direction is a “system-forming property” of a personality, the core of its structure. The social orientation of the individual includes:

recognition of the priority of universal human values, a reasonable combination of national and interethnic, personal and public interests;

awareness of work as the highest meaning of life, a way of asserting one’s self-worth, developing one’s abilities;

acceptance of the requirements of normative morality as the basis for communication between people.

Direction appears in behavior determined by the requirements of normative morality; its basis is the hierarchical system of incentives and imperatives specified by the social structure. Orientation guides the formation of a person’s communicative properties and sets the goal of activity and communication.

There is no unity in understanding the motivational-need aspect of communication. Both domestic and foreign researchers highlight the need for communication. A.A. Leontiev doubts whether such a need exists at all as independent and not reducible to other needs. Rather, one could talk about the need for contact, for complicity with another person and his activities.

M.I. Lisina identified three groups of motives for communication in children: cognitive, business and personal.

The main component of the first group of motives is the need for impressions. This need increases over time and a group of cognitive motives arises.

The second group of motives arises as a result of the development of the need for communication. Every child is restless. Lethargy indicates the child’s painful condition. or a developmental defect. These needs form a business group of motives.

The third group of motives arises from children's needs for recognition and support. These needs are transformed into personal motives.

Many of the motivational factors over time become so characteristic of a person that they turn into properties of his personality. Such factors include, for example, the motive for achieving success and the motive for avoiding failure, the factor of personal anxiety and self-esteem, the motive of affiliation and altruism. Thus, the level of aspirations correlates with self-esteem. The affiliation motive manifests itself in the desire to establish good, emotionally positive relationships with people and is externally expressed in sociability, in the desire to cooperate with people. When this motive dominates, people are self-confident, relaxed, open, and active in communication. The motive of altruism serves as the basis for the emergence of empathy.

Socialization is a complex of social and mental processes through which a person acquires knowledge, norms and values ​​that define him as a full member of society. This is a continuous process and a necessary condition for optimal functioning of the individual.

preschool age in the Federal State Educational Standard of Education

According to the Federal State Educational Standard (FSES), socialization and communicative development of the personality of a preschooler are considered as a single educational area - social and communicative development. The dominant factor in a child’s social development is the social environment.

Basic aspects of socialization

The process of socialization begins with the birth of a person and continues until the end of his life.

Includes two main aspects:

• the assimilation of social experience by an individual due to his entry into the social system of public relations;
• active reproduction of the individual’s system of social relations in the process of his inclusion in the social environment.

Socialization structure

Speaking about socialization, we are dealing with a certain transition of social experience into the values ​​and attitudes of a particular subject. Moreover, the individual himself acts as an active subject of perception and application of this experience. The main components of socialization include transmission through social institutions (family, school, etc.), as well as the process of mutual influence of individuals within the framework of joint activities. Thus, among the areas that the socialization process is aimed at are activity, communication and self-awareness. In all these areas, there is an expansion of human connections with the outside world.

Activity aspect

In the concept of A.N. Leontief activity in psychology is the active interaction of an individual with the surrounding reality, during which the subject purposefully influences an object, thereby satisfying his needs. It is customary to distinguish according to several characteristics: methods of implementation, form, emotional tension, physiological mechanisms, etc.

The main difference between different types of activities is the specificity of the subject on which one or another type of activity is aimed. The subject of activity can appear in both material and ideal form. Moreover, behind each given item there is a specific need. It should also be noted that no type of activity can exist without a motive. Unmotivated activity, from the point of view of A.N. Leontiev, is a conditional concept. In reality, the motive still exists, but it may be latent.

The basis of any activity is made up of individual actions (processes determined by a conscious goal).

Sphere of communication

The sphere of communication is closely related. In some psychological concepts, communication is considered as an aspect of activity. At the same time, activity can act as a condition under which the communication process can take place. The process of expanding an individual’s communication occurs as his contacts with others increase. These contacts, in turn, can be established in the process of performing certain joint actions - that is, in the process of activity.

The level of contacts in the process of socialization of an individual is determined by his individual psychological characteristics. The age specificity of the subject of communication also plays a significant role here. The deepening of communication is carried out in the process of its decentration (transition from a monologue form to a dialogic one). The individual learns to focus on his partner, on a more accurate perception and assessment of him.

Sphere of self-awareness

The third sphere of socialization, the individual’s self-awareness, is formed through the formation of his self-images. It was experimentally established that self-images do not appear in an individual immediately, but are formed in the process of his life under the influence of various social factors. The structure of the individual self includes three main components: self-knowledge (cognitive component), self-evaluation (emotional), and attitude towards oneself (behavioral).

Self-awareness determines a person’s understanding of himself as a certain integrity, awareness of his own identity. The development of self-awareness during socialization is a controlled process carried out in the process of acquiring social experience in conditions of expanding the range of activities and communication. Thus, the development of self-awareness cannot take place outside of activities in which the individual’s ideas about himself are constantly transformed in accordance with the idea that develops in the eyes of others.

The process of socialization, therefore, should be considered from the point of view of the unity of all three spheres - both activity, communication and self-awareness.

Features of social and communicative development in preschool age

The social and communicative development of preschool children is one of the basic elements in the system of development of the child’s personality. The process of interaction with adults and peers has an impact not only directly on the social side of a preschooler’s development, but also on the formation of his mental processes (memory, thinking, speech, etc.). The level of this development in preschool age is directly proportional to the level of effectiveness of its subsequent adaptation in society.

Social and communicative development according to the Federal State Educational Standard includes the following parameters:

• level of formation of a sense of belonging to one’s family, respectful attitude towards others;
• the level of development of the child’s communication with adults and peers;
• the child’s level of readiness for joint activities with peers;
• level of assimilation of social norms and rules, moral development of the child;
• level of development of focus and independence;
• the level of formation of positive attitudes towards work and creativity;
• level of knowledge formation in the field of life safety (in various social, everyday and natural conditions);
• level of intellectual development (in the social and emotional sphere) and development of the empathy sphere (responsiveness, compassion).

Quantitative levels of social and communicative development of preschool children

Depending on the degree of formation of skills that determine social and communicative development according to the Federal State Educational Standard, low, medium and high levels can be distinguished.

A high level, accordingly, occurs with a high degree of development of the parameters discussed above. Moreover, one of the favorable factors in this case is the absence of problems in the child’s communication with adults and peers. The dominant role is played by the nature of relationships in the family of a preschooler. Also, classes on the social and communicative development of the child have a positive effect.

The average level, which determines social and communicative development, is characterized by insufficient development of skills in some of the identified indicators, which, in turn, gives rise to difficulties in the child’s communication with others. However, a child can compensate for this developmental deficiency on his own, with a little help from an adult. In general, the process of socialization is relatively harmonious.

In turn, the social and communicative development of preschool children with a low level of expression according to some of the identified parameters can give rise to significant contradictions in the sphere of communication between the child and his family and others. In this case, the preschooler is not able to cope with the problem on his own - assistance from adults, including psychologists and social educators, is required.

In any case, the socialization of preschool children requires constant support and periodic monitoring from both the child’s parents and the educational institution.

Social and communicative competence of the child

Social and communicative development in preschool educational institutions is aimed at developing in children. In total, there are three main competencies that a child needs to master within this institution: technological, informational and social-communicative.

In turn, social-communicative competence includes two aspects:

1. Social- the relationship between one’s own aspirations and the aspirations of others; productive interaction with group members united by a common task.
2. Communicative- the ability to obtain the necessary information in the process of dialogue; willingness to present and defend one’s own point of view while directly respecting the position of other people; the ability to use this resource in the communication process to solve certain problems.

Modular system in the formation of social and communicative competence

It seems advisable to accompany social and communicative development within an educational institution in accordance with the following modules: medical, PMPK module (psychological-medical-pedagogical council) and diagnostics, psychological, pedagogical and socio-pedagogical. The first to be activated is the medical module, then, in case of successful adaptation of the children, the PMPK module. The remaining modules are launched simultaneously and continue to function in parallel with the medical and PMPK modules, until the children are released from the preschool educational institution.

Each module requires the presence of specific specialists who act strictly in accordance with the assigned tasks of the module. The process of interaction between them is carried out through the management module, which coordinates the activities of all departments. Thus, the social and communicative development of children is supported at all necessary levels - physical, mental and social.

Differentiation of children in preschool educational institutions within the framework of the PMPk module

As part of the work of the psychological-medical-pedagogical council, which usually includes all subjects of the educational process of preschool educational institutions (educators, psychologists, head nurses, managers, etc.), it is advisable to differentiate children into the following categories:

• children with poor physical health;
• children at risk (hyperactive, aggressive, withdrawn, etc.);
• children with learning difficulties;
• children who have pronounced abilities in one area or another;
• children without developmental disabilities.

One of the tasks of working with each of the identified typological groups is the formation of social and communicative competence as one of the significant categories on which the educational field is based.

Socio-communicative development is a dynamic characteristic. The task of the council is to monitor these dynamics from the point of view of harmonious development. The corresponding consultation should be held in all groups in the preschool educational institution, including social and communicative development in its content. The middle group, for example, during the program is included in the system of social relations by solving the following tasks:

• development ;
• instilling basic norms and rules of the child’s relationship with adults and peers;
• formation of the child’s patriotic feelings, as well as family and civic affiliation.

To implement these tasks, preschool educational institutions must have special classes on social and communicative development. In the process of these classes, a transformation occurs in the child’s attitude towards others, as well as in his abilities for self-development.

The specificity of social work is that when deciding

problems facing it, it directly or indirectly affects all forms and

types of social relations and human activities, all aspects of society.

Identification and solution of these problems is carried out primarily through

establishing and maintaining contacts with government officials

services, public organizations and associations, citizens and social

groups (clients) in need of help, protection, support, that

requires, in turn, high development among social workers

communication skills.

Thus, the profession of a social worker can be called

communicative, since its practical activities imply

communication, and the success of this activity largely depends on his

communicative competence - in interpersonal communication,

interpersonal interaction, interpersonal perception. Besides,

intensification of social connections, expansion of the field of communication increase

psychological stress and create tension in the communication process.

A high level of communicative competence protects social

worker from these stresses and contributes to intense interpersonal

Communication is characteristic of all spheres of people’s lives; it is a condition and a means

formation of systems of relations between society and the person himself. But how special

phenomenon of social life, communication has specific

Usually there are perceptual, communicative and interactive

communication functions. This means that communication is at the same time perception

partners of each other, their exchange of information, actions and role

influences, establishing certain relationships.

Communication means are extremely diverse. To them

relate:

speech (verbal) means:

vocabulary; stylistics, grammar; semantics;

non-speech (non-verbal) means:

optokinetic (gestures, facial expressions, direction of gaze,

visual contact, redness and pallor of the skin, stereotypes__motor skills);

Paralinguistic (intensity, timbre, intonation of voice, its

range, tonality);

Extralinguistic (pauses, speech rate, coherence, laughter,

coughing, stuttering);

Proxemic (personal space, physical distance

contact: intimate (from 0 to 40-45 cm), personal (from 45 to 120-150 cm),

social (150-400 cm), public (from 400 to 750-800 cm), rotation angle

to the interlocutor;

Subject contact, tactile actions (handshakes, hugs,

kissing, patting, pushing, stroking, touching);

Olfactory agents (related to smell).

In the field of conveying the meaning of speech, the ratio of verbal and nonverbal

means are extremely contradictory. It is especially difficult to identify the “double plan”

text structures, shades of meaning, subtext, as well as genuine attitude

speaker to the content of his speech. No wonder communication specialists

note that there are 500 ways to say “Yes” and 5000 ways to say “No”1.

What are the mechanisms of influence of people communicating with each other?

1. Infection - unconscious reproduction of emotional

states in conditions of mass interaction with other people -

inductors - based on empathy with them;

is usually non-verbal in nature.

2. Suggestion - unilateral arbitrary, targeted infection

another person’s motivation for certain actions, the content of ideas

or emotional states, usually through verbal influence

based on uncritical perception of the actions of the suggestive person (“infecting

manipulation").

The action of this mechanism is largely determined by a number of external

factors that may promote or hinder its effectiveness:

The number of group members who have maximum influence on

individual, must be equal to three;

The influence of a group depends on the position of the individual in this group: least

persons who are weakly dependent on the group and feel high

degree of acceptance by this group;

Consistency of grading in groups using the peer system

relationships, more clearly than in directive groups, but the adequacy of assessments

higher in the second type of groups, almost due to the characteristics

communication connections:

When expressing opinions publicly, their influence is stronger than when communicating them in writing or using some technical means.

Subjects who deviate significantly from the standard (with

individual survey) and significantly diverged in assessments from

group, change their assessments more sharply in a group setting;

The suggestive influence is more intense in the diffuse group than in

team, due to the effect of collectivist self-determination;

Persons aged 17 years or more show a decrease in the degree

conformity;

Girls' conformity is 10% higher than boys' conformity;

Persons with an inert and weak nervous system are more suggestible.

3. Persuasion- conscious, reasoned, logical and factual

reasonable impact on the system of beliefs and ideas, as well as on

motivational and value sphere of another person.

The mechanism of persuasive influence includes information and

argumentation. Information techniques: putting forward a thesis, defining

concepts, formulation of hypotheses-assumptions, explanation, indication-

demonstration, characterization of distinctive features, comparison and implementation

demonstration of visual aids, analogy, excess, incident.

4. Imitation - learning another person's form of behavior based on

both conscious and unconscious identification with it (“act as

another").

Traditional communication is divided into business and interpersonal. IN business

interaction, its participants perform "social roles", therefore, in it

the goals of communication, its motives and methods of implementation are programmed

contacts. Unlike business interpersonal, informal communication

there is no strict regulation of behavior, emotions, intellectual

processes. The essence of interpersonal communication is the interaction of a person with

person, not with objects];. Psychologists emphasize that extreme deficit

namely interpersonal communication and the inability to carry it out

negatively affect the activity and mental well-being of people. By

the conviction of A.A. Bodaleva, such communication is psychologically optimal “when in

it implements the goals of the participants in accordance with the motives,

conditioning these goals, and using methods that do not cause

the partner has a feeling of dissatisfaction.”1. It is emphasized that

optimal communication does not necessarily involve “a fusion of minds, will and feelings

participants" - such communication can take place while maintaining the desired

each partner's subjective distance. In other words, communication becomes psychologically complete only if the partners interact

“on equal terms”, when allowances are constantly made for each other’s uniqueness and not

violation of the dignity of everyone is allowed. Optimal interpersonal

communication is always communication dialogical.

The main characteristics of the dialogue are:

Equality of essential positions of those communicating (relations “subject -

subject");

Trusting mutual openness of both parties;

Absence of assessment, “measurement” of any individual

characteristics of each;

Perceiving each other as unique and valuable individuals.

Special attitude towards dialogue partner M.M. Bakhtin defines it as

state of “out-of-place”, A.A. Ukhtomsky - as a “dominant on

interlocutor", humanistic therapy - as the ability to decentralize1.

The essence of this relationship is the absence of attempts to attribute to the partner

communication of any traits, motives, motivations that he lacks - how

strangers (stereotypical perception of another person and, as a result, attribution,

those. attribution “by inertia” of features habitual in a given situation

such as “all salespeople are rude”, “all men are selfish”, etc.), and their own

(projection, or “gifting” a communication partner with one’s qualities or

qualities that are more advantageous at the moment depending on the state

own inner world - the so-called egocentric perception).

Dialogue is a natural environment for personal development, one of

fundamental forms of manifestation of human individuality,

therefore, dialogue as a form of communication can be not only a means

achieving certain goals (educational, educational, etc.),

solving problems (scientific, creative, etc.), but also of independent value

human life. Lack or deficiency of communication in the form of dialogue

contribute to various distortions of personal development, the growth of problems in

intra- and interpersonal level, the growth of deviant behavior.

Thus, communication as a social activity is for

a person is an obligatory personal shaping factor, and experience and practice

leading teachers, psychologists, psychotherapists are convinced that only

dialogical communication provides great opportunities for creative

personality transformation.___ Communication competence in communicative professions

Competent communication is a complex integral

education, and solving its problems is possible from different positions. Let's consider

some characteristics of competent communication, or mastery of communication,

significant primarily in the context of the practice of its development.

In diverse cases of communication with invariant components

there are such structural components as participating partners, situation,

task. Variation is usually due to changes in character

(characteristics) of these components and the uniqueness of the connections between them.

The richness, complexity of communication and, accordingly, competence in

communication is explained by the diversity of its types. Usually they allocate official

business (role-playing), intimate-personal, ritual (including secular),

manipulative, dialogical communication, etc. Practice shows that far

Competence in one type of communication does not always mean competence in others

its types. Quite often these can be quite autonomous entities.

In this context, it is appropriate to specifically define the concept of the term

"competent". In the dictionary of foreign words this term is translated as

number as “knowledgeable, competent in a certain area.” Of course, knowledge about

communication is a necessary element of competence, but only when

it becomes a social attitude - a readiness to act

in a certain way in relation to oneself, others, the situation. May be

a very knowledgeable person, informed about communication problems, but

this is by no means a guarantee of competence. The main criterion here

are a real solution to problems arising during communication and at the same time

personal development, self-realization.

An important indicator of communication competence is a person’s attitude towards

own values: to what extent he reflects them, to what extent to himself

gives a report to them. It is known that it is not at all easy to answer the question: “Why

What do I want most in this life, what am I striving for, why am I living?” Essentially speech

is about reflective culture as a component of competence. Exactly

reflexive-empathetic development of a person provides a position of decentralization in

relationship with a partner, the ability to analyze communication situations not only with

own bell tower." Reflective culture assumes that the participant

communication is able to become, as it were, an intermediary in relation to oneself in this

process, analyzing the situation, goals, consequences, etc. Precisely reflexive

a person’s position in relation to himself and communication partners in

largely determines the subjectivity of the communicating parties, which is

a prerequisite for building communication as a dialogue.

The point in this case is that the development of competence is

development of a person’s skills to explore his own psychological

potential, as well as the ability to reconstruct the components of the psychological appearance of their partners, situations, and tasks.

Modern psychology has accumulated a large amount of empirical data

regarding each of the mentioned facets of communication.

The development of competent communication can be viewed from different points of view

vision. You can focus on enrichment, completeness, polyphony - in

In this case, the main thing turns out to be the focus on acquiring a diverse

palette of psychological positions and means that help complete

self-expression of partners, implementation of all functions ~ perceptual,

communicative, interactive. If help is provided in overcoming those

or other communication difficulties, any one facet may be emphasized

these funds.

In particular, it is no coincidence that in order to improve service, business and

intimate and personal communication, various types of social

psychological training.

In general, competence in communication does not mean mastery of any

one psychological position as the best, and the use

complex of these positions. Ability to apply the full range of personal

possibilities, as if playing on all psychological “instruments”, is one of

indicators of psychological maturity and competence.

The basis of communicative competence is social intelligence, i.e.

sustainable, based on the specifics of thought processes and affective

response ability to understand oneself, other people, their

relationships and predict interpersonal events. Formation

social intelligence is promoted primarily by the development of observational skills

sensitivity - the ability to observe another person and at the same time

remember what he looks like and what he says; theoretical sensitivity -

ability to select and apply theories to make more accurate predictions and

explanations of other people's feelings, thoughts and actions; nomothetic

sensitivity - the ability to understand a typical representative of a particular

groups; ideographic sensitivity - the ability to understand originality

each person.

Sensitivity develops during special trainings that promote

a more vivid manifestation of empathy - the ability to accept another,

emotional resonance to his experiences (a condition for relieving anxiety,

“defense mechanisms” of the client), which help to identify oneself with another,

simulate the client’s internal state based on an attempt to imagine himself

on his place.

Development of communicative competence among social workers

through special scientific methods provides appropriate

forms of training. One of them is active social learning in conditions

group educational and training activities. Educational and training group -

one of the organizational and didactic forms, the activities of which are aimed at developing general and professional competence; socializing

the environment is a holistic professional culture.

One of the indicators of communication competence is the ability to listen.

It is known that many of us do not know how to listen (and hear) what they say

others for us. Even when we do not interrupt the other person, much of what

he says, “flies” past our ears - mainly because in this

moment we are thinking about something else. This sometimes leads to very

negative consequences: friendships are destroyed and even

families. If the inability to listen is characteristic of a social worker,

then the client has a wrong opinion about him.

The ability to listen to the words of others is of paramount importance in

human hostel. Sociologists have calculated: out of all time,

what we need to communicate with colleagues and people close to us, 9% goes away

for writing, 16 for reading, 30 for talking, 45% for listening

others (more precisely, the fact that we must would listen).

We offer you several tests to test your listening skills. Better,

if you answer the questions of several tests, the results will be more

objective.

Needless to say, you must answer all questions with

with maximum sincerity.

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Posted on http://www.allbest.ru/

Baltic Federal University named after. Kant

Department of Special Psychological and Pedagogical Disciplines

Faculty of Psychology and Social Work

Course work

Topic: Features of the communication abilities of future social workers

Completed by a 3rd year student

Full-time department

Specialties social work

Kalmykova V.V.

Scientific director

Levko O.V.

Kaliningrad 2012

Introduction

Chapter 1. Theoretical study of communication as a condition for effective communication abilities of a future social worker

1.1 The concept of communication in psychology, the functions of communication, its types

1.1.1 Definition of communication, approaches to understanding the term “communication”

1.1.2 Communication process: communicative, perceptual and interactive aspects of communication

1.1.3 Functions and levels of communication

1.1.4 Types of communication

1.2 Social work as a communicative profession

1.3 Theoretical foundations of communication in social work

1.3.1 Components of verbal communication

1.3.2 Components of nonverbal communication

1.3.3 Social perception in the professional activity of a future social worker

1.3.4 Active listening as a necessary element of communication for a future social worker

Chapter 2. Practical study of the communication abilities of future social workers

2.1 Organization and progress of the study

2.2 Analysis of the results obtained

Conclusion

Bibliography

Annex 1

Appendix 2

Introduction

In the conditions of modern Russian reality, more and more people need the help of a specially trained professional in the field of social work. To achieve maximum efficiency, a social worker must be well aware of the patterns of the communication process, since communication is a specific feature of social work as a professional activity.

Professional social work is one of the main ways society responds to changes in the world. This is an activity to harmonize human relations through providing assistance to individuals and groups of people through their protection, support and rehabilitation. Most often, “social work” is understood as a set of specific practical actions of legal, economic, psychological assistance to socially vulnerable, socially maladjusted people (disabled people and their families, migrants, refugees, people with deviant behavior, victims of violence, the unemployed, the homeless, women, children , youth, elderly, etc.) In their practice, social workers come into contact with various spheres of human life and society - the sphere of health (physical, mental, social), rights, the education system, family planning, economic programs, employment problems, etc. They provide individual and group counseling, work with difficult life situations and their prevention. Organize professional social work and carry out administrative functions. Social workers see themselves as agents of social change.

Communication plays a huge role in the life of society. Without it, the process of education, formation, personality development, interpersonal contacts, as well as management, service, scientific work and other activities in all areas where the transfer, assimilation and exchange of information are necessary are unthinkable. Communication plays an important role in a person’s mastery of cultural and universal values ​​and social experience. “In the process of communication, this specific form of human interaction with other people, there is a mutual exchange of ideas, ideas, interests, moods, attitudes, etc. In communication, a specific individual takes possession of the “fund of spiritual wealth” created by other people, thanks to which the limitations of his individual experience are overcome; at the same time, through communication, he contributes to this “fund” what he himself created. This is what determines the meaning of communication in the life of an individual.

Who else but a social worker has to constantly communicate with people in the course of their professional activities, listen to their problems and experiences and help, at least in words, to solve them. In addition, a social worker often serves as an intermediary between a person and government agencies and authorities. Therefore, during the training process, a future social worker must be given the skills of correct, “professional,” competent communication, which will be necessary for psychological or legal counseling, and for solving any client problems related to communication with officials, government officials, etc. P.

Cspruce This work will reveal the level of communication abilities of future social workers.

An object: communication processes.

Item: communication skills of the future social worker.

Hypothesis: An important component of effective social work is a high level of development of the communication abilities of future social workers.

Tasks:

1. Define the concept of communication in psychology, its functions, levels and types.

2. Consider social work as a communicative profession.

3. Determine the theoretical foundations of communication in social work.

4. Identify the level of communication and organizational abilities of future social workers.

Chapter1. TheoreticalstudycommunicationHowconditionseffectivecommunicativeabilitiesfuturesocialemployee

communication social worker communicative

1.1 ConceptcommunicationVpsychology,functionscommunication,hiskinds

1.1.1 Definitioncommunication,approachesTounderstandingterm"communication"

Despite the abundance of research on communication, there is currently no unified approach to defining and characterizing this phenomenon. Among researchers there are different points of view on the essence, function and other states of communication. Some authors define communication as communication, the communicative process (R.A. Maksimova, B.A. Rodimov, N. Winner, etc.) or the exchange of information (Osgood). Other researchers (A.A. Leontyev and others) consider communication to be one of the types of activity. In relation to it, they look for all the components characteristic of activity in general. Still others believe that communication can exist in various forms: in its original form, in the form of joint activity, in the form of verbal or mental communication (A.N. Leontyev, G.M. Andreeva, etc.). Lomov and Ananyev consider communication as a specific human activity along with activity and cognition.

All these approaches reflect the diversity and complexity of such a phenomenon as communication. In social work, communication is one of the professional characteristics of a specialist and it is presented both as a separate activity and as a communicative process.

We can give the most general definition of communication, which best reflects all its aspects and components: communication- a complex process of interaction between people, consisting of the exchange of information, as well as the perception and understanding of each other by partners. This definition is fully suitable for defining communication within the framework of social work. The subjects of communication are living beings, people. In principle, communication is characteristic of any living beings, but only at the human level does the process of communication become conscious, connected by verbal and non-verbal acts. The person transmitting information is called a communicator, and the person receiving it is called a recipient. In the process of counseling, a social worker constantly has to play either the first role or the second, and often the role of the recipient is more important in professional activities.

In the domestic psychological approach to understanding communication, a number of aspects are distinguished: content, goal and means.

The content of communication is information that is transmitted from one living being to another in inter-individual contacts. This may be information about the internal (emotional, etc.) state of the subject, about the situation in the external environment. The content of information is most diverse when the subjects of communication are people. This component is even more important than in everyday communication for social work, since the social worker’s task is not only to listen carefully and actively, but also to be able to direct the conversation with the client in the right direction, that is, to adjust the content of communication.

The purpose of communication is something that answers the question “for what purpose does a creature enter into an act of communication?” In animals, the goals of communication usually do not go beyond the biological needs that are relevant to them. For a person, these goals can be very, very diverse and represent a means of satisfying social, cultural, creative, cognitive, aesthetic and many other needs. In social work, the goal of communication is usually to solve the problems (psychological, legal, material, etc.) of the client.

Means of communication are methods of encoding, transmitting, processing and decoding information that is transmitted in the process of communication from one being to another. Encoding information is a way of transmitting it. Information between people can be transmitted using the senses, speech and other sign systems, writing, technical means of recording and storing information.

1.1.2 Processcommunication:communicative,perceptualAndinteractivesidescommunication

The structure of communication can be approached in different ways, in this case the structure will be characterized by highlighting three interrelated sides in communication: communicative, interactive and perceptual.

The communicative side of communication (or communication in the narrow sense of the word) consists of the exchange of information between communicating individuals.

The interactive side consists of organizing interaction between communicating individuals (exchange of actions).

The perceptual side of communication means the process of perception and cognition of each other by communication partners and the establishment of mutual understanding on this basis.

The use of these terms is conditional, sometimes others use them in a similar sense: in communication, three functions are distinguished - information-communicative, regulatory-communicative, affective-communicative.

A)Communicativesidecommunication.

During an act of communication, there is not just a movement of information, but a mutual transfer of encoded information between two individuals - the subjects of communication. Therefore, information exchange takes place. But people do not just exchange meanings, they strive to develop a common meaning. And this is only possible if the information is not only accepted, but also comprehended.

Communicative interaction is possible only when the person sending information (communicator) and the person receiving it (recipient) have a similar system of codification and decodification of information. Those. “everyone should speak the same language.”

In the context of human communication, communication barriers may arise. They are social or psychological in nature.

The information itself emanating from the communicator can be motivating (order, advice, request - designed to stimulate some action) and stating (message - takes place in various educational systems).

Communication means.

For transmission, any information must be appropriately encoded, i.e. it is possible only through the use of sign systems. The simplest division of communication is verbal and nonverbal, using different sign systems. Lasswell's model of the communication process includes five elements:

WHO? (transmits message) - Communicator

WHAT? (transmitted) - Message (text)

HOW? (transfer in progress) - Channel

TO WHOM? (message sent) - Audience

WITH WHAT EFFECT? - Efficiency.

It is possible to distinguish three positions of the communicator during the communicative process: open (openly declares himself a supporter of the stated point of view), detached (keeps himself emphatically neutral, compares contradictory points of view) and closed (keeps silent about his point of view, hides it).

b)Interactivesidecommunication.

This is a characteristic of those components of communication that are associated with the interaction of people, with the direct organization of their joint activities. There are two types of interactions - cooperation and competition. Cooperative interaction means coordinating the forces of participants. Cooperation is a necessary element of joint activity and is generated by its very nature. Competition - one of its most striking forms is conflict.

V)Perceptualsidecommunication is the process of people perceiving and understanding each other.

All three aspects of communication are closely intertwined, organically complement each other and constitute the communication process as a whole. A social worker must know the structure of communication in order to work more effectively with clients.

1.1.3 FunctionsAndlevelscommunication

Communication performs a number of functions in human life:

1. Social functions of communication.

Organization of joint activities.

Behavior and activity management.

Control.

2. Psychological functions of communication:

Function of ensuring psychological comfort of the individual

Satisfying the need for communication

Self-affirmation function

Communication functions are performed at various levels of communication:

The manipulative level is that one of the interlocutors, through a certain social role, tries to evoke sympathy and pity from the partner.

Primitive level, when one of the partners suppresses the other (one is a constant communicator, and the other is a constant recipient).

The highest level is the social level when, regardless of social role or status, partners treat each other as equal individuals. The social worker's communication (especially communication with the client) should be carried out to a greater extent at this level, although the use of the first two levels is also necessary.

1.1.4 Kindscommunication

Depending on the content, goals and means, communication can be divided into several types.

1 . By content it Maybe be:

1.1 Material (exchange of objects and products of activity).

1.2 Cognitive (knowledge sharing).

1.3 Conditional (exchange of mental or physiological states).

1.4 Motivational (exchange of motivations, goals, interests, motives, needs).

1.5 Activity (exchange of actions, operations, skills).

2. By goals communication share on the:

2.1 Biological (necessary for the maintenance, preservation and development of the organism).

2.2 Social (pursues the goals of expanding and strengthening interpersonal contacts, establishing and developing interpersonal relationships, and personal growth of the individual).

3. By means communication Maybe be:

3.1 Direct (Carried out with the help of natural organs given to a living being - arms, head, torso, vocal cords, etc.).

3.2 Indirect (related to the use of special means and tools).

3.3 Direct (involves personal contacts and direct perception of communicating people by each other in the very act of communication).

3.4 Indirect (carried out through intermediaries, who may be other people).

Communication as interaction presupposes that people establish contact with each other, exchange certain information in order to build joint activities and cooperation. For communication as interaction to occur smoothly, it must consist of the following stages:

Establishing contact (acquaintance). Involves understanding another person, introducing oneself to another person.

Orientation in a communication situation, understanding what is happening, pausing.

Discussion of a problem of interest.

Solution to the problem.

Ending a contact (exiting it).

1.2 SocialJobHowcommunicativeprofession

In 1991, Russia joined the community of countries in which professional social work exists. The profound social changes that have taken place in post-Soviet Russia, the instability of the political and economic situation have led to an increase in the number and expansion of the range of socially unprotected and vulnerable groups (poor and unemployed, students, single-parent and large families, families with chronically ill and disabled people, migrants and refugees, etc. .), as well as socially deviant contingents and “risk groups” (alcoholics and drug addicts, juvenile delinquents and prostitutes, homeless people, beggars, etc.). Professional social work is one of the main ways society responds to changes in the world. This is an activity to harmonize human relations through providing assistance to individuals and groups of people through their protection, support and rehabilitation. Most often, “social work” is understood as a set of specific practical actions of legal, economic, psychological assistance to frail, socially vulnerable, socially maladjusted people (disabled people and their families, migrants, refugees, people with deviant behavior, victims of violence, the unemployed, the homeless, women , children, youth, the elderly, etc.) In their practice, social workers come into contact with various spheres of human life and society - the sphere of health (physical, mental, social), rights, the education system, family planning, economic programs, employment problems, etc.

They provide individual and group counseling, work with difficult life situations and their prevention. Organize professional social work and carry out administrative functions.

In the latest edition (1994) of the tariff and qualification characteristics of the position “social work specialist”, the following functions are highlighted:

analytical-gnostic (identification and registration in the service territory of families and individual citizens, including minor children in need of various types and forms of social support, and the implementation of patronage over them);

diagnostic (establishing the causes of difficulties encountered by citizens);

system-modeling (determining the nature, volume, forms and methods of social assistance);

activation (promoting the activation of the potential of an individual’s own capabilities, family and social group);

effective and practical (assistance in improving relationships between individuals and their environment; consultations on social protection issues; assistance in preparing documents necessary to resolve social issues; assistance in placing those in need in inpatient medical and recreational institutions; organizing public protection of juvenile offenders, etc. .);

organizational (coordination of the activities of various state and non-state institutions, participation in work on the formation of social policy, development of a network of social service institutions);

heuristic (improving one’s qualifications and professional skills).

We can especially highlight the communicative function, with the help of which almost all the previous ones are carried out. “The communicative function is designed to establish contact with those in need of some kind of help and support, organize the exchange of information, promote the inclusion of various institutions of society in the activities of social services, and help perceive and understand another person.”

In fact, the social worker is expected to be able to act as a social statistician, administrator and manager; provide various types of social services; help in raising children; provide psychological and legal consultation and examination; conduct educational work on a variety of issues, including such as a healthy lifestyle, family planning, crime prevention, etc.

Among the main professional requirements for a social worker, in addition to the fact that he must have good professional training and knowledge in various fields, have a fairly high general culture, have information about modern political, economic and social processes, he must also have a certain social adaptability. He needs to skillfully contact and win over “difficult” teenagers, orphans, disabled people, people undergoing rehabilitation, etc. A social work specialist must have professional tact capable of arousing sympathy and trust among people, maintain professional confidentiality, and be sensitive - in a word, he must be able to communicate.

Thus, the activity of a social worker consists of constant contact with people, that is, direct communication with them. All tasks facing a social worker are solved through communication. In the process of communication, information is exchanged between its participants at both verbal and non-verbal levels. The task of the social worker is to create a friendly environment, find an appropriate way of behavior and communication with the client. To do this, you need to know not only conversation techniques and rules of communication, the psychological characteristics of people and the importance of non-verbal means of communication, but also possess such qualities as politeness, friendliness, kindness, focus on people, patience (tolerance), intuition, compassion, etc. d.

Creating a friendly environment and choosing the right way of behavior and communication will allow the social worker to please people and persuade them to his point of view. The effectiveness of a social worker depends on this.

So, from all of the above we can conclude: social work is a communicative profession, that is, closely related and inseparable from the process of communication, both at the micro and meso levels, and at the macro level of social work.

1.3 TheoreticalbasicscommunicationVsocialwork

1.3.1 Componentsverbalcommunication

In the social worker’s communication there is a great deal (if, not if) O The verbal aspect of communication plays a major role. A social worker must take this aspect into account not only when conducting a consultation conversation, but also during business and intimate-personal communication.

In this chapter we will look at such components of verbal and near-verbal communication as pace, pauses, clarity of speech, breathing, pronunciation and outline its role for a social worker. One of the most important conditions for the effective work of a social worker is good contact with the client. The guarantee of such contact is not only professional mastery of verbal technical means, but also such non-verbal parameters as intonation, eye contact, pauses. Very roughly, means of maintaining contact can be divided into direct and indirect. The first group includes all those forms of address to a person who has come to an appointment that are aimed at establishing a trusting and frank relationship with him - encouragement, praise, expression of support, etc. The need to use such forms of address arises in a variety of situations: at the beginning conversations to establish contact and relieve tension; in a situation where too important or sensitive issues are discussed; when a person is upset or crying.

One of the most important indirect verbal means aimed at maintaining contact is calling the client by name. The very mention of a person's name usually works to contact him.

The most traditional form of maintaining verbal contact in a conversation is an expression of agreement and approval expressed by the consultant while he listens carefully to the client. It is not so important in what form and at what moment the approval will be given, but the very fact that the social worker is not silent, but nods and encourages is important.

Observations show that the person uttering the words fixes his attention on the content of what he is saying, while the listener unconsciously fixes his attention on how the person speaks. Consciousness reacts earlier to intonation than to the meaning of a word and adjusts the body accordingly. Therefore, if the tone of the voice is unfriendly, irritated, threatening, and the words are neutral, then the body is tuned to self-defense. The mechanism of such a reaction is innate. A social worker must remember this when communicating with a client.

At the same time, the professional task of a social worker dealing with a tense client is to distance himself from the client's intonation. No matter how provocative or offensive it may be, it should be remembered that this is, first of all, a sign of the client’s crisis state, that is, a reaction to the problems that the client has encountered. Therefore, you should treat negative intonations with understanding and professionalism, without the desire to respond in kind. In a conversation with such a client, the consultant must control his intonation, his voice must be calm, confident, and friendly. There should be no irritation, threat or ingratiation and pity.

Our voice is able to tell about feelings, about health, about how relaxed you feel, how easily you submit to the pressure of the people around you; the voice is able to tell the entire psychological history of the individual. Your voice and speech are absolutely unique, like fingerprints. The voice is a function of the body and cannot exist separately from it. Despite the fact that the voice has a predominantly auditory effect, we can “see” its work. Voice and body language often work together, reinforcing each other. With special exercises, you can ensure that your voice does not sound tired, and becomes one of the main factors in creating the desired image for a social worker.

SPEECH RATE AND PAUSES.

People who speak very quickly often do not leave pauses to support proper breathing. The pace of speech depends on the placement of pauses. A fast pace of speech is good, provided that all words are pronounced clearly and that pauses are long enough to allow the listener to think about what is being said. Listening to a person who speaks slowly but does not pause is very boring. A pause is needed to breathe in air, to “recharge” before continuing the speech, to give your brain the opportunity to prepare what will be said, and for the listener to comprehend what has already been said. Pauses give rest to both the brain and body. A fast pace of speech is a sign of quick thinking. Unfortunately, there is no point in instantly generating and immediately expressing ideas, because those around you will simply not be able to have time to assimilate them.

Very often, social workers and psychologists forget about these simple rules of communication, which negatively affects the client, his psychological comfort during counseling, and therefore the results of the consultant’s work.

Like other ideals of beauty, culture and good manners, what you call a “pleasant voice” is only your rather subjective assessment. There is no standard assessment of what constitutes a good and what a bad tone of voice. What one person considers to be the "rich" voice of a well-educated person, another will consider pompous and pretentious. Some people like "trained" voices, while others consider them artificial. Of course, a lot here depends on how well they are trained. The pitch of the voice also depends on pronunciation. The pitch of speech sounds can be graphically represented in musical notation, like music, and the dominant pitch pattern will influence the impression YOU make in a conversation. If you often use rising intonation, it will be perceived as if you want to hear confirmation. A professional social worker should never forget this. He must take into account all the nuances of the client’s tone of voice in order to better understand him and at the same time monitor his own voice in order to most beneficially influence the client, for example, to convince him that he can cope with the problem.

SPEECH CLARITY.

If a person speaks slurredly, this is a sign of secrecy and mistrust. It will be difficult for you to create an atmosphere of trust if you behave too reservedly. Your behavior will influence the behavior of your interlocutor. It may seem distant, and this detachment of yours can seem overbearing and threatening to the person you would like to help with. In such a situation, the desire to be involved rather than detached comes into conflict with the way we express it. Your image to the client can be greatly improved by increasing clarity and clarity of speech. Consonants express logic and structured thinking in speech. When a person gets drunk, the logic of his thinking becomes blurred, and the same thing happens with the consonant sounds he pronounces. Careless speech indicates a lack of interest and energy, and even arrogance: you don’t care about anything, so you can’t be bothered. Sloppy, unclear speech can be improved with the help of tongue twisters. If you are too tense, it will come across as overly reserved and unsure of yourself. The best option is one in which the facial muscles are relaxed, but not flaccid and powerless, but flexible and pliable.

To effectively present your image, you need to have a demonstrated voice. If you always speak quietly, you will come across as a shy person. In addition, people talking to you will be tired and irritated, since they will have to strain to hear you. If everything is in order with your breathing and articulation, then your voice is unlikely to let you down. Speech that is too loud, or speech that is constantly at the same level, makes a person seem overwhelming and insensitive to the reactions of others. When speaking an important phrase or talking about something about which you have strong feelings , a temporary, controlled drop in speech volume will cause listeners to pay closer attention to your words for a while - this is a good way to attract attention.

All this must be taken into account by social work specialists both when communicating with a client and during a business conversation.

1.3.2 Componentsnon-verbalcommunication

A lot has been written about nonverbal contact and its importance, both in the process of psychotherapy and in ensuring the effectiveness of interpersonal communication.

The consultant and the client are in a kind of physical contact during the conversation, the use of which can also increase the effectiveness of the advisory process. This is usually expressed in the fact that when deeply involved in a conversation, the client, without realizing it, begins to mirror the consultant’s posture and behavior. So, if the consultant is tense, the feeling of tension and uncertainty is transmitted to the interlocutor, who unconsciously takes a pose similar to that of a professional. The presence of such contact provides enormous opportunities for the consultant, who, if the client is too closed or tense, can try to indirectly influence him by relaxing and taking a more comfortable position. Unconsciously, the interlocutor, to one degree or another, will most likely try to repeat it.

A social worker needs to be able to understand and apply nonverbal elements of communication to improve the effectiveness of communication with clients and with other people. Among the main elements we can distinguish: psychological territory (personal space), gestures (open, closed, aggressive and defensive).

Nonverbal communication is more ancient than verbal communication. It is already present in animals and is more reliable, since it is controlled to a greater extent by our unconscious. Non-verbal communication -- it is the language of our emotions and moods.

"Under Psychological territory is understood as the space that a person considers his own. This is a mental “extension” of his body.

In addition to the official territory: house, apartment, room, table, chair, bed, favorite place in the bar, each person has a designated air space around his body.

The size of this zone depends on culture, population density and social status.

1. Intimate zone - the distance of an outstretched elbow (only for close friends, relatives, children).

2. Personal zone - arm's length distance. We communicate most often in this zone. It is open to friends and just acquaintances.

3. Social (implies communication between strangers who are united by purely social relationships and, moreover, not for long).

4. Public zone (for public speaking the most acceptable: 3.5 - 4 meters).

Any violation of this pattern is considered by our subconscious either as an invasion of our territory (aggression), or as alienation and coldness. When contacting a client or during business communication, a social worker must take this point into account in order to win him over and not cause alienation.

“Nonverbal defense is a closed or defensive posture that the interlocutor uses if:

1. He feels an attack, pressure or other manifestation of aggression towards him (for example: the boundaries of his psychological territory have been violated);

2. If he does not agree with what is happening or being said;

3. If he feels insufficiently confident, unprotected or feels weak (for example: in the company of new, unfamiliar people).

In such a situation, a person tries to defend himself - he puts up non-verbal barriers. Figuratively, we can say that a person is trying to hide behind something. (See Attachment)

If a social worker notices these postures and gestures during a conversation with a client, he should take as open a pose as possible (perhaps after a while the client will follow his example and become more relaxed), change the topic of conversation, become more delicate towards the client, and win him over. yourself, try to establish a more trusting and relaxed relationship (using verbal and non-verbal means), show that nothing and no one is threatening the client here, otherwise the effect of the conversation (consultative or psychotherapeutic) will be minimal.

Defensive, defensive postures, postures of aggression and dissatisfaction (see appendix) most often show an unfriendly, distrustful, or even aggressive attitude of the client towards the social worker and such communication is unlikely to benefit the client. First of all, the social worker needs to change this attitude, and only then conduct a consultative conversation. It is extremely undesirable for the social worker himself to use such postures and gestures; this will not encourage his client to communicate.

If the client with his gestures (see appendix “Gestures of uncertainty, doubt and untruth”) shows his uncertainty, doubt, then the social worker needs to encourage the interlocutor, otherwise he may completely withdraw into himself and there can be no talk of any communication. These gestures may also indicate that the client is not telling the truth and the social worker should be on guard.

When communicating with a client, a social work specialist should use gestures of openness and trust (see Appendix “Positive Gestures”). Even if the client is enslaved, then, most likely, with such a position of the consultant, he will unconsciously become less tense and more open to conversation.

There are also neutral gestures and postures, which under certain conditions may be undesirable (see Appendix “Neutral Postures and Gestures”).

By observing a person, we can find out his characteristic postures and gestures, and on their basis make an assumption about his characteristic behavior. This is very important for a social worker both in a consultative and psychotherapeutic conversation.

1 . Three main instinct V situations dangers, conflict (stress):

Fight (norepinephrine and adrenaline).

Run (adrenaline).

Freeze (acetylcholine).

Accordingly - characteristic behavior, accordingly - characteristic gestures and body movements:

The “Fight” reaction will manifest itself as aggressive, offensive movements of a piercing cutting nature. Like clenching your fists, looking “from under your forehead,” bending your body forward...

The "Run" reaction is like putting up barriers, looking around, pulling the collar, stepping back, leaning on other objects (tables, chairs, walls), nodding the head...

The “Freeze” reaction will be characterized by some numbness, inhibition of gestures and facial expressions.

2. Bright expressed emotional states:

Manic, excited;

Apathetic, depressed;

Anxious, neurotic;

dysphoric, angry.

Before starting his conversation, a social worker, even if he is not conducting psychological counseling, but, for example, counseling on employment or legal issues, he must understand what state the client is in and how he can behave in the future. (see appendix “Diagnostics of emotional states”).

Demonstrative personalities are characterized by emphasizing their state with emotional gestures, mannerisms in gestures and poses (but not necessarily), and rich facial expressions. There are many gestures directed towards oneself. Gestures become much more emotional when such a person begins to talk about himself. Very vividly shows with his facial expressions a wide range of feelings and emotions. Preening gestures are almost always present. Often in his arsenal there are many “fashionable” gestures.

3. Type temperament:

Choleric (Gestures are strong, emotional, sharp, sweeping);

Sanguine (strong, but smooth, emotional, soft, sweeping);

Phlegmatic (meager, not emotionally rich, not sweeping);

melancholic (small, meager, but emotional).

It has been proven that many people do not achieve mutual understanding precisely because during communication they do not take into account what type of temperament and modality their partner belongs to. So, if a client or a social worker’s partner in business communication is “choleric or sanguine,” then the conversation should not be delayed; the choleric person immediately wants to “take the bull by the horns,” and any delay makes him worry. The sanguine person quickly adapts to new conditions and begins to “dictate” the conversation strategy. A melancholic person experiences tension in an unusual environment and needs constant confirmation that he is treated with sympathy. The phlegmatic person feels the need to look around and study the interlocutor.”

2. System representations:

For more effective communication, a social worker needs to know what type his client belongs to in order to better influence the client, influence him or simply establish contact. Sometimes, if the modalities of the social worker and the client do not match, then the consultant must “adjust”, try to match the client’s modality.

Visualist (this is a person who thinks in pictures, it is important for him to imagine something, “draw” an image, a picture, and only after that he will be able to understand the information he heard or express his thought);

Long communication distance

Does not like touching;

The upper part of the face is active (eyes, eyebrows, forehead);

Speech is fast;

Breathing is shallow.

Auditor (he must hear any information, process it logically and only after that use it):

Average distance (approx. 80 cm);

The gaze is absent-minded, deep in oneself;

Gestures in the chest area, palms;

Active lower part of the face (lips, cheeks).

Kinesthetic (this is a person of feelings, in order to effectively work with information, he must feel its content, as if pass it through himself):

Very short distance;

Tend to touch;

When excited they turn red and become covered with spots;

They gesticulate a lot.

If a social worker is engaged in psychocorrection, psychotherapy, counseling (not only psychological, but also legal, etc.) - knowledge of body language will help him diagnose:

A) current state of the client (depression, aggression, anxiety, etc.);

b) how congruent are his statements (neurotics are characterized by a discrepancy between their statements and non-verbals; informing them about this discrepancy can be the beginning of psychocorrectional work);

V) highlight some character traits (demonstrativeness, constraint, excitability, impulsiveness, authoritarianism, submissiveness, etc.);

G) his attitude towards him (mistrust, aggression, fear, arrogance, subordination, etc.).

Also, knowledge of the elements of nonverbal communication will help when contacting your colleagues, representatives of any social institutions, various organizations, and officials. This will allow social assistance services to function more efficiently, and therefore provide better assistance to people who need it.

A social worker in an employment service can share his knowledge about nonverbal communication with job seekers, this will help them when communicating with an employer.

1.3.3 SocialperceptionVprofessionalactivitiesfuturesocialemployee

Social perception plays a special role in the communication process. This term was introduced by J. Bruner in 1947 to denote the fact of social determination of perception processes. Later, this term acquired a slightly different meaning; social perception began to be called the process of perceiving so-called “social objects,” which meant other people, social groups, and large social communities.

In social work, interpersonal perception or the perception of a person by a person is of greatest importance. In order to provide qualified assistance to a client, a social worker must apply in his work a number of psychological mechanisms that ensure the process of perception and help move from the external perception of a person who needs the help of a social worker to knowledge of his inner world, understanding of his values ​​and personal qualities, assessment and prognosis behavior. These mechanisms include: identification, empathy and attraction.

“Identification literally means “to liken oneself to another.” A social work professional may use identification to make assumptions about a client's internal state by attempting to put oneself in that client's shoes.

Empathy can be defined as emotional feeling or empathy for another, which is an important quality of a social worker. The mechanism of empathy is similar to the mechanism of identification: in both cases there is “taking into account” the command of another person.

Attraction is a concept that denotes the occurrence, when a person perceives a person, of the attractiveness of one of them for another.

In order to predict the situation, it is necessary to take into account the “effects” that arise in the process of interpersonal perception. The most significant are: the halo effect (the overlay of information about the client on an image created in advance), the effect of novelty and primacy (i.e., the fact that in the perception of a familiar person, the latest information is the most significant, and in the perception of a stranger, the information presented earlier predominates ). All these effects can be considered as a manifestation of the process of stereotyping, which can lead, on the one hand, to a reduction in the cognition process, in cases where this is necessary, and on the other hand, to the emergence of prejudice. It is important for a social worker to avoid such prejudices in his work, as they can cause serious harm to communication with the client.”

Social perception as a component of the communication process plays a big role in the activities of a social work specialist, because it makes it possible, firstly, to understand by external manifestation what the client is like, to penetrate into the depth of his personal structure, to find out the features of his individuality; and secondly, it makes it possible to determine by external behavioral signs the emotional state of the client that he is experiencing at the moment, that is, it forms in the social worker an empathetic attitude towards the client, which is an important factor in the successful work of the social worker, since the client begins to actively trust the person, imbued with his problem.

1.3.4 ActivehearingHownecessaryelementcommunicationfuturesocialemployee

“Effective listening is the ability to extract useful information from oral communication. It is believed that the ability to listen to an interlocutor is one of the criteria for a person’s sociability. No more than 10 percent of people know how to listen to their interlocutor, while the role of the listener is very important to establish contact. The main disadvantages of listening are thoughtless and fragmentary perception, as well as analytical narrowness (the inability to establish connections between the content of the message and the facts of real life).”

“The ability to listen is a great gift and the key to the success of not only a psychologist or psychotherapist, but also a social worker. Therefore, he needs to take into account a number of rules, the observance of which will allow him to form a listener in himself:

1. Active listening posture. It has been established that a collected posture helps to concentrate, and vice versa, a relaxed posture immediately causes a decrease in attention and mental activity (physical relaxation immediately leads to mental relaxation).

2. Steady concentration of the listener. Sustained concentration requires that the listener keeps his gaze on the speaker. This helps not only to maintain focus, but also to obtain additional information by observing the eyes, facial expressions, and gestures of the speaker. It has been observed that half of the information lies not in what is said, but in how it is said. In addition, sustained concentration helps to understand the meaning, reliability and value of information, the motives and possible motives of the speaker, and his modality.

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Speech communication between people has many faces. It can be viewed from different angles. The first and main one is a person in the world of communications in the process of exchanging information. This hypostasis of communication characterizes a person as a subject of communication connections. Issues related to this aspect concern the theory and practice of communication, social institutions of communication, features of the communication process in science, business, and politics.
Another type of communication is the characteristics of its structure, types, types. In this regard, it is necessary to distinguish between negotiations and bargaining, polemics and disputes, business games and different types of discussions. All such types of business communication have their own “drama”, their own plots, their own characteristics.
Communication usually has clearly defined goals. It can and should distinguish between strategy and tactics for achieving goals. Business communication strategies provide an exposition of ways to set goals and select means of their implementation, types of tactics, and strategic scenarios. Such a discussion of the features of business communication inevitably attracts the need to identify the style of business communication and its principles, to distinguish between adherence to principles in essence and formal adherence to principles in communication. These principles provide unique imperatives and rules for business communication. Along with this, official business etiquette then seems justified. It is characterized as a taxonomy of methods of communicative and managerial influence, as communicative management. Communication is often the resolution of a conflict situation. And in this regard, it is necessary to discuss the nature of conflict in communication, types of communicative conflicts and ways to resolve them. Among the difficulties in the process of interpersonal communication that give rise to conflict situations, communication barriers, errors that destroy the conversation, barriers to speech perception, first impressions, and features of a person’s expressive behavior in communication must be taken into account.
Interpersonal communication is always an exchange of emotions, interaction, psychological contact. Therefore, it is no coincidence that managerial and business communication should be considered from the point of view of practical sociology and psychology.
Means of public speech, features of speech activity are the next important facet of communication. It characterizes a person’s lexical vocabulary, semantic codes of mutual understanding, and sociocommunicative compatibility in communication. And finally, a significant component of the communication process is argumentation and evidence.
Communication is a very multifaceted process. It is implemented in various forms (interpersonal communication, social dialogue, business and professional communication, communication, etc.) and is studied by philosophy, psychology, sociology, pedagogy, and linguistics. The complexity of the phenomenon of communication, its multifactorial nature and the variety of approaches to explaining, describing and studying forms of communication gives rise to many points of view and positions. The purpose of this section is not to list many approaches, but to reconstruct the phenomenon of communication from the point of view of different approaches, to identify different facets of communication. This position is focused on reproducing various aspects of communication, despite the diversity of approaches, in a holistic unity, which allows us to consider methods, means and techniques of effective business communication as a toolkit for social work. The study of each facet of communication should provide specific methods of communication techniques for social work.
Communication is, first of all, interaction, relationship. The parties to such a relationship are people, subjects of communication. Communication is based primarily on their relationship to each other. Of course, it can be considered as communication, for example, and a person’s relationship to nature (to an object, not to a subject). But “communication with nature”, if not a “literary way of expression,” then most likely marks a slightly different type of relationship. This type of “communication” does not have all the features of the communication process; cooperation of efforts and struggle, speech etiquette and psychological nuances, argumentation and criticism, persuasion and persuasion and much more.
If the process of interaction between a subject and an object can be called communication, then only in an extremely narrow sense. Initially, by definition, communication is understood as the interaction of at least two equal in activity (or activity potential) partners, subjects of communication. Therefore, communication is a subject-subject interaction. If we reconstruct the scheme of communication in the form of subject-object interaction, then it is obvious that the opposite sides of this process have too different characteristics.
Communication is the process of interaction between people. Being multifaceted, the communication process includes:
formation and development of personality;
development of society and public relations;
socialization of the individual;
creation and development of social ways of interaction between people;
socio-psychological adaptation of people;
exchange of emotions;
training, transfer of skills;
information exchange;
exchange of activities;
formation of attitude towards oneself, towards other people and towards society as a whole.

The subject of communication is such a characteristic that determines the meaningful nature of human interaction. Depending on what is the subject of communication, its content, the variety of types of communication increases: everyday, business, special professional and general scientific, socio-political, etc. Taking into account the organization of the communication process, the goals pursued by communication, the level of emotional mood , on which it is implemented, we can talk about various ways of such interaction. Communication between people has many parameters, and changing each of them leads to one or another modification of this process.
A social worker must know these parameters, be able to set them, form them, and thereby be able to manage the communication process. Transforming knowledge about these characteristics of communication into the ability to use them in a conversation, discussion, argument, interview, negotiation, i.e., mastering communication techniques, is an important professional quality of a social worker.
One of the most important features of the activities of a teacher, sociologist, socionologist, philosopher and humanist in general is the ability to conduct a dialogue, organize the process of communication and communication. This dialogue can be in an individual-personal form and in the form of a social dialogue, expressing the process of forming public opinion and managing it. The ability to conduct dialogue requires a number of specific professional skills.
A professional must be able to listen and understand, explain and prove, ask and answer, convince and convince, create an atmosphere of trust in a conversation and a businesslike attitude in an interview, find a subtle psychological approach to the client, resolve conflict, relieve tension.
The basis of all this is the communicative technique of communication. Possession of it is an important sign of professional suitability. The theory of communication as an independent discipline does not exist. However, this does not mean that there are no methods for scientific analysis of human communication, various concepts, schools and directions.
The absence of a unified and integral scientific theory apparently reflects the fact that human communication is an extremely multifaceted process, realized in different spheres and at different levels of social relations and studied by various sciences: psychology and theoretical linguistics, general linguistics and social psychology, sociology and logic , philosophy and pedagogy, and also supplemented by research in such areas as rhetoric, theory and practice of argumentation, managerial management, mediatoring, polemology, technology and methodology of business communication, sociology of mass media, the study and formation of public relations and relationships ( Public Relations).
It is impossible to create a comprehensive theory of human communication, immersing in it all the nuances of verbal interaction between people. But it is possible and necessary to develop general principles and specific methods of communication, the language of communication, its logic, vocabulary, semantics, psychology, pragmatics and praxeology. These general principles of communication, which do not claim to be a single (or only) theory of communication, can be called a philosophy of communication.
Communication is the process of interaction and relationship between subjects (individuals, social groups), in which there is an exchange of activities, information, emotions, skills, abilities, as well as volitional contact.
There are many aspects to communication. The philosophical aspect of communication is associated with understanding the social status of the subjects of communication. Therefore, communication itself in philosophy is understood as the socialization of subjects (joining society, acquiring social values, fulfilling social roles, etc.). In such a process, the individual understands his qualities as social, socially significant, and in this regard becomes a personality. In the process of socialization, changing, the individual simultaneously changes the community into which he enters, complementing it with his individuality.
The psychology of communication is the psychological characteristics of the moral climate of a community, its psychological stability, the dynamics of unity and disunity. Here the determining parameters are cognitive (meaningful), emotional and volitional compatibility.
Communication has several meanings. Firstly, it is a route of communication (for example, air or water communications), secondly, it is a form of communication (for example, radio, telegraph, etc.), thirdly, it is the process of communicating information using technical means - media of mass communication (print, radio, cinema, television, etc.), finally, fourthly, communication expresses the act of communication, the connection between two or more individuals, the communication of information by one person to another. This dictionary definition of the term shows that the latter case is closest in meaning.
So, communication is not communication in all its complexity and versatility, but only an act of communication. The definition of the term “communication” begins with the characteristics of multiple information systems for transmitting human speech, signals and images. The term “communication” literally means a measure of “participation” (or “complicity”) in the process of consumption, exchange and use of information. But at the same time, being in a state of communication is not just about transmitting and receiving information. In the process of communication, a communicative community is formed. It is characterized by relations of unity, interconnection, exchange, interaction, mutual understanding, etc. It is precisely such a community that is rightfully defined as people who are in relation to communication.
According to this, we can identify a number of characteristics that make up the professional portrait of a humanist from the point of view of his mastery of communication techniques. These characteristics are called a communicative professionogram. A specialist in the field of theory and practice of communication must:
know speech etiquette and be able to use it;
be able to formulate the goals and objectives of business communication;
organize and manage communication;
analyze the subject of communication, analyze a complaint, statement;
pose questions and answer them specifically;
master the skills and techniques of business communication, its tactics and strategy;
be able to conduct a conversation, interview, business conversation, argument, polemic, discussion, dialogue, debate, debate, disputation, round table, business meeting, team business game, negotiations, bidding;
be able to analyze conflicts, crisis situations, confrontations and resolve them;
have the skill to prove and justify, argue and convince, criticize and refute, reach agreements and decisions, compromises and conventions, make assessments and proposals;
master speech techniques, rhetorical figures, and techniques, be able to correctly structure a speech and other public speeches;
know speech and office etiquette and be able to use it;
be able to use the “word” to carry out psychotherapy, relieve stress, fear, adapt the client to the appropriate conditions, and correct his behavior.
This is just a small fraction of purely professional skills, without which there is and cannot be a professional.
As explained above, the term “communication” is quite ambiguous and has many variations. We will include such varieties as: business conversation, conversation, discussion, interview, dispute, controversy, discussion, debate, discussion, disputation, negotiations and bargaining.
A conversation is always communication, unless, of course, it is simply one person telling something to another. But even in this case, mechanisms of persuasion, opinion formation, and building bridges for a future agreement must be used. We will consider conversation as a contact method. It is inseparable from situational behavior, where, as they say, one is “greeted by one’s clothes” (the way one behaves, moves, speaks, manages one’s emotions, etc.), and one is “accompanied by one’s mind” (by one’s ability to succinctly and deeply present a problem, substantiate it, formulate your own judgment, raise an objection, etc.), Clearly meaningful goals, intuitive reasons and unconscious motives vary in the conversation.
To identify the dominance of certain accents, we will distinguish between conversation, conversation (in the proper sense of the word) and business conversation. Conversation is a form of situational contact. Even a brief exchange of remarks, questions and answers, opinions and assessments serves as an achievement of some situational agreement based on the exchange of information.
Typically, the structure of situational contact is presented as follows:
Appeal.
Request (question, request for information or situation).
Response (providing information or a required situation). Not providing a situation or information is also a certain type of response.
Coordinated actions or situation (interaction) based on situational contact.
Undoubtedly, the purpose of situational contact is some coordinated action (analogous to an agreement or contract). Therefore, all components of the conversation must be justified and motivated. Here you can highlight the prerequisites for the correct organization of a conversation. Among them, two areas clearly stand out: cognitive and affective.
The motivation and validity of the conversation is achieved by understanding all these components. The cognitive sphere is the sphere of cognition and awareness. The first part of it says that it is necessary to be aware of: “Who am I?”, “Where am I?”, “What is my place in this situation?” The second part is directly related to the awareness of what is due and desirable, necessary and possible. The main questions here are: “What do I want?”, “How is this possible?”
The affective sphere implies the understanding that conversation is psychological contact. Therefore, it contains questions: “Who is he (she)?”, “What place does he (she) occupy?”, “What is my attitude towards him (her)?” Based on the answer to the last question, the emotional and psychological plot of the conversation is formed. However, one should not think that the plot of the negotiations in a conversation is simple. In all the external simplicity of a conversation in the form of situational contact, there are hidden many spontaneously developing events, and even some provoked incident.
In the first circle, which means the relationship between the cognitive and affective zones, the entire conversation revolves. And its content significantly depends on the elaboration of its segments. If in the first of them there is an excess of claims (who I want to introduce myself to) over confirmation (who I really am), then such a conversation develops into an area that we will call “exposition”. It is characterized by the fact that the subject of the conversation simply seeks to present himself in the light he needs. Belittling claims in favor of confirmation can range from self-deprecation to simple clowning. This sphere, in essence, is a measure of the relationship between what is and what should be in communication. It inevitably determines the content of the second segment, the setting of goals, and the subsequent characteristics of their motivation and validity of the conversation.
Supplementing the characteristics of a conversation with the motivation of the form of address, the correlation between the selected subject (object) and the subject of the conversation gives the idea that conversation is not such a simple matter.
To begin with, there are different forms of conversations. There is a conversation between equal (in position) partners, colleagues, and there is a conversation between partners who are not equal in position (boss and subordinate, teacher and student, etc.). In each case, the conversation has its own dramaturgy. If a conversation is a situational contact, then a conversation differs from a conversation in that it is a substantive contact. To paraphrase, we can say that a conversation is a substantive conversation, and a conversation is a pointless conversation
We are primarily interested in the mechanism of communication that is realized in conversation as a form of communication between two subjects. A business conversation is a conversation with colleagues and partners, clients and customers, rivals and competitors.
The context of communication covers more than just what is said and seen. It is broader, including in terms of time parameters. The space of the conversation also has a great influence on its process and its productivity. How, positively or negatively, does information affect self-perception and self-esteem? Is the signal benevolent or cold, clear or vague, unambiguous or ambiguous, useful or useless, causes sympathy or antipathy?
To conduct a successful conversation, you need to strive to learn as much as possible about the interlocutor, to “read” him. Getting to know your interlocutor means, of course, not only having information about him and his biography, character traits, tastes and habits, behavioral and cultural characteristics. This is also the ability to “read” him in the current situation.
Dispute as a type of business communication is widely used when discussing a controversial situation. In the study of dispute, there are many opinions about its characteristics and nature. Often a dispute is qualified as a procedure in which one proves that some idea is correct, and the other proves that it is wrong. More strictly speaking, we can state that in a dispute there is an exchange of opinions in which the opponent fights to defend his own thesis and refute the thesis of the proponent; the latter, on the contrary, proving his position, criticizes and protests the opinion of the enemy. But at the same time, such a characterization of the dispute is not enough. And first of all, because in a dispute the main goal is not to prove the truth of one’s thesis, but to assert one’s own opinion, one’s point of view on one or another controversial issue. And the reference to the ancient wisdom that truth is born in a dispute seems too strong a statement. More often than not, in a dispute, there is no evidence of truth, as they say. In addition, the dispute is often conducted in disordered and unorganized forms. In most cases, disputants do not care about detailed, complete and consistent proof of their positions; they shy away from any rules and principles (except their own, of course).
According to researchers, the generic concept of a dispute may be the concept of exchange of opinions. In a dispute, the exchange of opinions is most often of a conflictual nature. The main conceptual and compositional characteristics of a dispute as a type of business communication will be the following:
1. The subjective structure of a dispute is characterized by the presence of at least two subjects, one of which is more appropriately called a proponent, and the other an opponent.
2. The subjects of the dispute are equivalent in their role in the process of exchange of opinions, in the degree of activity, in the types and forms of direct and feedback with each other.
3. The subject of the dispute is a controversial position about which each party has its own opinion, called a position or thesis.
4. The difference in the positions of the parties, expressed by opinions on the disputable position, makes the dispute a discussion at the level of phenomenon, and not at the level of essence. Therefore, any dispute is a rather superficial discussion of a controversial position.
5. The positions of the parties contradict each other and are most often openly negative.
6. The procedure for exchanging opinions in accordance with the mutually exclusive characteristics of theses is expressed in a struggle of opinions.
7. The struggle of opinions in a dispute reaches its highest form - a conflict or war of opinions, a feature of which is the proof by each side of the truth of its thesis and the falsity of the opponent’s thesis. According to this, each argument in this type of argumentation is a denial of the opponent’s argument. The nature of the discussion takes on the form of refutation, rejection, denial, rejection, elimination.
8. The subject area for discussing a controversial issue is usually not clearly defined. Its vagueness is also due to the fact that the debate is not about the essence, but about the phenomenon, about the superficial characteristics of the subject. In fact, in a dispute, the fight is not based on reasons, but on opinions. A change in the subject field of discussion, as a rule, characterizes not its development, but various disordered and unpredictable metamorphoses.
9. A dispute as a type of business communication is not regulated either procedurally, spatially or temporally.
Discussion as a type of business communication is often identified with polemics and disputes. However, many researchers are inclined to believe that, unlike an argument, a discussion does not lead to confrontation, does not separate, but connects. This shows the role of discussions in the development and creation of a scientific picture of the world. Signs of discussion are associated with organization, orderliness, and collective activity to clarify the truth of each position brought up for discussion. Discussion usually strives for a comprehensive discussion of the subject of disagreement. And the means of discussion are not opinions, but well-founded positions.
Let us highlight the main features of discussion as a type of communication.
1. The subjective structure of the discussion is externally the same as in a dispute. But its subjects are represented not by the arguer and the addressee, not by the opponent and the proponent, but by partners, co-authors in a collective discussion of a controversial situation.
2. The positions of the parties can not only be mutually exclusive, but also complement each other.
3. The purpose of the discussion is not to refute the opponent’s thesis, but to establish the measure of truth and measure of falsity of each (including your own) thesis.
4. Discussion is characterized as a form of discussion at the entity level.
5. Discussion of a controversial situation is associated with a comprehensive analysis, collective activity, and the formation of a common opinion.
6. Procedurally, the discussion is organized and regulated.
7. The subject area of ​​discussion in a discussion develops under the influence of the process of exchange of opinions as the subject of disagreement becomes clearer.
8. Discussion can be defined as a form of scientific cognitive activity.
9. Unlike a dispute with its conflict and antagonistic opinions, a discussion tends to compromise, to bring theses to a common basis, clarify terminology, generalize methods and techniques, and formulate common positions. Polemics as a type of argumentation in communication differs from the previously discussed types of communication. It expresses a type of discussion that is characterized by irreconcilability of grounds. Let us consider the main features of the controversy.
1. Controversy is a struggle, a conflict of opinions that grows to the point of contradiction, to the clarification of the fundamental irreducibility of positions and their foundations.
2. In polemics, the means of struggle are opinions brought to the basis of positions. If in a dispute confrontation is carried out on the basis of a conflict of opinions (i.e., personal judgments about a controversial situation), then in polemics these judgments are justified by principles.
3. The meaning of the controversy is that the struggle of opinions, brought to a conflict of grounds, is expressed in the form of a contradiction, and it characterizes positions that are fundamentally irreducible to each other. We can say that polemic is an essential dispute between contradictory grounds.
4 If a dispute as a struggle of opinions consists of affirming and refuting (by any means) the opponent’s thesis, in denying it, then polemic is the dialectical removal of it, the preservation of the positive aspects of the opposite side, and not a superficial bare refutation and discarding.
5. The qualification of polemics as the removal of opposites characterizes it as a certain form of development of ideas about the subject of discussion, about a controversial position, although it is usually not achieved by a compromise in the field of bringing theses to a common basis. The uncompromising nature of the controversy is due to the irreconcilability, opposition of the grounds, and their antagonistic nature.
6. Unlike a dispute, polemics are conducted in organized forms, but this organization does not make it related to discussion. Discussion usually takes place in the form of conferences, symposiums, and congresses. Polemics are more often regulated by agreements such as a “round table”, political dialogue in the election campaign, “open platform”, etc.
7. Polemics are presented as the most adequate form of discussion of issues of socio-political significance.
Dispute as a type of business discussion and communication in the literature is also often considered as equivalent concepts. The prevailing view is that these forms of discussion are forms of scientific debate.
Let us name the distinctive features of the dispute:
1. A dispute is always a public dispute (a dispute can also take place in an interpersonal form).
2. The subject of a dispute as a public dispute is a scientific or socially significant problem.
3. According to the organizational structure, the dispute is characterized as a widely varying form of discussion:
public defense of theses, discussion and defense of social projects, defense of dissertations, etc.
4. Unlike a discussion, a dispute not only clarifies the grounds, but also confirms the positions of the disputants. Often the latter circumstance in a dispute is of dominant importance.
Debates and discussions as a type of business communication and discussion of controversial provisions are intended for the exchange of opinions in a public form (at a meeting, meeting, conference, etc.) regarding the provisions or theses expressed in a speech, report, performance or message. The purpose of debates and debates is to clarify the attitude of the participants in the discussion to the theses of the speech that are common to all.
The subjective structure of a message, lecture or report, expressed in the schematic of types of business communication, shows that their peculiarity is that the argumentator, acting as an active party, transmits information, communicates, formulates and substantiates his own position. The passive party here is the addressee.
The dispute in a structural and schematic sense is characterized by the fact that although the discussion takes place between two equal parties - the opponent and the proponent - through theses, nevertheless, the essential side of the dispute is their direct communicative contact.