Diagnostics of the level of conflict and behavior styles of leaders in conflict situations. Methods for determining the level of intrapersonal conflict Determining the level of conflict in a person

This technique makes it possible to identify the main strategies of behavior in a potential zone of conflict - interpersonal disputes and indirectly determine the level of conflict resistance of an individual.

Instructions for the test

Carefully read and evaluate each of the ten polarizing judgments listed on the worksheet that are most relevant to your behavior. To do this, first determine which of the two extreme judgments suits you, and then rate it on a 5-point system. Remember that intermediate column 3 means the equal presence of both qualities. The extreme values ​​of 4-5 and 1-2 characterize either avoidance of disputes or unconstrained participation in resolving controversial issues.

	5	4	3	2	1
Avoiding an argument						I rush into an argument
Treat your competitor with no prejudice						suspicious
I have adequate self-esteem						I have high self-esteem
I listen to the opinions of others						I don't accept other opinions.
I do not succumb to provocation, I do not turn on						I turn on easily
I yield in an argument, I compromise						I do not yield in a dispute: victory or defeat
If I explode, then I feel guilty						If I explode, I think that it is impossible without it.
I maintain the correct tone in the dispute, tact						I admit a tone that brooks no objection, faux pas
I think that in a dispute you should not show your emotions.						I think that in a dispute you need to show a strong character.
I believe that the dispute is an extreme form of conflict resolution.						I believe that the dispute is necessary to resolve the conflict

Processing and interpretation of test data

Analyze the causes of polar behavior strategies in order to make the necessary adjustments.

40-50 points- high level of conflict resistance.

30-40 points- the average level of conflict resistance, indicating the orientation of the individual to a compromise, the desire to avoid conflict.

20-30 points- a low level of conflict resistance, indicating a pronounced conflict.

1-19 points– very low level of conflict resistance. This level is characteristic of conflict people.

Sources

• Determining the level of conflict tolerance/ Fetiskin N.P., Kozlov V.V., Manuilov G.M. Socio-psychological diagnostics of personality development and small groups. - M., 2002. C.162-163.

12.1. Study of the influence of value-normative systems of study groups on the conflict behavior of students. 12.2. Conflict competence of specialists in resolving value-normative conflicts on the basis of socio-psychological training. 12.3. Deformation of the teacher's social attitude as a source of value-normative conflicts among students.

Conflicts in student groups are due to structural and functional contradictions between the components of the system of interpersonal relationships, one of the subsystems of which is the value-normative system of the study group, and the results of intra-system contradictions that cause value-normative conflicts.

Knowledge of the structure of value-normative conflicts allows the teacher to increase the effectiveness of educational work to improve the socio-psychological climate in study groups based on the formation of socially significant group values ​​and norms. This determined the goals and objectives of practical research. The general scheme and particular tasks of the experimental study are shown in fig. 12.1.

The study was conducted at the St. Petersburg State University of Service and Economics and at the St. Petersburg State University of Engineering and Economics. It was attended by 263 students from 11 study groups. An experimental group consisting of 22 junior students and 20 senior students participated in testing the methodology.

12.1. Study of the Influence of Value-Normative Systems of Study Groups on the Conflict Behavior of Students

The task of assessing the levels of conflict in educational teams requires a preliminary analysis of the influence of the value-normative systems of groups on conflicts in the educational groups of students. To do this, it is necessary to investigate the influence of the following factors on the overall level of conflict between study groups and individual students:

a) group values ​​and norms that are components

value-normative system of groups;

b) value, behavioral and emotional components of the group

new norms;

c) value orientations and personal characteristics of individual

students.

The study was conducted in 4 stages.

At the first stage, the dependence of the levels of conflict between groups on the development of their group norms was revealed. The identified dependencies are presented on the histogram (Fig. 12.1)

The study used a questionnaire to identify the strength and direction of sanctions from group norms for violation of their requirements by any student of the group. The questionnaire allows you to identify sanctions for violation of material, moral norms, norms of self-affirmation and behavior, norms when performing joint group activities, in studies, etc.

With the help of Spearman's r-criterion, a correlation was determined between the levels of conflict in the study groups of students and the strength of sanctions for each type of group norms. The critical values ​​of r sk for this sample are r sk =0.76 (р< 0,01), r skp =0,61 (p< 0,05).

When analyzing the results obtained, it was found that highly conflicting groups are characterized by lower prohibitive sanctions from the side of material, moral group norms, norms when performing joint group sports activities. The level of correlations between the conflicts of groups with the direction and strength of sanctions of various group norms was for material norms - p<0,01 (r s =0,836), нравственных норм - р<0,05 (r s =0,718), норм спортив­ной деятельности - р<0,05 (r s =0,636). Полученные данные позволяют сделать вывод о том, что низкая запрещающая нормативность этих норм является конфликтогенным фактором, так как они не направлены на сплочение группы. Действительно, если члены группы не заинтересова­ны в эффективности совместной групповой деятельности, допускают ис­пользование материальных ресурсов для решения своих проблем, даже в ущерб группе, и для них является нормальным явлением нарушение общечеловеческих норм, то такие нормы направлены на решение инди­видуалистических потребностей отдельных членов группы без учета интересов остальных ее членов, что является одной из причин высокой конфликтности учебных групп студентов, где эти нормы доминируют.

Based on the results of the study, it can be concluded that the conflict nature of student groups depends on the direction of group norms and the strength of sanctions for violating their requirements, therefore, when developing a methodology for the activity of a psychologist officer in managing value-normative conflicts, it is necessary to determine the ways and methods of forming the required direction of group norms.

The task of the second stage of empirical research was to identify the dependence of the levels of conflict in the study groups of students on the direction of their group values. In this study, group values ​​were identified using the methodology for determining the values-means of M. Rokeach. Subsequently, a correlation

the relationship between the levels of conflict between groups and the values ​​of the ranks of each of the 18 values ​​of these groups using the Spearman r-test. The obtained dependences are presented on the histogram (Fig. 12.2).

On the histogram, the values ​​are arranged as follows:

1. Accuracy,

2. Good manners,

3. High demands,

4. Cheerfulness,

5. Performance,

6. Independence,

7. Intolerance to shortcomings in oneself and others,

8. Education,

9. Liability,

10. Rationalism,

11. Self-control,

12. Courage,

13. Strong will,

14. Tolerance,

15. Breadth of views,

16. Honesty,

17. Efficiency in business,

18. Sensitivity.

The data obtained indicate a direct correlation between the levels of conflict in groups and the development of such group values ​​as high demands, intolerance to the shortcomings of others, and reverse - diligence And sensitivity. Direct correlation-

The relational relationship suggests that in low-conflict groups these values ​​have higher ranks than in high-conflict ones, and the reverse relationship, respectively, vice versa. These dependencies are explained by the direction of values ​​dominating in the groups. In highly conflicting groups, these values ​​are disorganizing and do not contribute to the cohesion and reduction of conflict between these groups. The dominance of such group values ​​as high demands and intolerance to the shortcomings of others, and the neglect of diligence and sensitivity in high-conflict groups leads to the fact that at the level of higher motives (value orientations), members of these groups strive to achieve only their individualistic goals and are not inclined to the optimal interaction, which allows us to talk about the conflictogenic nature of these values.

As a result of the studies of group values ​​and norms, one can come to the conclusion about the existence of conflictogenic group values, which are sources of contradictions in the system of interpersonal relationships in educational teams, and, consequently, the causes of intra-group value-normative conflicts. The activities of a teacher-psychologist and a teacher-educator to reduce the value-normative conflict should be aimed at the formation of such group values ​​that increase cohesion and reduce the conflict of student groups.

At the third stage, the influence of various components of group norms on the levels of conflict in student groups was studied. Group norms have value, cognitive, behavioral and emotional components. The value component is an indicator of the degree of correspondence between the value orientations of individual students and group norms. The cognitive component reflects the adequacy of the perception of group norms by the students of the group. The behavioral component of group norms shows the dominant style of behavior of students in the environment of these norms, and the emotional component reflects the degree of students' satisfaction with group membership.

In accordance with the above structure of group norms, individual indicators are determined for each student for all its components. Group norms are revealed by the same technique that was used at the first stage of the study.

The value component was determined by finding a correlation between the value orientations of each student in the group and group norms. The cognitive component was identified by

comparing the value of the average group indicators of sanctions from group norms with the ideas of individual students about them.

The emotional component was found using the method of studying the socio-psychological climate of the team of O. S. Mikhalyuk and A. Yu. Shalyto, and the behavioral component was found using the method of K. Thomas.

Primary data on the value, cognitive and emotional components were subjected to secondary processing using the Mann-Whitney U-test. The task of this stage was to identify the significance of differences in each component of group norms between low- and high-conflict members of each group.

As a result of the above statistical procedures, it was found that in low- and high-conflict groups, the differences between their members are significant in terms of value and emotional components. The predominant styles of conflict behavior in low-conflict groups are compromise, cooperation, avoidance, and in high-conflict rivalry, accommodation, evasion. Differences in the cognitive component were found only in low-conflict groups.

The obtained dependencies are explained by differences in the direction of group values ​​and norms between groups with different conflicts and the formation of value-normative systems of these groups. The groups of senior students are highly conflicted, in which students have sufficient social experience, so the influence of the cognitive component in them is insignificant. The reasons for the high conflict of these groups is the dominance in them of such values ​​as high demands, intolerance to the shortcomings of others, low diligence And callousness. Under the conditions of the dominance of such group values, students more often choose high-conflict styles of interaction, since these styles allow them to protect their value orientations from the impact of the aggressive social environment of the group. All this is reflected in the emotional climate of the groups, which shows that the majority of students are not satisfied with their membership.

In low-conflict groups, which are groups of junior students, value-normative systems are formed at an insufficiently high level, and students do not yet have much social experience, so they observe the influence of the cognitive component on conflict. These groups are dominated by values ​​such as performance, sensitivity, A high demands And intolerance for the lack of others, on the contrary, they are in the last places, that is, in

they are dominated by values ​​that optimize relationships and promote group cohesion. The dominance of these values ​​leads to the fact that students do not need to protect their value orientations from influence from the rest of the group, so they choose low-conflict behavior styles, such as cooperation, compromise, evasion. The emotional component shows that students are generally satisfied with membership in these groups.

Based on the results of this stage of research, it can be concluded that the activities of a teacher-educator in the management of value-normative conflicts should be aimed at reducing the negative impact of the value, cognitive, behavioral and emotional components of group values ​​and norms on the conflict nature of student groups.

At the fourth stage of the study, the dependence of the conflictness of group members on the development of their personal qualities was revealed. It was assumed that the degree of influence of each component of group norms depends on the development of the student's personal qualities. Studies of the individual qualities of students were carried out with the help of 16-FLO R. Kettel. Three groups of students with low, medium and high levels of conflict were studied. In each group, correlations were revealed between the individual levels of conflict of each student and their indicators in terms of value, cognitive, behavioral and emotional components of group norms. When ranking styles of behavior in conflict interaction according to the method of K. Thomas, according to the degree of their conflict, the styles were assigned the following ranks: rivalry - 1; adaptation And avoidance- 2 and 3; compromise - 4; cooperation - 5.

Correlations were found using Spearman's r-test.

During the experiment, the following dependencies were obtained:

A). Troupe with a low level of conflict:

1-sensitivity

gsemp=0.45 gsamp > gscr 0.05;

2. Cognitive - has a direct correlation with the factor A-sociability

gsemp =0.55 gsamp > gscr 0.01;

3. Behavioral - has a direct correlation with the factor H-diplomacy

gsemp =0.54 gsamp > gscr 0.01;

b). A group with a high level of conflict:

1. The value component has a direct correlation with the factor

E-dominance gsemp =0.51 gsemp > gscr 0.05;

2. Behavioral - has a direct correlation with the factor Q1-radicalism

gsemp =0.58 gsamp > gscr 0.01; and inverse - with a factor I-sensitivity

gsemp =0.45 gsamp > gscr 0.05,

3. Emotional - has a direct correlation with the factor O-anxiety

gsamp = 0.47 gsemp > gscr 0.05.

V). In a group with an average level of conflict correlation was found only for the cognitive component with the factor A-sociability. gsemp = 0.48 gsemp > gscr 0.05.

The empirical data obtained during this stage show that cognitive component level has the greatest influence. sociability and these regularities are seen in the groups of junior students. Students of these groups with high sociability with insufficiently high level of social experience receive more information about the group values ​​and norms operating in them and can more successfully adapt in the group, which leads to a decrease in their conflict.

In low-conflict groups, a decrease in students' conflict value component associated with their development. sensitivity, but by behavioral component - With diplomacy. In high-conflict groups, the decrease in students' conflict in terms of the value component is associated with the development of rigidity n radicalism. The development of different personality traits in groups that reduce students' conflict is associated with the orientation of their group values ​​and norms. If low-conflict groups are dominated by values ​​that contribute to increasing their cohesion, then in high-conflict groups these group formations do not contribute to group interaction and are purely individualistic in nature.

Low-conflict groups tend to be more open, so students develop diplomacy And sensitivity, and in high-conflict areas there is a more aggressive social environment, so students are required to radicalism And rigidity.

By emotional component dependence was found only in the highly conflicted group. Emotional satisfaction with membership in it is the result of the interaction of all of the above components and the development of the student factor "F-restraint".

Summing up empirical research, we come to the following conclusions that in planning activities to manage value-normative conflicts, a teacher (sociologist, educational psychologist) should take into account the following:

1. The majority of students have similar educational groups

value orientation is not an indicator that directly affects the level of its conflict. The orientation of group values ​​and norms has the greatest influence on the conflict nature of the group. An example is the prevalence among most members of highly conflicting groups of such value orientations as intolerance to the shortcomings of others, and disregard for values ​​such as sensitivity, performance And upbringing, which is the reason for the high level of conflict between these groups. In high-conflict groups, the dominance of such behavioral styles as rivalry, evasion, accommodation, is the result of the values ​​and norms existing in these groups.

2. The emotional component of the socio-psychological climate

group directly depends on its conflict. A conflictogenic factor in intra-group life is the predominance of values ​​and norms in groups aimed at neglecting the values ​​and needs of its other members, which leads to student dissatisfaction with membership in them.

3. The influence of the cognitive component of group norms on the conflict nature of groups is observed in junior students, since when forming a system of group values ​​and norms, students with a low level of social intelligence and experience may experience nonconformist behavior and a high level of conflict due to the fact that they do not know the requirements that group norms impose on them.

4. On the level of conflict of each member of the group, the greatest

influence is exerted by the degree of conformity of their value orientations with the values ​​and norms in force in the group. At the same time, at the personal level, the influence of the cognitive, behavioral, emotional components of group values ​​and norms on the conflictness of a group member is determined by

development of his personality. For example, a high level of isolation of a student does not allow him to receive complete information about social reality, which leads to an increase in the influence of the cognitive and value components of group values ​​and norms on the conflict of an individual member of the group.

12.2. Conflict competence of specialists in resolving value-normative conflicts on the basis of socio-psychological training

From the performed analysis it follows that in the activities of the teacher of the unit for the resolution of value-normative conflicts (CSC) there is a factor that determines its effectiveness. For its designation, we will further use the term "conflict competence". In Russian literature, one can come across such concepts as “socio-psychological competence” (I. Berestova, 1994), “communicative competence”, “interactive competence” (A. A. Bodalev, A. N. Sukhov). "Conflict competence" of the teacher is considered as an integral part of competence in communication.

It is extremely important for the teacher to take an active part in the formation of conflict-free communication between students, and in cases of conflicts, it is competent to resolve them. The concept of conflict competence is formulated as a certain level of awareness of behavioral strategies and the ability to implement them in life (B.I. Kha-san, 1996). Psychologists identify some components of the general competence of a person in his own “I” in conflict competence: knowledge about the conflict; subjective position; possession of a fairly wide range of strategies for behavior in conflict; culture of self-regulation (L. A. Petrovskaya, 1997). In these studies, conflict competence is considered as a characteristic of a real or potential participant in conflict interaction.

Taking into account the specifics of the object of study and due to the fact that the teacher in the value-normative conflicts of students acts as a third party, it is proposed to expand the content of this concept with the following elements: knowledge and possession of techniques and ways of participating in conflict resolution as a third party; positive attitude towards others; knowledge of the causes of conflicts and psychological characteristics of students; orientation in resolving problem situations on the psychological climate in the group.

As part of the study, work was carried out to identify the relationship between individual components of the conflict competence of teachers with the main parameters that reflect it using known methods. The study involved 78 teachers.

With the help of the "Meaningful Orientations" test, the degree of control over one's own life and the level of life satisfaction were studied. On the Locus of Control scale, almost 21% of the subjects showed low results, indicating low self-esteem. 17% of teachers received low marks on the Locus of Life Control scale, which is a consequence of their passivity in achieving life goals.

The Bass-Darky questionnaire was used as an indicator of the level of development of a reflective culture. The results obtained indicate a high level of guilt, which indicates the uncertainty and doubts of teachers when making decisions.

The most popular strategies of behavior in conflict situations (according to the questionnaire of K. Thomas) among teachers were compromise (6.8) and adaptation (6.1). Less than 14% of teachers opted for cooperation, which is the only constructive way of behavior. As a result of the analysis, it was revealed that teachers with a high level of self-esteem, confident in their abilities (“Locus of Control”, “SJO” test), active in life (low scores on the “Guilt Feeling” factor), and attuned to the social environment preferred cooperation. friendly and not aggressive (the corresponding scales of the Bars-Darky questionnaire) (values ​​of the Pearson correlation coefficient, respectively, r=0.44; r=0.34; r=-0.54; r=-0.6; r=-0, 41, for α<0,01).

The "test of specific situations" made it possible to reveal the preference of teachers in solving problem situations to focus primarily on the psychological climate in the team while ignoring their own interests (80%).

To determine the level of development of a culture of self-regulation, it was used on the scale of "Neuroticism" (FPI test). It turned out that 21% of teachers are in a state of emotional instability, which makes it difficult for them to constructively resolve conflicts in educational teams, since this activity requires endurance and emotional balance.

Teachers' knowledge of conflict (the gnostic component of conflict competence) was tested using the Conflict Compatibility questionnaire developed by the authors. Based on the identified necessary conceptual minimum for successful activities in

In conflict situations, the authors included three blocks in the questionnaire: "Analogies", "Classifications" and "Awareness". The tasks of each of the blocks are aimed at diagnosing the level of knowledge. As a result of the analysis, about 25% of teachers received low marks, which indicates an insufficient level of knowledge on the measured factor.

The analysis of the data obtained allows us to conclude that there are positive relationships between the level of knowledge of teachers about the conflict nature of educational teams (the "Conflict Competence" questionnaire) with the orientation of teachers in solving problem situations on the psychological climate, using intermediary methods for solving students' CNC and with the effectiveness of their professional activities. At the same time, negative associations were found with the choice of coping and avoidance strategies. All absolute values ​​of these correlation coefficients are in the range from 0.41 to 0.66, which is significant for p<0,01.

Thus, from the presented results, we can conclude that the conflict competence of the teacher has a structure (Fig. 12.3), and the proposed methodology allows us to measure not only the level of the gnostic component, but also reflect with sufficient reliability the overall level of the conflict competence of the teacher (r = -0, 6).

12.3. Deformation of the teacher's social attitude as a source of value-normative conflicts in the student environment

The attitude is the basis of a person's psychological activity, an intermediary between a person and the environment, acts as the foundation of behavior, makes it possible for its expedient implementation (Sh. A. Nadirashvili, V. G. Norakidze, A. S. Prangishvili).

Social attitudes ensure the adaptation of a person in a social environment. They are a complex formation, including three components: 1) cognitive, 2) affective, 3) behavioral. The social attitude has a valence, which is reflected in the attitude of the individual to the social object and is described in terms of "acceptance - rejection", "positive attitude", "negative attitude", "neutral attitude".

In a social attitude, it is possible to single out its orientation: “on oneself” and “on an external object”. The system of social attitudes aimed at oneself is the "I-concept" of the individual. The orientation of attitudes towards external objects forms the dispositional system of the personality. These formations perform two functions: 1) knowledge of social objects, 2) adaptation. Because of this, the system of personality attitudes, its "I-concept" are of practical interest in correctional work. Through the correction of attitudes, it is possible to regulate conflicts in communication.

In addition to the structure of attitudes, we are interested in the conditions for their formation, for example, communication. In the process of communication, the “I-concept” is formed as a set of attitudes towards one's own personality. In cases of deformation of the communication system, there is a violation of the subjects' attitudes. Conflicts in communication are dangerous because they replicate deformed attitudes, create a vicious circle of conflict, which further leads to the formation of a conflict-prone personality.

In our opinion, communication is the sphere through which it is possible to correct social attitudes, form self-regulation skills, and restore adaptive reserves. The basis for the formation of social attitudes is the "I-concept". It becomes a means of achieving internal coherence of the individual. The personality builds adaptive behavior towards achieving maximum internal consistency. Maladaptive behavior is the result of the action of opposing forces and captures the spheres of "I-concept" and roles.

The transition to adaptive behavior is a complex process that is associated with an impact on the adaptive reserves of the individual. This process should capture three levels of influence: instrumental, semantic, existential.

The instrumental level involves a change in style characteristics, an impact on the role style - an individual way of presenting one's own "I". At this stage, it is necessary to develop social skills, form tools of behavior in conflict situations, and expand the role repertoire.

The semantic level of influence on the adaptive reserves of the individual involves the development of abilities for social analysis. A person acquires the skills of mastering the meaning of the situation of communication, the behavior of the subjects of communication. The level provides a change in the understanding of the situation of communication in individual and group contexts, the search for alternative concepts.

The existential level completes the impact on the adaptive reserves of the individual. It aims to change the "I-concept" of the individual. At this level, the reserves of adaptive behavior are maintained, role improvisation, self-actualization of a person is achieved. The ultimate goal of this level of influence is the transformation of the individual into a self-sufficient system that has the ability to self-govern and self-regulate.

The correctional-diagnostic model of conflict management is aimed at the study and correction of intrapersonal conflict. This conflict is triggered by psychotraumas and sociotraumas, they contribute to the actualization of behavioral attitudes.

At the heart of people's behavior are the main tendencies - directness and courtesy. They are a manifestation of a person's position in the surrounding society. These positions are realized through types of adaptation in society - aggression or fear. A dissonance is possible between the main tendencies and types of adaptation (R. Assagioli, G. D. Gorbunov, R. M. Granovskaya, O. A. Konopkin, Ts. P. Korolenko, N. Pezeshkian, L. Festinger, E. Fromm). Types of adaptation determine the nature of interpersonal relationships.

A person in a state of internal conflict becomes conflictogenic, and the interaction of conflictogenic personalities disrupts normal communication and disrupts the social system. The following can act as a social system: an organization, a communication system, a lesson as a system.

The source of conflicts in the student environment, as follows from the above, must be sought in the attitudes of the personalities of the leader.

teley, teachers and students. Conflict management should also be in this area. The concept of conflict management is that it is necessary to diagnose the sources of conflicts, the implementation of corrective action (Figure 12.4).

The diagnostic block is not unambiguous. It is necessary to develop at least a two-level diagnostic system: organizational and personal. The organizational level is aimed at diagnosing the state of the cultural and communicative system. It allows you to identify the main areas of tension, the direction of conflicts, the composition of conflict-prone subjects of communication, the predominant type of communication.

The personal level of diagnostics is aimed at studying the subjects of communication: the typology of personalities, the search for internal mechanisms for the emergence and development of a conflict (organizational, value, emotional), types of response to a conflict. Mainly

it is necessary to study personality attitudes, as they are the source of conflict behavior. They also act as role stabilizers. An analysis of the literature and our own practical studies have shown that it is possible to study attitudes. Diagnostic methods can be observations, questionnaires, tests.

A correctional block is a set of techniques for influencing personal reserves, including conflict ones. The ultimate goal of corrective action is to prevent deformation and disintegration of the personality structure, its psychosynthesis. We highlight the corrective impact on the socio-psychological components of the personality. Adequate to the designated area are correctional gaming and socio-cognitive technologies. They can be used in the pedagogical process.

Questions for self-control:

1. Diagnostic complex of levels of conflict.

III. Measurement technique and calculation formulas. I. The purpose of the work: To get acquainted with the shear deformations, torsion and methods for determining the shear modulus based on the torsion deformation

III. Measurement technique and calculation formulas. I. The purpose of the work: experimental verification of the basic law of the dynamics of rotational motion using the Oberbeck pendulum and determination of the moment of inertia

III. Measurement technique and calculation formulas. Weights are suspended on a thread thrown over a pulley, while each of the weights has two forces: gravity and thread tension

Today in psychology there are not so many methods for studying the internal conflicts of a person. Most often in psychological practice, in particular in psychotherapy, an individual conversation is used. , carried out using various techniques. In complex studies, a block of techniques is used, which, by indirect indicators, can reveal a person's intrapersonal conflict.

To identify intrapersonal conflict, the technique developed by G. Keller is also used. , which allows you to determine the presence of a conflict in three areas: family, partnership communication and production activities. The study was conducted in the families of students. It was revealed that conflict in the partner sphere prevails among men and women. It is often based on the tension of sexual relations, which is associated with a lack of mutual understanding, lack of tenderness, improper distribution of household duties, extramarital affairs of a partner and the absence of common clans for the future. It has been established that in case of conflicts in the partner sphere, the possibilities of labor adaptation worsen.

Assuming that there is a relationship between interpersonal and intrapersonal conflicts, E. Ivanova and A. Svetlichny identified these types of conflicts using the methodology for determining the type of behavior in a conflict situation by K. Thomas . In addition to identifying five types of response in a conflict situation, the following explanations are proposed.

1. Determination of the rejected way of responding , i.e., the one who scored the minimum number of points. By analogy with other methods based on the principle of choice (Lüscher's methods, etc.), the authors suggest that the usually suppressed need is rejected. Comparison of the preferred and rejected ways of responding reveals an intrapersonal conflict.

2. Application of transactional analysis. From this position, the behaviors look like this: In resistance, the position of the Parent is manifested, in cooperation - the Adult, avoidance and adaptation - the Child, in compromise - the Parent and the Child. Compromise is a way of combining divergent positions. This is a more emotionally loaded way of responding to a conflict, leading to an increase in intrapersonal conflict.

3. An analysis of the ways of responding (preferred and rejected) from the standpoint of the relationship between one's interests and the opponent. Such an approach, according to E. Ivanova and A. Svetlichny, leads to the problem of a conflict of intrapersonal interests. For example, the choice of rivalry and the rejection of accommodation testify to an unconscious underestimation of one's interests and the desire to compensate for this by their active assertion. This is experimentally confirmed by the data obtained by the method of T. Leary.

It is not always possible in the course of psychological diagnostics to identify the degree of intrapersonal conflict and the most conflicting sphere in a given period of time. Based on this, one of the authors (A. Shipilov) developed a methodology for determining the level of intrapersonal conflict. The methodology is based on the understanding of intrapersonal conflict and its types. There are six types of intrapersonal conflict:

motivational (between “I want” and “I want”), moral (between “I want” and “must”), role-playing (between “must” and “must”), adaptive (between “must” and “can”), conflict of unrealized desire (between “I want” and “I can”) and inadequate self-esteem (between “I can” and “I can”). The technique allows:

Determine the degree of intrapersonal conflict of a person;

Identify the most experienced types of intrapersonal conflicts;

Determine the main areas of actual intrapersonal conflict of a person (motivational, obligation, self-esteem).

To check the validity of the methodology, various categories of respondents (high school students) were tested according to the questionnaires of G. Eysenck and D. Kettel.

To test the reliability of the methodology, the influence of the development of the personality's volitional qualities on the level of its conflictness was studied. The development of volitional qualities helps a person overcome internal problems at a lower cost (S. Rubinshtein, T. Agafonov, V. Bogoslovsky). With the help of the “Personal Differential” technique, the development of such qualities as determination, confidence, independence, equanimity and independence was determined.

The results obtained allowed us to draw a number of conclusions:

The higher the degree of tension, the higher the level of intrapersonal conflict.

The more developed a person's determination, emotional stability, courage, independence, confidence, the lower the severity of experiencing intrapersonal conflicts.

Such volitional qualities as equanimity and obsession are characteristic of a person with a high level of intrapersonal conflict.

The development of independence and normative behavior does not have a noticeable effect on intrapersonal conflict.

There is a strong positive relationship between the levels of intrapersonal conflict and neuroticism. A negative relationship between the levels of intrapersonal conflict and extraversion was revealed. It has been confirmed that people with a developed intellect are more acutely experiencing intrapersonal conflicts (B.Z. Vulfov). Studies on different samples (age, sex) have shown that conflicts of adequate self-esteem, adaptation and role conflicts are experienced more acutely, motivational and moral conflicts are less acute.

A number of studies (A. Shipilov, Yu. Kanataev, S. Dokholyan) have shown that conflict people have a high index of aggressiveness. Individuals with a high level of conflict have a pronounced attitude and experience in using violent means to achieve their goals. They most often try to get out of conflict clashes with the help of physical or verbal aggression.

Personality Questionnaire G. Eysenka. Allows you to identify the type of personality temperament using two scales: “extraversion-introversion” and “neuroticism-stability”. An increased level of neuroticism contributes to the conflict behavior of the individual. The relationship between extroversion and conflict in a person has not been identified.

Cattell's 16-factor personality questionnaire. It can also be used to identify conflict personalities. For example, to determine the psychological characteristics of conflict personalities, scores were calculated for each factor of the Cattell questionnaire in conflict and non-conflict individuals, as well as the coefficients of differences in average Student scores (t-test) between the factors.

The analysis shows that relatively more conflict personalities compared to non-conflict ones have the following psychological features: they are secretive, they are distinguished by practicality, cruelty, severity, independence, determination, courage. These are, as a rule, ambitious individuals striving for leadership.

Reactive and Personality Anxiety Scale. Developed by the American C. Spielberger to measure anxiety as an emotional state and as a personality trait. Yu.Khanin proposed an adapted version of the Spielberger questionnaire. Anxiety as an emotional state is determined by the tension, anxiety, nervousness present in a person at the moment. As a property of a personality, it acts as an indicator of a person's manifestation of fear, fear and objectively safe situations, perceived by him as threatening. A positive relationship between increased anxiety and personality conflict has been confirmed in a number of studies (N. Grishina, S. Erina, T. Polozova, A. Tashcheva).

Q-sort technique. It was proposed by H. Zalen and D. Stock and allows you to measure the manifestation in group members of such behavioral tendencies as dependence-independence, sociability-non-sociability, the desire to fight - avoidance of the fight. The conflict nature of the personality is evidenced by a high indicator of tendencies to fight, which is seen as a desire to win a higher status and authority in the system of interpersonal relations.

Questionnaire of K. Thomas. Designed to determine behavior strategies in conflict situations. The questionnaire was adapted by N. Grishina. There are five main strategies of conflict behavior: rivalry, cooperation, compromise, avoidance and adaptation. The optimal behavior in conflict situations is when all strategies are applied. The predominance of one of the strategies indicates that a person focuses mainly on this line of behavior in a conflict. The choice of strategy is determined by personal and social factors. Orientation to one strategy or another depends on the prevailing attitude towards others (E. Zhuravleva), the level of aggressiveness. The choice of a strategy of behavior in a conflict is influenced by a person's age, type of activity, tendency to normative or antisocial behavior.

Appendix 8

Test "Determining the level of conflict."

It is important for a lawyer, economist, manager and businessman to be able to resolve a conflict, but it is even more important to know and take into account the level of their conflict, constantly improve their personal qualities and develop methods of conflict-free personnel management. Therefore, for self-assessment of the level of conflict, you are invited to solve this text.

Getting started with the test, you need to analyze your activities, behavior, communication and interaction with other people.

When answering each question, choose one of the three options and circle the correct letter.

Test questions:

Is it characteristic of you to strive for dominance, that is, to subjugate others to your will?

B. When how.

B. With selfishness.

What is most typical for you?

A. I underestimate my abilities.

B. I evaluate my abilities fairly objectively.

Q. I overestimate my abilities.

What brings you into collision and conflict with people most often?

A. Excessive initiative.

B. Excessive criticality.

B. Excessive straightness.

Processing and analysis of results.

Using the table of conversion of answers into evaluation points, you can calculate what level of conflict you have.

The lower the total number of points you scored, the lower the level of your conflict, and vice versa. If you have a 1-3 level of conflict, you need to worry about your conformism, which reduces the success of personnel management. If you have a 7-8th level of conflict, then you need to radically change your lifestyle. If you have a 4-6th level of conflict, this is a normal state.

	Response scores	Total points	Conflict level
					1 - very low 2 - low 3 - below average 4 - slightly below average 5 - medium 6 - slightly above average 7 - above average 8 - high 9 - very high

Municipal budget institution

"Center for Psychological, Pedagogical, Medical and Social Assistance "Family"

Scientific work on the topic:

« The relationship of the socio-psychological climate and the level of conflict in the teaching staff e"

Performed:

Ivanova Olga Igorevna

g..o. Zaraysk

• Content:

• Introduction ....................................................................................................
• Chapter 1. Theoretical aspects of the phenomenology of conflict

• The concept of conflict
• Structure of the conflict
• Dynamics of the conflict
• Conflict functions _
• Typology of conflict

• Chapter 2. The concept of the social and psychological climate of the team
• Chapter 3. Experimental part
• Conclusion
• Bibliography
• Application

Introduction.

Pedagogical teams today are torn apart by contradictions. Conflicts are quite common in the teaching staff. All members of the school society are sometimes involved in them: teachers, parents, students. Oftentimes, ties that have been so hard-won are easily destroyed.

At present, when it is the collective conditions that determine the success of science and technology, there is an urgent need for people who know the art of creating a moral climate in the team. However, in the teaching staff, each member can and should influence the favorable socio-psychological climate. And the team becomes a powerful means of shaping the personality only when it is characterized by a high psychological climate.

In order to successfully overcome the destructive effects of conflicts, you need to learn how to bypass them. And this is possible only with a high level of development of the team and a favorable socio-psychological climate.

Given the relevance of this problem, this topic was chosen and the following topic was put forward. hypothesis: the more favorable the socio-psychological climate in the team, the lower the level of conflict in it.

According to the hypothesis put forward,research objectives:

1. analysis of the literature studying the theoretical foundations of this problem;
2. determination of the level of the socio-psychological climate of the team;
3. determination of the level of development of conflict in the team;
4. development of recommendations for team members that contribute to the creation of optimal conditions for pedagogical activity.

base S.Sh. was determined for the study. No. 6 of the Oktyabrsky Republic of Bashkortostan. Subject research is the socio-psychological climate and the level of conflict in the team, and object- teaching team.

The study used the following methods:

1) K.N. Thomas "Assessing how to respond to conflict."

2) Methodology "Assessment of the psychological climate in the team."

3) "Test for assessing the level of conflict of personality."

4) "Knobloch-Falconette conflict test".

The works of domestic psychologists contain a deep theoretical study of this problem.

The best teachers have always taken into account the factor of psychological compatibility when organizing life in a team.

So, A.S. Makarenko highly valued in his activists the ability to subtly understand people and select primary groups, taking into account the psychological compatibility of their members. The Gorkyites were distributed with the same conscientious attention: the strong and the weak, the stern and the cheerful, all found a place for themselves depending on various considerations.

V.A. Sukhomlinsky always emphasized the need to organize the activities of schoolchildren in such a way that both rich communication and solitude were provided. He recommended that meetings be held in the afternoon, when everyone was rested and at home. He considered the period after physical labor in the fresh air to be the best option for holding meetings. The best venue is either a classroom or a garden.

As the main signs of a major tone (or a normal psychological climate - in modern terminology) A.S. Makarenko put forward the following:

1. The manifestation of inner, confident calmness, constant cheerfulness, readiness for action. The presence of self-esteem in each member of the team, pride in their team.
2. The unity of the collective, the friendly unity of its members.
3. Security for all team members.
4. Reasonable and useful activity of all members of the team.
5. The ability to be restrained in movements and words.

The study of this problem, along with scientific significance, is also of great practical interest, since it is ultimately aimed at solving many pedagogical issues related to the organization of effective education and upbringing of children. The results obtained in the development of this problem will help teachers to navigate more clearly in the event of a conflict situation.

Chapter 1. Theoretical aspects of the phenomenology of conflict.

1.1 The concept of conflict.

Conflict (from lat. collision) - a collision of oppositely directed goals, interests, positions, estates or views of opponents or subjects of interaction. At the heart of any conflict is a situation that includes either conflicting positions of the parties on any occasion, or opposing goals or means of achieving them in given circumstances, or a mismatch of interests, desires, and inclinations of opponents. The conflict situation, therefore, contains the subjects of a possible conflict and its object. However, for the conflict to begin to develop, an incident is necessary when one of the parties begins to act, infringing on the interests of the other side. If the opposite side responds in kind, then the conflict moves from potential to actual.

To distinguish a conflict from a conflict situation, you need to remember the following "formula":

conflict = Problem + Conflict situation + Conflict participants + Incident.

Incident - this is an action or a set of actions of the participants in the conflict situation, provoking a sharp aggravation of the contradiction and the beginning of the struggle between them. Participants in a conflict situation are a subject (person, group, organization, state) directly involved in all phases of the dispute. A conflict situation is a situation of hidden or open confrontation between two or more parties of the participants, each of which has its own goals, motives, means or ways of solving the problem, which has personal significance for each of its participants. And finallyConflict is a process of sharp aggravation of the contradiction and struggle of two or more sides of the participants in solving the problem, which has personal significance for each of its participants.

In modern psychology, when analyzing conflicts, four main categories are distinguished:

The structure of the conflict;

The dynamics of the conflict;

Functions of the conflict;

Typology of conflicts.

Let's look at each category in more detail.

1.2 The structure of the conflict.

There is a different understanding of the structure of the conflict. So the following concepts are distinguished: the parties (participants) of the conflict, the conditions for its course, the images of the situation, the possible actions of the participants, the outcomes of conflict actions.

Analyzing the parties to the conflict, one can single outfour types of conflict:

Intrapersonal:in this case, the parties to the conflict may be two or more components of the same person; in this case, we are dealing with a conflict-gene clash of individual personality traits and human behavior;

Interpersonal: conflict arises between two or more separate persons;

Personally - group: often arises in case of inconsistency of the behavior of the individual with group norms and expectations;

Intergroup: clash of different groups.

The nature of any disagreement is essentially determined by the external environment in which the conflict occurs. Let's point toThe three most important conditions for the flow of conflict:

- spatio-temporal: the place where the contradiction occurs and the time during which it must be resolved;

- socio-psychological: climate in the conflicting group, type and level of communication;

Social: involvement in the conflict of interests of various social groups (gender, family, professional, ethnic and national).

A kind of subsequent link between the characteristics of the participants in the conflict and the conditions for its course, on the one hand, and conflict behavior, on the other, are images of a conflict situation - ideal original maps that include the following elements:

Representations of the participants of the contradiction about themselves;

Representations of the participants in the conflict about the opposite side;

Representation of the conflicting parties about the environment and conditions in which the conflict takes place.

Why is analysis of images of a conflict situation necessary? This is determined by two factors:

1) it is the images, and not the reality of the contradiction that directly determines the conflict behavior;

2) there is a real and effective means of resolving the conflict by changing these images, which is carried out through external influence on the participants in the conflict.

The classification of conflict actions is based on the following grounds:

The nature of the actions (offensive, defensive and neutral);

The degree of activity in their implementation (active and passive, initiating and responding);

The focus of these actions (on the opponent, on third parties, on oneself).

Any conflict action can have four main outcomes:

Full or partial subordination of one to another;

Compromise;

Interruption of conflict actions;

Integration.

There are several components in the psychological structure of conflicts:

1) cognitive components.Mutual perception of the characteristics of each of the conflicting parties; intellectual abilities of information processing and decision-making, the degree of involvement of a person in a conflict situation at various stages of its development; the level of self-control of the participants in the conflict; experience in working with people and professional readiness; self-awareness, self-understanding and objectivity in assessing one's capabilities.

2) Emotional Componentsrepresent the totality of the experiences of its participants.

3) Volitional Componentsmanifest themselves as a set of efforts aimed at overcoming disagreements and other difficulties arising from the confrontation of the parties, and at achieving the goals pursued by the participants in the conflict.

4) Motivational Componentsthe conflict form its core and characterize its essence of the discrepancy between the positions of the participants in the confrontation.

In addition, the structure of the conflict includes the subject of the conflict, which is understood as everything about which the confrontation arose. The subject of the conflict is characterized by the following features:

It can be both material and psychological;

It is always significant enough for the participants in the conflict, although this significance may be purely situational;

From a practical point of view, overcoming significant difficulties in determining the subject in a real conflict is usually justified and compensated by the ability to relatively accurately predict the behavior of the opposing side, since the subject of the conflict is one of the factors that determine this behavior.

1.3 The dynamics of the conflict.

In the dynamics of the conflict, that is, in its implementation as a process, seven stages of its development are distinguished:

1) pre-conflict stage;

2) the stage associated with the emergence of an objective conflict situation;

3) intellectual stage of development;

4) a critical stage of development;

5) a decrease in tension in opposition;

6) comparison of official and unofficial assessments of behavior;

7) resolution of the conflict situation, or a way out of it by one of the parties.

1.4 Functions of the conflict.

Usually there are two functions of conflicts:destructive and constructive. When determining the functions of a real conflict, a specific approach is needed, since the same conflict can be destructive in one respect and constructive in another, play a negative role at one stage of development, in some specific circumstances, and a positive one at another stage, in another situation.

constructive conflicthappens when opponents do not go beyond ethical standards, business relations and reasonable arguments. The resolution of such a conflict leads to the development of relations between people and the development of the group (in accordance with one of the laws of dialectics, which states that the struggle of opposites is the source of development).

destructive conflictarises in two cases: when one of the parties stubbornly and cruelly insists on its position and does not want to take into account the interests of the other side; when one of the opponents resorts to morally condemned methods of struggle, strive psychologically to suppress the partner, humiliating him.

A positive resolution of a constructive conflict is, first of all, the elimination of shortcomings, the reasons that led to it. And since these reasons are objective (unfavorable working conditions, an imperfect system of remuneration, shortcomings in the organization of work, irregularity of work, overtime work, discrepancy between rights and obligations, low level of labor discipline), reflecting the imperfection of the management organization, their elimination means improvement of the organization itself.

Destructive conflicts are most often generated by subjective reasons, which include the wrong actions of the leader and subordinates, as well as the psychological incompatibility of individuals.

1.5 Typology of conflicts.

The typology of conflicts plays not only a methodological but also a practical role. Currently, there are a large number of different typologies and classifications of conflicts, reflecting the different views and positions of the authors. Of interest is the typology of conflict, which is based on the nature of the objective situation of contradiction and the understanding of this situation by the parties.

1. Genuine conflict.
2. random or conditional.
3. Displaced conflict.
4. Misplaced conflict.
5. Latent (hidden conflict).
6. Fake conflict.

In addition, there are "business" and "positional" conflicts. Business conflicts refer to the subject content of conflict interaction. Positional conflicts are aimed at changing the relationship of participants in conflict communication.

According to their direction, conflicts are divided into "horizontal", "vertical" and "mixed". The “horizontal” ones include such conflicts in which people who are not subordinate to each other are involved. "Vertical" conflicts include those in which people who are subordinate to one another participate. In mixed conflicts, both “horizontal” and “vertical” ones are represented. Conflicts that have a "vertical" orientation average 70 - 80% of the total number of all conflicts in the team.

Chapter 2. The concept of the socio-psychological climate in the team.

At present, when great importance is attached to how the socialization of the individual takes place, there is an urgent need for people who know the art of creating a moral climate in the team. The general education school cannot stand aside from this task.

Analysis of the psychological climate is not important in itself. The purpose of education is the harmonious development of the personality, which is largely determined by the groups and how the personality is included in the process of its development. It is clear that the team isa powerful means of personality formation only when it is characterized by a high psychological climate.

The psychological climate is an objectively existing phenomenon. It is created under the influence of two factors. First of all, it is the socio-psychological atmosphere of society as a whole. The second factor is the micro-social conditions: the specificity of the functions of a given team regarding the division of labor in society, geographical and climatic conditions, the degree of isolation of the team from the wider social environment (for example, the crew of a submarine), age and gender composition, etc. both of these factors determine the state of the team, which is called the psychological climate. It is customary to understand the emotional and psychological mood of the team, which reflects the personal and business relationships of the team members, determined by their value orientations, moral standards and interests, on an emotional level.

In the scientific literature, various terms are used that describe the same phenomenon as the psychological climate: “socio-psychological climate”, “moral-psychological climate”, “psychological mood”, “psychological atmosphere”, “socio-psychological environment”. However, most researchers believe that it is more important to have a unity of views on the essence of a phenomenon than to argue about its name. This seems to be the most reasonable.

The psychological climate is created and manifested in the process of communication, against which group needs are realized, interpersonal and group conflicts arise and are resolved. At the same time, hidden substantive situations of interaction between people, competition or secret rivalry, comradely cohesion or mutual responsibility, brute pressure or conscious discipline acquire a distinct character.

All numerous situations of human interaction are carried out through 4 main ways of mutual influence: persuasion, infection, imitation, suggestion.

Belief - this is the process of logical substantiation, any judgment or conclusion. Persuasion involves such a change in the mind of the interlocutor or audience, which creates a willingness to defend this point of view and act in accordance with it. Persuasion is a way of influencing an individual or group that affects both the rational and emotional spheres of the individual. The process of persuasion is often an explicit or implicit discussion of two or more persons, the purpose of which is psychologist A.G. Kovalyov warns that persuasion should not be confused with moralizing. When persuading, the position is proved; when moralizing, it is declared. Usually, everything that is said in moralizing is well known to those to whom it is addressed, and therefore the interlocutors treat such an impact ironically, and even contemptuously. It is psychologically clear that a message that does not carry new information in itself can not only not be perceived, but also cause irritation, a negative reaction. Persuasion implies the presence of meaningful information in the message of the one who convinces, and the conscious attitude of the one who perceives to it.

Mental contagion- the impact of a completely different plan. This phenomenon is deeply rooted in the human psyche and is very ancient in origin. In general, the higher the level of development of society and, at the same time, a person as an individual, the more critical the latter is in relation to the forces that automatically drag him onto the path of certain actions or experiences. In other words, a person who is developed on a personal level needs to be convinced, and automatic infection affects him weakly or does not work at all. However, when the content of the contagion corresponds to his belief, he may willingly support the contagious influence of the given collective. Mental infection is carried out through the perception of mental states, moods, experiences, which, as a rule, have a bright emotional coloring.

Imitation - as a kind of mental infection, it is aimed at the reproduction by an individual of certain external features of behavior, manners, actions, actions. But this is only one version of imitation. The famous psychotherapist V.L. Levi distinguishes between external and internal imitation. With internal imitation, the logic of human feelings and behavior is grasped intuitively. The external manifestations of another person with internal imitation, of course, are taken into account, but they seem natural. Imitation of complex mental features is carried out immediately in its entirety. Indeed, in communicating with any person, we perceive and feel much more than we can express. Not only voice, gestures and mannerisms, but also some generalized clots of the entire mental makeup of another person - all this is deposited in us and unconsciously molds the image.

The psychological impact of one person on another or on a group of people, calculated on the uncritical perception of words, thoughts and will expressed in them, is suggestion. The essence of suggestion lies in the fact that if there is a complete and unconditional trust of the listener to the speaker, then the words of the second evoke in the first those very ideas, images and sensations that the speaker has in mind. And the complete clarity and unreservedness of these evoked representations with the same necessity require actions, as if these representations were received by direct observation or knowledge of the listener himself, and not through another person.

So, the main condition for inspiring influence is, on the one hand, the credibility of the source of information, and on the other hand, trust or, in any case, the absence of resistance to the influencing influence. The basis of any influence is the mutual dependence of people on each other. It has long been noticed that a person, coming into contact with other people, not only feels different than alone with himself, but his mental processes proceed differently, even the interaction of two people will significantly change the course of activity. Social psychologist V.B. Olshansky identifies possible types of mutual influence on each other's activities (Social psychology / Under the editorship of G.P. Predvechny and Yu.A. Sherkovin M., 1975, p.227-228):

1. Mutual relief. The presence of these partners increases the success of each of them.

2. Mutual embarrassment. Mutual presence leads to an increase in the number of errors in the activities of each.

3. Unilateral relief. The presence of one partner facilitates the activities of the other.

4. One-sided difficulty. The presence of one negatively affects the activities of the other.

5. Independence joint presence does not affect the activities of each, which is practically observed very rarely.

The very fact of the diversity of types, mutual influences on activity leads to the realization of such a phenomenon as psychological compatibility. This is one of the most important internal factors affecting the psychological climate of the team.

Psychological compatibility is defined as such an effect of a combination of people that gives the maximum result of activity at the minimum psychological cost of the interacting persons. If a group achieves high results in joint activities at a colossal expenditure of mental and other energy, due to nervous breakdowns, this already casts doubt on the psychological compatibility of its members, and, consequently, on a favorable psychological climate.

Psychological incompatibility is not just a difference in values, lack of friendships, people's rejection of each other. This is the inability to coordinate one's actions in critical situations, the asynchrony of motor and mental reactions, significant differences in attention, thinking and other innate and acquired personality traits that may interfere with joint activities. Compatibility of people is not absolute. It always refers to a specific activity or area of ​​interaction. The more severe the conditions under which a closed group operates, the higher the probability of incompatibility of its members. High compatibility is to a large extent ensured by a conscious effort to maintain a normal atmosphere. In experimental studies, it was revealed that psychological compatibility and the success of joint activities determine the commonality of ideological views, high motivation, optimal psychophysiological qualities of each participant, the diversity of individual psychological characteristics (the ability to single out a leader), high tolerance for oneself and others (intelligence), complete trust each other on the basis of vital interdependence, the maximum possible workload with purposeful activities, the possible degree of solitude of each of the participants, the certainty of the task at hand.

V.B. Olshansky identifies three groups of causes that cause conflict situations in the activities of labor collectives:

1. Disadvantages associated with the organization of production.

2. Shortcomings in the field of management, caused by the inability to place people in accordance with their qualifications and psychological characteristics.

3. Disadvantages associated with interpersonal relationships within the team.

Thus, the psychological climate of the team depends on the personality of the leader, the competence of the performers and their compatibility in the performance of team work.

As the main characteristics of the psychological climate of a team of adult labor collectives, psychologists distinguish the following indicators:

Satisfaction of team members with relationships, work process, management;

Dominant mood;

The degree of participation of team members in the management and self-government of the team;

Cohesion around the goals of the activity;

Conscious discipline;

Work productivity.

Chapter 3. Experimental studies

Description of the object of study

When studying the socio-psychological climate in the teaching staff, methods were used that were as close as possible to the conditions of the teacher's real activity, provided a high level of motivation in the conditions of a group experiment, met the requirements of reliability and validity, and were also acceptable to teachers working on different curricula.

The purpose of the study was to determine the level of the socio-psychological climate in the primary school team of secondary school No. 6 and compare it with the level of conflict in this team.

In order to obtain such data, a team of primary school teachers of secondary school No. 6 in the city of Oktyabrsky, the Republic of Bashkortostan, was surveyed. The experiment involved teachers who had worked in the team for more than three years. 3 people have higher education, 5 people have specialized secondary education, the rest are students of pedagogical universities.

Description of research methods.

The following methods were used in the survey:

1) The methodology of K.N. Thomas (“Assessment of ways to respond in conflict”) made it possible to determine typical ways of responding to conflict situations (competition, cooperation, compromise, avoidance, adaptation). This technique also allows you to assess the degree of adaptation of each member of the team to joint activities.

1. The methodology "Assessment of the psychological climate in the teaching staff" made it possible to determine the level of the socio-psychological climate in the team. It also diagnoses the level of formation of the group as a collective and allows (with repeated research) to trace the dynamics of its development.
2. The study also used a methodology that determines the propensity for intrapersonal conflict "Test for conflict" (Knobloch-Falconet) and evaluates this criterion on two scales "ego grasping" and "harmony".
3. "The test for assessing the level of conflict of the individual" made it possible to determine, both in each individual case, and the overall level of conflict in the team.

Results. Conclusions.

So, let's summarize the results of the research.

When diagnosing the level of formation of this group as a team, a coefficient of 14.3 was identified, which determines the degree of favorableness of the team as average.

Table 1

	Test for assessing the level of personality conflict	Knobloch-Falconette test (internal conflict of personality)	Assessment of the level of socio-psychological climate
1. Azylgareeva Z.F.		E-7, g-13
2. Pavlova V.S.		E-11, G-9
3. Ogorodnikova L.G.		E-6, G-14
4. Daybuk L.N.		E-10, G-10
5. Ganieva S.N.		E-13,G-7
6. Starkova L.A.		E-8, G-12
7. Zinovieva F.F.		E-11,G-9
8. Girfanova D.F.		E-9,G-11
9. Yunusova L.F.		E-9,G-11
10. Trifonova V.L. GRAND TOTAL	25.9-middle level conflict personalities	E-5,G-15 E-75, G-85	14.3-average degree of favorability

When determining the ways of responding to the conflict, the participants of the experiment showed different ways of responding. However, having calculated the number of total points, the most common ways of responding in this team were determined - this is conflict avoidance (102), compromise (82), cooperation (79), adaptation (74), rivalry (24).

(See Figure 1)

Picture 1

According to the results of the methodology that determines the tendency to intrapersonal conflict, the following conclusions were drawn: people working in this team are generally calm, confident, their desires and aspirations are balanced, there is consistency in behavior. However, the need for constant care is observed in almost 60% of teachers.

The overall level of conflict in this team was defined as below average (25.9).

In order to prove the hypothesis put forward, the Pearson correlation coefficient was calculated.

Formula:

R=1 - (6*∑d*d)/N*(N*N-1),

where d - the difference between the ranks according to the test for assessing the level of conflict in the personality of the test "Assessment of the level of socio-psychological climate",

N is the number of ranked values, in this case the number of subjects.

The correlation coefficient turned out with a "-" sign - 0.32, which indicates that an increase in the numerical values ​​of one row corresponds to a decrease in the numerical values ​​of another row, i.e., the higher the level of conflict in the team, the lower the indicators of the socio-psychological climate (or, the lower the level of conflict, the more favorable the socio-psychological climate). The significance level (0.87) indicates that this relationship will be reproduced with a high probability in the same experiments.

Thus, we can draw the following conclusion: our hypothesis was confirmed. Indeed, in a team where the conditions for work and self-realization are favorable and the level of conflict is below average.

Conclusion.

The problem of the formation of the teaching staff has always been acute. Even more acute is the question of creating such a mood in him so that the educational process is effective.

The psychological climate of the team of teachers, first of all, is manifested in the mood of its members and, as shown above, determines their performance, psychological and physical well-being form the emotional mood and performance of students. A consequence of the normative working well-being in the classroom is a sense of unity with those to whom you give a lesson.

Among the conditions that depend on the teacher himself are the psychological attitude and emotional mood. The psychological setting is created by the fact that the teacher mentally imagines the class and the object of work. Emotional mood is the activation of feelings due to the content of the educational material of this lesson. A mass examination showed that all subject teachers need an emotional mood: chemist, physics, and mathematics, and not just a philologist and historian. For an emotional mood, it is necessary to “plunge” into the lesson material, enter the world of those scientific categories or artistic images that you have to work with in the lesson, present them in the mind as if visually. If the teacher does not have time to evoke an emotional mood corresponding to the topic before the lesson, then the usual good and correct words will not capture the students, will not evoke reciprocal feelings, the lesson will become a formal transmission of information.

However, the creation of working well-being is also influenced by conditions that do not depend on the teacher. An analogy between the work of a teacher and an actor is appropriate here. Careful attitude to the well-being of the actor before the performance has become a generally accepted law: the moment when the actor "religious" with makeup, costume, preparing to go on stage, "an outsider is not allowed to enter the backstage." Anyone can turn to the teacher before the lesson and with any order, question, order, although in a minute the teacher must enter the class.

The role of a teacher is no easier than that of an actor. Moreover, the teacher is both a screenwriter, and a director, and a decorator, and the main character of his lesson. There are such difficult lessons and such individual characteristics of the teacher, when not imaginary, but real isolation is required before the lesson.

Careful attitude to the well-being of the teacher in the classroom is possible in a creative atmosphere at school, favorable relationships in the teaching staff.

Ultimately, the mood of teachers is always determined by the characteristics of the leadership of a given school. The possibilities of school leaders in managing the emotional atmosphere of the teaching staff are very high.

One of the main socio-psychological functions of the director is the rallying of the teaching staff. The cohesion of the team contributes to the increase of its educational opportunities, the reduction of current personnel. A close-knit team is stable, capable of resisting the action of internal and external forces aimed at weakening or destroying ties between its members.

So, the emotional well-being of a teacher in a team is largely determined by the style of leadership of this team by the administration.

The psychological climate of the team also depends on the absence or presence of a creative atmosphere in it.

The creative growth of a teacher can meet the requirements of today only if it is based on the search for the most effective methods of work, arising from the desire of the individual for self-improvement. But it is becoming increasingly difficult for school leaders to keep up with the latest innovations in pedagogical science and practice, especially in various subjects. Therefore, apparently, the main function of school leaders should be not only in the scientific and methodological education of teachers (although this function does not lose its relevance), but in creating an atmosphere in the team that encourages each employee to tirelessly improve their theoretical level and pedagogical skills.

Bibliography:

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21. Sorokina A.I. Problems of conflict in pedagogical psychology. -M.: Vlados, 1999.

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25. Grishina N.V. Psychology of conflict. - St. Petersburg: Peter, 2000.

APPLICATION

Test for assessing the level of personality conflict.

Answer the following questions:

1. Is it typical for you to strive for dominance, that is, to subjugate others to your will?

a) no; b) when how; c) yes.

2. Are there people at work who are afraid of you, and perhaps hate you?

3. Who are you more?

A ) Yes; b) find it difficult to answer; c) no.

4. Who are you more?

a) a pacifist b) principled; c) enterprising.

5. How often do you have to make critical judgments?

a) often b) periodically; c) rarely.

6. What would be most typical for you if you headed a new team?

a) would develop a work program for the team for the year ahead and convince the team of its expediency;

b) study who is who and establish contact with leaders;

c) would consult with people more often.

7. In case of failure, what state is typical for you?

a) pessimism; b) bad mood; c) resentment towards oneself.

8. Is it typical for you to strive to uphold and observe the traditions of the team?

a) yes; b) most likely yes; c) no.

9. Do you consider yourself one of those people who would rather tell the bitter truth than remain silent?

a) yes; b) most likely yes; c) no.

10. Of the three personal qualities that you struggle with, you most often try to get rid of in yourself:

a) irritability; b) touchiness; c) intolerance of criticism of others.

11. Who are you more?

a) independent; b) leader; c) idea generator.

12. What kind of person do your friends think you are?

a) extravagant; b) an optimist; c) persistent.

13. What do you most often work against?

a) with injustice; b) with bureaucracy; c) selfishly.

14. What is most typical for you?

a) I underestimate my abilities;

b) evaluate my abilities objectively;

c) I overestimate my abilities.

15. What brings you into collision and conflict with people most often?

a) excessive initiative; b) excessive criticality; c) excessive straightness.

Thank you.

Key.

A B C

1 . 1 2 3

2 . 3 2 1

3. 1 3 2

4. 3 2 1

5. 3 2 1

6. 2 3 1

7. 3 2 1

8. 3 2 1

9. 2 1 3

10. 3 1 2

11. 2 1 3

12 . 3 2 1

13. 3 2 1

14. 1 2 3

Levels of conflict development

14 - 17 - very low level

18 - 20 - low

21 - 23 - below average

24 - 26 - slightly below average

27 - 29 - medium

30 - 32 - slightly above average

33 - 35 - above average

36 - 38 - high

39 -42 - very high

Evaluation of ways to respond to a conflict.

1. a) Sometimes I present an opportunity for others to take responsibility for resolving a controversial issue;

b) Instead of discussing what we disagree on, I try to pay attention to what we both agree on.

b) I try to handle it in the interests of the other person and my own.

b) Sometimes I sacrifice my own interests for the interests of another person.

1. a) I try to find a compromise solution;

b) I try not to hurt the other person's feelings.

1. a) Settling a controversial situation, I always try to find support from the other;

b) I try to do things to avoid useless tension.

1. a) I am trying to avoid trouble for myself;

b) I try to get my way.

1. a) I try to postpone the decision of the controversial issue in order to finally resolve it over time;

b) I consider it possible to yield in something in order to achieve in another.

1. a) Usually I persistently strive to achieve my goal;

b) I first try to determine what all the interests involved and the issues at issue are.

1. a) I think that it is not always worth worrying about some possible disagreements;

b) I make an effort to get my way.

1. a) I firmly strive to achieve my goal;

b) I am trying to find a compromise solution.

1. a) First of all, I seek to clearly define what all the interests involved and the issues at issue are;

b) I try to reassure the other, and mainly to keep our relationship.

1. a) Often I avoid taking a position that can cause controversy;

b) I give the opportunity to the other in something to remain in his opinion, if he also goes forward.

b) I insist that everything be done in my opinion.

1. a) I tell the other my point of view and ask about his views;

b) I am trying to prove to another the logic and advantage of my views.

1. a) I try to calm the other person and save our relationship;

b) I try to do whatever is necessary to avoid tension.

b) I usually try to convince the other person of the merits of my position.

1. a) Usually I persistently strive to achieve my goal;

b) I try to do everything to avoid useless tension.

1. a) If it makes the other happy, I will give him the opportunity to insist on his own;

b) I will let someone else insist on my opinion if he meets me halfway.

1. a) First of all, I try to determine what all the issues and interests involved are;

b) I try to put aside controversial issues in order to eventually resolve them definitively.

1. a) I try to immediately overcome our differences;

b) I try to find the best combination of gains and losses for both of us.

1. a) During negotiations I try to be attentive to the other;

b) I always tend to discuss the problem directly.

1. a) I am trying to find a position that is in the middle between mine and the position of another person;

b) I defend my position.

1. a) As a rule, I am concerned with satisfying the desires of each of us;

b) Sometimes I imagine others to take responsibility for resolving a controversial issue.

1. a) If the position of another seems very important to him, I try to meet him halfway;

b) I try to convince the other to compromise.

1. a) I am trying to convince the other person that I am right;

b) When negotiating, I try to be attentive to the arguments of the other.

1. a) I usually offer a middle position;

b) I almost always seek to satisfy the interests of each of us.

1. a) I often try to avoid disputes;

b) If it makes the other person happy, I will give him the opportunity to have his own way.

1. a) Usually I persistently strive to achieve my goal;

b) In settling the situation, I usually seek support from the other.

1. a) I offer a middle position;

b) I think that it is not always worth worrying about the arising disagreements.

1. a) I try not to hurt the feelings of the other;

b) I always take such a position in the dispute that we can achieve success together.

Questionnaire key.

Rivalry: 3a, 6b, 8a, 9b, 10a, 13b, 14b, 16b, 17a, 22b, 25a, 28a.

Collaboration: 2b, 5a, 8b, 11a, 14a, 19a, 20a, 21b, 23a, 26b, 28b, 30b.

Compromise: 2a, 4a, 7b, 10b, 12b, 13a, 18b, 20b, 22a, 24b, 26a, 29a.

Avoidance: 1a, 5b, 7a, 9a, 12a, 15b, 17b, 19b, 21a, 23b, 27a, 29b.

Adaptation: 1b, 3b, 4b, 6a, 11b, 15a, 16a, 18a, 24a, 25b, 27b, 30a.

Conflict test (Knobloch - Falconette).

Instruction: answer Yes or no to the following questions:

1. I would like to have more control over my thoughts.
2. If I get into a stupid situation, I take it seriously.
3. I always want to do things better than I do.
4. Usually I have just enough to fulfill a wish.
5. I actually live for the future.
6. If I could live my life again, I did everything differently.
7. Rarely, if ever, do I feel the need to control my thoughts.
8. Usually I am accepting my personal problems.
9. I'm in conflict with what fate gives me.
10. Nothing is more important to me than being in control.
11. Usually I am satisfied with the level of my activity.
12. There is no one right way to be.
13. I wanted to bring everything together.
14. If I could do things better, then my life would be better.
15. I actually struggle against the vicissitudes of life's path.
16. I want more than I usually get.
17. My life will improve if I am more fortunate.
18. When I want to do something better, I understand that it has a limited ability.
19. Understanding my personal problems comes easier if I don't resist them.
20. Satisfaction with my level of activity only hinders the realization of my potential on the path of life.

Key.

NOT REALLY

1. Harmony Ego-grasping

2. Grasp Harmony

3. Grasp Harmony

4. Grasp Harmony

5. Ego-grasping Harmony

6. Grasp Harmony

7. Harmony Egograsping

8. Harmony

14. Ego-grasping Harmony

15. Ego-grasping Harmony

16. Ego-grasping Harmony

17. Ego-grasping Harmony

18. Harmony Egograsping

19. Harmony Egograsping

20. Egograsping Harmony

Interpretation.

Egograsping - This is an internal conflict of the individual. Tendency to self-accusation, indecision and self-doubt. The need for constant care.

Harmony -calmness, self-confidence, balance of desires, aspirations, level of claims. Sequence of behavior.

Assessment of the psychological climate in the teaching staff.

3 2 1 0 -1 -2-3

1. Kind prevails

cheerful 1. Depressed mood prevails

mood tone. nie.

2. Goodwill in relationships, 2. Conflict in relationships and

mutual sympathy. dislikes.

3. In relations between groups 3. Groups are in conflict between

within the team there is a mutual self.

disposition, understanding.

4. Team members enjoy being together 4. Show indifference to more

spend time, participate in joint close communication, express negative

noah activity. respectful attitude towards joint

Activities

5. Successes or failures of comrades cause 5. Successes or failures of comrades

empathy, sincere participation of all leave indifferent or you

team members. call to depend and gloating.

6. Respect each other's opinion 6. Everyone counts their opinion

Friend. chiefly intolerant of opinion

comrades

7. Achievements and failures of the collective over- 7. Achievements and failures of the collective

live like their own. va do not resonate with the members of the

Lective.

8. In difficult moments for the team, 8. In difficult times, the team walks the unity of the team “one for all, “limp”, quarrels arise,

and all for one." confusion, mutual accusations.

9. A sense of pride in the team, if it is 9. To praise and encouragement

Leaders notice. collectives here are equally

Stuffy.

10. The team is active, full of energy. 10. The team is inert and passive.

11. Compassionate and friendly attitude 11. Beginners feel like a stranger

approach new members of the team, help, they are often hostile

They tell them to get used to the team. ness.

12. Joint affairs captivate everyone, great 12. The team cannot be raised

desire to work collectively. for a joint cause, everyone thinks

About your interests.

13. In the team there is a fair 13. The team noticeably shares the attitude towards all members, supporting the privileged,

they take out the weak and stand up for them. respect for the weak.

Instruction: Please rate how the listed properties manifest themselves in your team. Read first the proposed text on the right, then on the left and after that with the sign+ mark in the middle of the sheet the assessment that corresponds to the truth, in your opinion.

Estimates.

3 - the property always manifests itself in the team

2 - the property appears in most cases

1 - the property often appears

0 - manifests itself to the same extent, and that, and another property.

Treatment.

Stage 1 : add all absolute values ​​first+ , then - ratings given by each survey participant. Then subtract the smaller value from the larger value. The result is a digit with a positive or negative sign. This is how the responses of each member of the team are processed.

Stage 2: all figures obtained after processing the answers of each participant must be added up and divided by the number of respondents. Then the resulting figure is compared with the method key:

22 and more - this is a high degree of favorable socio-psychological climate.

8 to 22 - the average degree of favorable socio-psychological climate.

0 to 8 - low degree of favorability.

0 to -8 - the initial unfavorable socio-psychological climate.

-8 to -10 - medium unfavorable.

From -10 and below - severe disadvantage.