How communication affects the development of the human psyche. Features of personal qualities and their impact on communication. Brain and psyche

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Government of St. Petersburg

Education Committee St. Petersburg State Budgetary Professional Educational Institution

"College« ImperialAlexander Lyceum "

PSYCHOLOGY OF COMMUNICATION

Tutorial

Glazkova N.N.

for specialties SPO 034702 "Documentary support of management and archives"

080109 "Finance"

080114 "Economics and accounting (by industry)"

080118 "Insurance business (by industry)"

100701 "Commerce (by industry)"

120714 "Land and property relations"

St. Petersburg, 2014

Development Organization: St. Petersburg State Budgetary Professional Educational Institution "College" Imperial Alexander Lyceum "

The textbook on the discipline "Psychology of Communication" was considered by the methodological council of the college and recommended for use in the educational process - protocol No. 2 of 09/25/2014.

College Methodist A.F. Zhmailo

human being perception communicative

Introduction
Section 1. Fundamentals of the psychology of communication

1.1 Introduction to the psychology of communication
1.2 Communication is the basis of human existence

1.2.1 Communication in the system of interpersonal and public relations
1.2.2 Classification of communication. Types and functions of communication. Structure and means of communication
1.2.3 Unity of communication and activity

1.3 Communication as people's perception of each other (perceptual side of communication)

1.3.1 The concept of social perception. Factors influencing perception. Distortions in the process of perception
1.3.2 Psychological mechanisms of perception. The influence of image on human perception

1.4 Communication as interaction (interactive side of communication)

1.4.1 Types of interaction: cooperation and competition. Positions of interaction in line with transactional analysis. Understanding Orientation and Control Orientation
1.4.2 Interaction as an organization of joint activities

1.5 Communication as an exchange of information (communicative side of communication)

1.5.1 Basic elements of communication. verbal communication. Communication barriers
1.5.2 Non-verbal communication
1.5.3 Methods for the development of communication skills. Types, rules and techniques of listening. Tolerance as a means of increasing the effectiveness of communication

1.6 Forms of business communication and their characteristics

1.6.1 Business conversation. Question Forms
1.6.2 Psychological features of conducting business discussions and public speaking. Argumentation

Section 1 control test

Section 2. Conflicts and ways to prevent and resolve them

2.1 Conflict: its essence and main characteristics
2.2 Emotional response in conflicts and self-regulation

2.2.1 Features of emotional response in conflicts. Anger and aggression. Discharge of emotions
2.2.2 Rules of conduct in conflicts. The influence of tolerance on conflict resolution

Section 2 control test

Section 3. Ethical Forms of Communication

3.1 General information about ethical culture

3.1.1 Concept: ethics and morality. Categories of ethics. Moral norms. Moral principles and norms as the basis for effective communication
3.1.2 Business etiquette in professional activities. The relationship of business etiquette and business ethics

3.2 Business ethics

3.2.1 Etiquette and culture of conduct in business communication. Etiquette observed in letters and telephone conversations. Features of national styles of business communication ethics

Section 3 control test

List of recommended literature
Glossary of terms and concepts
Famous psychologists and their discoveries
Introduction
As a science, psychology is, first of all, communication,
transmission of live content from one person to another.
V. Levy
The academic discipline "Psychology of communication" was introduced into the curriculum for training specialists of secondary vocational education not by chance. At present, the development of the ability for productive contacts, mutual understanding, and cooperation of people is of particular relevance. The ability to establish respectful relationships with all the surrounding people is a prerequisite for the effective performance of professional duties. The need to introduce the discipline “Psychology of communication” is also due to the fact that communication skills are basic in those areas of activity where the subject of interaction is a person. This is commerce, insurance business and many others.
The specificity of the discipline "Psychology of communication" is due to its practical orientation. The purpose of the academic discipline is, first of all, the formation and development of communication skills among students. The main objectives of the course are to master the basic patterns of the communication process, the ability to analyze the course and result of communication from the point of view of its moral fullness and business efficiency, and to understand the mechanisms of interaction between people. An important task is the study of specific norms and rules governing communication between people, in particular etiquette. Practical mastery of the culture of communication involves the formation of certain personality traits - communicative abilities.
The program of the discipline "Psychology of communication" provides for theoretical and practical classes, the implementation of creative tasks, the preparation of essays. The basis of the entire course is practical exercises built in the form of trainings, discussions, during which direct acquaintance and mastery of the culture and art of communication takes place.
The textbook "Psychology of Communication" is written in accordance with the Federal State Educational Standards of Secondary Vocational Education and contains the main topics included in the work program of the discipline. It reveals the main theoretical issues of the course: the subject, methods, tasks, principles, describes the types, functions, structure and means of communication. Much attention is paid to research aspects of communication: communicative, perceptual and interactive.
The tutorial consists of three sections. The first section "Fundamentals of the psychology of communication" deals with general theoretical issues of the problem of communication, the second section "Conflicts and ways to prevent and resolve them" deals with conflict relations between people, and the third section "Ethical forms of communication" is devoted to aspects of ethics and culture of communication in various situations. In addition, the methodological manual provides an extensive list of literature on various aspects of the problem of communication. The appendix contains a glossary of key terms.
The methodological manual is intended for students of secondary vocational educational institutions studying the discipline "Psychology of communication". It is built in accordance with the requirements for the level of preparedness of persons studying in the specialties of secondary vocational education, and is designed to help future specialists develop the skills and abilities to communicate with people, overcome the stereotypes of the administrative-command style of thinking, form the ability to carefully analyze complex business situations, objectively assess their actions and actions of people around.
Chapter 1. Fundamentals of the psychology of communication
1.1 Introduction to General Psychologyenia
1. Psychology as a field of scientific knowledge.
The word "psychology" is of Greek origin and consists of two parts. The first part of the word goes back to the ancient Greek word psyche - soul.
Psychology owes its name to Greek mythology, namely the myth of the love of a mortal earthly woman Psyche and Eros, the son of the goddess Aphrodite. Psyche gained immortality and became equal to the gods, steadfastly enduring all the trials that the angry Aphrodite subjected her to. For the Greeks, this myth was a model of true love, the highest realization of the human soul. Therefore, Psyche - a mortal man who gained immortality - has become a symbol of the soul, looking for its ideal.
Thus, the first part of the word psychology indicates a special world of phenomena that are in the mind of a person and are not similar to those phenomena that a person sees with the naked eye in the world around him. The meaning of the second part "logia"- well-known - translated from Greek - this is the science or teachings e. Combining the meaning of the first and second parts, we get "the doctrine of the soul" or "science of the soul".
The hope of a deeper knowledge and understanding of human behavior was associated with the doctrine of the soul. However, it was not easy to understand psychic phenomena and explain human behavior.
At present, modern psychology is defined as a science that studies the mechanisms, patterns and manifestations of the psyche, i.e. psychology is the science of the mind.
Object of psychology(i.e. what psychology investigates) - Human in the aggregate of all manifestations of his spiritual and mental world as a result of historical and cultural development.
The subject of psychology is an psyche living beings in all the diversity of its manifestations, i.e. mental phenomenon.
Psyche- this is a subjective reflection by a person of objects and phenomena of objective reality, which is a function of the brain.
The psyche is diverse in its forms and manifestations. The human psyche is his feelings, thoughts, experiences, intentions, i.e. everything that makes up his subjective inner world, which is manifested in actions and deeds, in relationships with other people.
Psychic reflection is subjective because it belongs to the subject and depends on his subjective characteristics. Mental reflection is not a mirror, mechanical, passive copying of the world, it is associated with a search, a choice. The incoming information is subjected to specific processing in connection with some need, needs. In addition, the psyche is most closely connected with the work of the brain, but the content of the psyche is not produced by the brain itself, its source is the outside world.
The human psyche is not given to a person in finished form from the moment of birth and does not develop by itself. Only in the process of communication and interaction of a person with other people, in the process of mastering the culture created by previous generations, does a human psyche and specific human qualities (consciousness, speech, etc.) form in him. Otherwise, nothing human appears either in behavior or in the psyche (Mowgli's phenomenon).
2. Psychology of communication as a branch of psychological science
Psychology of communication- a branch of psychology that studies the features of human communication.
The psychology of communication reveals not only the originality of the exchange of information between people and social groups, but also shows how interaction and relations between them should be built, maintained and developed.
The main category of communication psychology is the concept of communication.
Communication- this is a complex process of establishing and developing contacts between people, generated by the need for joint activities and including the exchange of information, the development of a unified interaction strategy, the perception and understanding of another person.
Communication is an important part of the social existence of a person as a social being, a person cannot exist outside of communication with other people. The need for communication is one of the basic needs of a social individual. Allocate nine groups of communication needs:
in another person and relationships with him;
in belonging to a social community;
in empathy and sympathy;
care, help and support from others;
in helping, caring and supporting others;
· in establishing business relations for the implementation of joint activities and cooperation;
in the constant exchange of experience and knowledge;
in evaluation by others, in respect, authority;
in developing a common understanding and explanation of the objective world and everything that happens in it with other people.
The source of the need for communication is the collectivist, social nature of man, his inherent need not only for individual, but also for joint activities. Communication is not only a need of the individual, but also a condition and a means of satisfying it.
In the most general way communication acts as a form of life activity, as a way of uniting and developing people.
social meaning communication lies in the fact that it acts as a means of transferring forms of culture and social experience.
Psychological sense communication consists in the fact that in the course of it the subjective, inner world of one person is revealed to another and there is a change in the thoughts, feelings and behavior of the interacting people. Communicating with other people, a person learns universal human experience, historically established social norms, values, knowledge, ways of activity, and also forms as a person. In other words, communication is the most important factor in the mental development of a person. This is a universal reality in which the nature of human behavior, its mental processes, properties and states are born, exist and manifest throughout life. The Russian thinker Pyotr Chaadaev (1794-1856) wittily remarked: "Deprived of communication with other creatures, we would pluck the grass, and not reflect on our nature." Indeed, the natural way of a person's existence is his connection with other people, and the person himself becomes a person only in communication. In addition, in communication, a person self-determines and self-presents, revealing his individual characteristics. The ability to communicate is one of the most important human qualities.
Thus, aboutobjective need for communication how the conditions of human existence are explained by the fact that he cannot satisfy his vital needs, live and develop independently of other people.
2.History of studying the problem of communication

The psychology of communication, as well as all psychology, can be said in the words of Hermann Ebbinghaus: it has a long past but a short history.

The ancient thinkers spoke about the social nature of man, when the beginnings of psychological thought were only taking shape in the mainstream of philosophical knowledge. The moral and psychological properties of people that characterize them as subjects of communication are already noted in the sayings of the ancient Chinese thinker Confucius and the ancient Greek philosophers Socrates, Plato, Aristotle, etc., as well as in the statements of thinkers of subsequent historical eras, including the New Age, such as the Dutch philosopher Spinoza and the English philosophers Hobbes and Locke, as well as the French enlighteners Voltaire, Rousseau, Holbach and others. Their observations and judgments about human relationships, which are a valuable part of the philosophical heritage of past centuries (Aphorisms of Seneca, Montaigne, etc.) anticipated many areas of research human communication developed by psychologists today.

The history of communication psychology as a branch of scientific knowledge is even shorter than the history of scientific psychology. Although human communication has always been at the heart of social existence, it became a direct object of psychological analysis only in the 20th century. The problem of communication was developed most intensively in the 1920s and 1930s. 20th century

Starting from the 20s. social psychology, in particular - the psychology of communication, is becoming one of the leading directions in the development of psychological science in the United States, England, Germany, France and Japan. The wide range of applied research in this area was supported by the largest industrial corporations and military departments interested in the practical use of socio-psychological laws.

The conceptual foundations for developing the problem of communication in domestic psychology are associated with the works of V.M. Bekhtereva, L.S. Vygotsky, S.L. Rubinstein, A.I. Leontiev, B.G. Anan'eva, M.M. Bakhtin, V.N. Myasishchev and other psychologists who considered communication as an important condition for the mental development of a person, his socialization and individualization, and the formation of personality.

The first attempts to highlight the problem of communication among domestic scientists were made by V.M. Bekhterev. Communication, he wrote, serves as a mechanism for bringing people together into groups and conditions for the socialization of the individual. He noted that the more diverse and richer the communication of a person with the people around him, the more successfully the development of the personality is carried out. V.M. Bekhterev singled out two specific types of communication: imitation and suggestion. V.M. Bekhterev assigned a particularly important role in the influence of one person to another in the process of communication to the unconscious suggestion of ideas, feelings and sensations, without relying on logical forms of persuasion and proof. He highlights the conditions under which such suggestion is effective: the unity of mood, people's feelings, the homogeneity of the meeting, its focus on a common goal, the presence of a single idea. V.M. Bekhterev was the initiator of the development of the problem of communication in Russian psychology.

Then interest in the problem of communication declined. A new upsurge began in the 1960s. At this time, V.N. Myasishchev considered the formation of the personality and its relations under the influence of the experience of communication with the immediate and significant social environment. Unlike other authors who considered communication only as verbal communication, V.N. Myasishchev considered communication holistically, "as a process of interaction between specific individuals who in a certain way relate to each other and influence each other." He paid great attention to communication in psychotherapy, in particular in the treatment of neuroses.

BG Ananiev paid considerable attention to the problem of communication. He considered communication as a specific type of activity and considered its main characteristic that through it a person builds his relationships with other people. He wrote that communication determines the nature of the social determination of the individual development of the personality and participates in the formation of the entire mental organization of a person. He considered from the quantitative and qualitative side the question of the optimum of communication necessary for the normal development of a person as a person, as well as the consequences of a lack of communication for this development.

In 1967, in his book "Social Psychology as a Science", B.D. Parygin singled out the problem of communication as a subject of study of social psychology. Since that time and to this day, communication has become the subject of intensive scientific study.

Test questions:

1. Define the concepts of "psychology of communication" and "communication" and name nine groups of human communication needs.

2. What are the social and psychological meanings of communication?

3. What is the history of studying the problem of communication?

1.2 Communication is the basis of human bstiya

1.2.1 Communication in the system of interpersonal and public relations

1. Communication in the system of public relations

Communication is the realization of the whole system of human relations. There are two types of relationships - public and interpersonal.

Generalmrelativemnia- various relationships between individuals or groups, due to their social roles.

social role there is a fixation of a certain position that this or that individual occupies in the system of social relations. Each individual performs not one but several social roles: he can be an accountant, a father, a trade union member, a football team player, and so on.

Social relations arise between:

individuals as part of a social group;

groups of individuals

Individuals and groups of individuals.

In this regard, social relations are considered at different levels:

· at the level of social communities (relations class, national, group, etc.);

At the level of groups engaged in any activity (industrial, educational, etc.);

at the level of relationships between people in groups.

Social relations develop in all spheres of public life. Allocate economic, social, political, ideological and other types of relations. All of them together constitute a system of social relations.

In public relations, a person acts as a representative of certain classes, professions, movements, associations, parties, etc. Such relations are built on the basis of a certain position occupied by each in society, the fulfillment by a person of specific social roles. Social relations are realized in the activities of specific individuals, in the acts of their communication and interaction. Social relations are characterized social differentiation.

Social differentiation- an intra-group process that determines the position, the status of members of this community.

Public relations are impersonal character. They are characterized, as a rule, by the lack of depth in the relationship between the subjects: the contact partner can be easily replaced by another person. Their essence is not in the interaction of specific individuals, but in the interaction of specific social roles. But within the limits of its role, the individual's behavior is not strictly specified - each social role always leaves a certain range of possibilities for its performer, and he acts, as it were, in two qualities: as a performer of an impersonal social role and as a unique human personality. Therefore, interpersonal relations serve as the basis for building impersonal social relations of interpersonal relations within the system.

2. Communication in the system of interpersonal relations

Interpersonal relationships- subjectively experienced relationships between people, objectively manifested in the nature and methods of mutual influences of people in the process of activity and communication.

Interpersonal relations are determined, on the one hand, by role relations and individual personal characteristics of subjects, on the other.

Interpersonal relations are woven into the system of social relations.

The nature of interpersonal relations is significantly different from the nature of social relations of the emotional component. Interpersonal relationships are based on a variety of emotional states of interacting people.

Based on such criteria as the depth of the relationship, selectivity in the choice of partners, the functions of relationships, N.N. Obozov proposes (without pretending to be complete and complete) the following classification of interpersonal relationships: dating, friendship, comradely, friendly, love, marital, kinship and destructive relationships.

Interpersonal relationships include threecomponent - cognitive(informational), affective(emotional) and behavioral.

cognitivecomponent involves awareness of what one likes or dislikes in interpersonal relationships.

affectivecomponent finds its expression in various emotional experiences of people about the relationships between them. These are positive and negative emotional states, conflict states (intrapersonal, interpersonal), emotional sensitivity, satisfaction with oneself, partner, etc. The affective component, as a rule, is the leading one.

The emotional content of interpersonal relationships can change in opposite directions: from conjunctive (positive, bringing together) to indifferent (neutral) and disjunctive (negative, separating) and vice versa. Variants of manifestations of interpersonal relationships are huge.

conjunctive feelings manifest themselves in various forms of positive emotions and states, the demonstration of which indicates a readiness for rapprochement and joint activity.

indifferent feelings suggest manifestations of a neutral attitude towards a partner. This can include indifference, indifference, indifference, etc.

Disjunctive Feelings are expressed in the manifestation of various forms of negative emotions and states, which is regarded by the partner as a lack of readiness for further rapprochement and communication.

In some cases, the emotional content of interpersonal relationships can be ambivalent(controversial).

Behavioral Component implemented in concrete actions. If one of the partners likes the other, the behavior will be friendly, aimed at helping and productive cooperation. If the object is not cute, then the interactive side of communication will be difficult.

Interpersonal relationships can be built "vertical"(between leader and subordinate and vice versa) and "horizontals"(between persons of the same status).

Interpersonal relationships can be formed with positions of dominance- equality - subordination and dependence - independence.

Test questions:

1. Describe social relations.

2. Describe interpersonal relationships.

3. What is common and what is the difference between social and interpersonal relations?

1.2.2 Classification of communication. Types and functions of communication. Structure and means of communication

1. Classification of communication

Communication as a socio-psychological phenomenon is the contact between people, which is carried out through language and speech, has various forms of manifestation. Depending on the characteristics of communication, there are various types of it.

Communication is extremely diverse in its forms and types. Classifications of communication are created on a variety of grounds (by place, by time, by area of activity, by type of subjects, etc., etc.).

Classification of communication by direction: humanistic and manipulative.

humanistic communication characterized by trust, reciprocity, openness, refusal to solve their own problems at the expense of a partner. This communication is focused on the values of freedom and dignity, in essence it is a creative communication, the basis of which is a joint dialogue based on the recognition of the inviolability of the dignity of a partner. In humanistic communication, motivation and goals should not contradict means and results.

manipulative communication defined as "communication in which the partner is treated as a means to achieve their goals." In this kind of communication, a person is not recognized as a value in itself, although those qualities that can be useful for achieving someone's selfish goals can be recognized as valuable. In manipulative communication, a person, as a rule, does not respect the dignity of a communication partner.

Classification of communication by the number of people talking: interpersonal, personal-group and intergroup.

interpersonal communication- communication between two or three subjects.

Personal-group communication- communication between one person and a group.

Intergroup communication- communication between groups.

Classification of communication content: business and personal.

Business conversation- the process of interaction of people performing joint duties or included in the same activity and serves as a means of improving the quality of this activity.

personal communication- this is an exchange of unofficial information, focused mainly around the psychological problems of a person of an internal nature, those interests and needs that deeply and intimately affect the personality of a person: the search for the meaning of life, determining one's attitude to a significant person, to what is happening around, resolving some or internal conflict, etc.

Classification of communication oncontact with the interlocutor: directlyoh and mediatedoh.

Immediate(direct)communication- this is face-to-face communication, when people are nearby and communicate without any intermediate links, for example, when meeting.

mediated(indirect)communication- this is communication when people are separated from each other by time or distance and communicate through an intermediary, for example, an exchange of letters.

Each type of communication has its own advantages and disadvantages. So, in a face-to-face conversation, there are more channels of feedback. This means that each of the communicating parties is able to see and analyze how the opposite party perceives information. But mediated communication greatly simplifies the life of people who are timid and indecisive.

2. The structure of communication and its functions

Under object structure science understands the order of stable connections of the elements of the object of study, ensuring its integrity as a phenomenon in external and internal changes.

Structure of communication is a set of basic elements that make up the process of communication.

Since the concept of “communication” is complex, it is difficult to define the structure of communication. There are various approaches to the problem of the structure of communication.

In the psychological literature, G.M. Andreeva identifies three interrelated aspects in the structure of communication: communicative, interactive and perceptual.

The communicative side of communication consists in the exchange of information between communicating individuals.

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

Interactive side of communication consists in organizing interaction between communicating individuals (exchange of actions).

The logical basis for modeling the structure of communication as a process (transfer of information, knowledge of each other and exchange of actions) is the characteristic of distinguishing it from relatively autonomous components: subjects of communication, purpose, content and means of communication.

The subjects of communication are living beings, people.

Purpose of communication- answers the question "For the sake of what does a creature enter into an act of communication?". According to the goals, communication is divided into biological and social.

biological- this is communication necessary for the maintenance, preservation and development of the body. It is associated with the satisfaction of basic organic needs.

social communication pursues the goals of expanding and strengthening interpersonal contacts, establishing and developing interpersonal relationships, personal growth of the individual.

In animals, the goals of communication do not go beyond the biological needs that are relevant to them. For a person, these goals can be very diverse and represent a means of satisfying social, cultural, creative, cognitive and many other needs.

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

2. Cognitive (knowledge sharing).

3. Conditioning (exchange of mental or physiological states).

4. Motivational (exchange of motives, goals, interests, motives).

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

Means of communication- ways of encoding, transmitting, processing and decoding information that is transmitted in the process of communication from one being to another. Information between people can be transmitted using the senses, speech and other sign systems, writing, technical means.

Distinguish verbal(verbal) and non-verbal(nonverbal) means of communication.

Verbal means of communication- speech. Language is the main means of communication. Language is a system of signs that serves as a means of human communication. A sign is any material object (object, phenomenon, event). The total content that is embedded in a sign is called its meaning. Assimilation of the meanings of signs, ways of organizing them to convey a message, people learn to speak a particular language. All signs are divided as follows:

· intentional- specially produced for the transmission of information

· non-intentional-- unintentionally giving out this information.

Signs of emotions can act as non-intentional signs (trembling hands give out excitement), pronunciation features (an accent can become an indicator of a person’s place of origin, social environment).

Verbal communication most often takes the form of a conversation.

Non-verbal means of communication- non-verbal means. The instrument of communication is the human body, which has a wide range of means and methods of transmitting or exchanging information. Non-verbal means can be reduced to kinetic(body movements) spatial(organization of interpersonal communication) and temporary interaction characteristics.

A. Pease in his book "Body Language" cites data according to which information is transmitted through verbal means (only words) by 7%, sound means (including tone of voice, intonation of sound) - by 38%, and through non-verbal means - by 55%.

Non-speech means perform informative and regulatory functions in the process of communication.

In this context, it is important to emphasize the role of the social situation of communication in which communication takes place, primarily about the presence of other people during communication that change this process. In particular, sociable people quickly orient themselves in any situation, enjoy and feel uplifted from “working for the public”, and those who have difficulty in establishing contacts get lost, act impulsively, lose control over their behavior and what they say.

Under communication functions refers to those roles or tasks that communication performs in the process of human social existence.

Communication is polyfunctional, which is reflected in the many existing classifications of its functions. A significant part of researchers highlights the functions of communication associated with the exchange of information, interaction and perception of each other by people. Most often distinguished in communication three functions: information and communication, regulatory and communicative and affective-communicative.

Information and communication function consists in any exchange of information and covers the processes of formation, transmission and reception of information. Its implementation has several levels: at the first level alignment of differences in the initial awareness of people who come into contact is carried out; second level provides for the transfer of information and decision-making; third level associated with the desire of a person to understand others (communication aimed at forming assessments of the results achieved).

Regulatory and communicative function is to regulate behavior. Thanks to communication, a person regulates not only his own behavior, but also the behavior of other people, and reacts to their actions, i.e. there is a process of mutual adjustment of actions.

Affective-communicative function characterizes the emotional sphere of a person, in which the attitude of the individual to the environment is revealed.

In addition to these functions, communication performs another important function - socialization function which lies in the fact that in the process of communication the child learns social experience, he develops the skills of interaction in society in accordance with accepted norms and rules.

Test questions:

1. What are the types of communication?

2. Describe the structure of communication.

3. What are the main functions of communication?

1.2.3 Unity of communication and activity

1. The concept of activity

Under activity, in a broad sense, according to the explanatory dictionary of S.I. Ozhegov, any occupation, labor or work of people, as well as the work of any mechanism, forces of nature, human organ are understood.

The psychological study of activity was started by domestic psychologists, it was carried out especially intensively by A.N. Leontiev. It was A.N. Leontiev who laid the foundations activity approach in psychology.

According to A.N. Leontiev, activity is a form of human activity.

Activity- this is a specific human activity regulated by consciousness, generated by needs and aimed at cognition, transformation of the external world and the person himself.

In activity, a person creates objects of material and spiritual culture, transforms his abilities, preserves and improves nature, builds society, creates something that would not exist in nature without his activity.

A.N.Leontiev proceeded from the distinction external and internal activities.

External activity It is a sensory-objective, material activity.

Internalactivity- this is the activity of operating with images, ideas about objects or the ideal activity of consciousness.

According to A.N. Leontiev, internal activity is secondary: it is formed on the basis of external objective activity. The process of transition of external objective activity into internal mental activity is denoted in psychology by the term "interiorization". The reverse transition - from internal activity to external activity is denoted by the term "exteriorization". The objectification of our ideas, the creation of an object according to a predetermined plan are examples of exteriorization.

A holistic activity has the following components: motives - goal - tasks - actions - control - result - reflection.

motive activity is called that which induces it, for the sake of which it is carried out. The motive is usually a specific need, which is satisfied in the course and with the help of this activity. Based on the same need, motives for various activities can be formed. The same activity can be caused by different motives, meet different needs. As goals activity is its product. It can be a real physical object created by a person, certain knowledge, skills and abilities acquired in the course of activity, a creative result (thought, idea, theory, work of art). The goal motivates a person to set tasks that require implementation action. An action is a part of an activity that has a completely independent, conscious human goal. Actions are performed under constant control, aimed at obtaining result that meets the requirements of the motive and satisfies the need.

The main activities of people, in which each person inevitably joins in the process of his individual development, are: game, teaching and work.

The main characteristics of the activity - objectivity and subjectivity. Objectivity of activity consists in subordinating the logic of human actions to the logic of the objects with which he deals. And this logic of action with objects a person begins to learn from an early age. Subjectivity of activity lies in the fact that it is implemented by both an individual and a collective subject.

2. Communication of activity and communication

The concepts of "activity" and "communication" are closely related. The connection between communication and joint activity is obvious. But the question arises: is communication a part, a side, a facet of joint activity, or communication and activity are two independent, equal processes?

In modern scientific knowledge, the question of the relationship between activity and communication remains not completely resolved. There are different points of view on the problem of the relationship between communication and activity.

One point of view identifies the concepts of communication and activity. In this case, communication is considered as one of the types of human activity in society, as “communication activity”, “communicative activity”, etc.

Some theories tend to opposition of communication and activity. According to this point of view, communication is not considered as a type of activity, but is considered as an indispensable attribute of any human activity.

In modern domestic psychology, the idea is accepted unity of communication and activity rather than replacing one with another. According to this point of view, communication is understood as an independent and specific form of human activity, but inextricably linked with activity. Activity is considered the genetic basis of communication: having arisen on the basis of activity, communication turns into an independent social factor, a special social form of an individual's activity, the subject of which is relationships with other people. This conclusion follows from the understanding of communication as a reality of human relations. It is assumed that any forms of communication are included in specific forms of joint activity: people do not just communicate in the process of performing various functions, they always communicate in some activity, "about" this activity.

Moreover, it is noted that between communication and activity there are many transitions and transformations of one into another. In some types of activity, the means and methods characteristic of communication are used as its means and methods, and the activity itself is built according to the laws of communication, for example, the activity of a teacher. In other cases, certain actions are used as means and methods of communication, and here communication is built according to the laws of activity, for example, a theatrical performance.

In addition, communication forms the unity of goals and objectives of individuals performing joint activities. In its origin, communication arises from the needs of activity. In the activity itself, sometimes a large amount of time is precisely communication associated with production and other relations, about them, in connection with them, etc.

The idea of including communication in activity allows us to consider the question of which functions performs communication in the process of activity. In the most general form, the answer can be formulated as follows: through communication, activity is organized and enriched. Building a joint activity plan requires each participant to have an optimal understanding of its goals, objectives, understanding the specifics of the object of activity and even the capabilities of each of the participants. Thus, by implementing regulatory and communicative function, communication leads to the coordination of the activities of its individual participants and, consequently, to the optimization of its results.

Test questions:

1. Expand the concept of "activity".

2. What are the main theoretical approaches to the study of the relationship between activity and communication?

3. Describe the connection and difference between the categories "activity" and "communication".

1.3 Communication as people's perception of each other (perceptualaboutrona of communication)

1.3.1 The concept of social perception. Factors influencing perception. Distortion in praboutprocess of perception

1. The concept of social perception

The emergence and successful development of interpersonal communication is possible only if there is mutual understanding between its participants. The extent to which people reflect the traits and feelings of each other, perceive and understand others, and through them themselves, largely determines the process of communication, the relationship that develops between partners, and the ways in which they carry out joint activities.

Thus, the process of perception by one person of another is an obligatory component of communication and is called perceptual side of communication.

Perception(perception) is a reflection of objects and phenomena in the totality of their properties and parts with their direct impact on the senses. This process always involves irritation of the sense organs, motor components (eye movement behind the object, pronunciation of the corresponding sounds), etc.

A concept that explains the perception, knowledge and understanding of each other by people - social perception. It was first introduced by J. Bruner in 1947, when a new view of the perception of a person by a person was developed.

social perception- a complex process that occurs when people interact with each other and includes the perception of external signs of a person, their correlation with personal characteristics and the interpretation of actions and behavior on this basis.

Social perception includes:

The process of perceiving observed behavior;

Interpretation of the causes of behavior and expected consequences;

emotional evaluation;

Building a strategy for your own behavior.

Allocate three components of the socio-perceptual process:

partner-observer;

the observed partner;

situation (context).

The process of social perception is a complex system of formation in the mind of a person of the image of another person as a result of such methods of understanding each other as perception, knowledge, understanding and study.

The process of interpersonal perception can be represented as a diagram (Figure 1).

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Rice. 1. The process of perceiving a person by a person

In general, the process of perception by one person (observer) of another (observed) unfolds as follows. In the observed for the observer, only external signs are available for perception, among which the most informative are the appearance (physical qualities plus the “design” of appearance) and behavior (actions performed and expressive reactions). Perceiving these signs, the observer evaluates them in a certain way and makes some conclusions (often unconsciously) about the psychological properties of the communication partner. The sum of assigned properties provides the necessary opportunity to form a certain attitude to the observed, which most often has an emotional character and is located within the continuum "like - dislike". Based on the supposed psychological properties, the observer draws certain conclusions about what behavior can be expected from the observed. Based on these conclusions, the observer builds a strategy of behavior in relation to the observed.

Let us explain what has been said with an example. A man standing at a bus stop late in the evening notices an approaching pedestrian. He is dressed in dark clothes, keeps his hands in his pockets and moves with a quick, determined gait. If a person standing at a bus stop is calm and confident, he may think something like this: “This person must be cold and in a hurry. Probably late for home or a date. Now he will pass by calmly.” Thinking like this, the observer will calmly continue his waiting. If the person at the bus stop is anxious or suspicious, he may think differently: “Why does he have his hands in his pockets? How quickly he approaches me! He may have something bad on his mind. The view is painfully suspicious ... "Thinking in this way, the person will hide in the shadows ("away from sin").

Thus, based on the perception of a person by a person, an idea is formed about the intentions, thoughts, abilities, emotions of a communication partner and their own behavior is formed. This process in interpersonal perception is carried out from two sides: each of the communication partners likens himself to another, and the results of the partner's subjective assessment serve as the basis for building behavior in relation to him. The partner, in turn, builds behavior by analyzing the behavior and external manifestations that the observer provided him, that is, we can say that we ourselves form the attitude of other people towards us.

The patterns of perception include subjectivity. Different people perceive the same information in different ways. This happens for a number of reasons: the possession of different psychological inclinations, abilities, interests, etc.

The importance of social perception lies in the fact that on the basis of the image of a partner, which is created upon acquaintance, further communication with this person is built.

Allocate four main functions of social perception:

self-knowledge;

knowledge of the partner in communication;

organization of joint activities on the basis of mutual understanding;

establishment of emotional relationships.

The process of social perception is strongly influenced by socialpsychologicallyefeatureand communication partners, such as: individual, gender, age, professional and other differences. Of even greater importance are psychological qualities partners and their installation system. Psychological and social attitudes as if “launching” a certain scheme of social perception. The most significant properties, on the basis of which the impression of a communication partner is formed, include external signs, which include the appearance of a person, his external expression of his inner world (behavior): manner of holding, speaking, actions performed. These judgments are based on so-called "hidden personality theories", which allow for a connection between a person's physical characteristics and personality traits.

2. Perception efficiency and error sources

Often, as a criterion for the effectiveness of perception, it is proposed to use this approach: if it helped people to work together, to complete the task together, then social perception was adequate. But this is not enough.

The effectiveness of perception depends on such a concept as design, which is correlated with observable. Occupying in the act of social perception, at first glance, a more passive position, it is the observed who is the author of the message. The text is its appearance and behavior, and as an intention-- true inner state, feelings and intentions which the observer must perceive and understand. Efficiency criterion will behavior of the observer adequate to this idea.

The following helps the observer to effectively perceive the observed and build effective behavior:

· inhigh cultural level, which allows, on the basis of one’s own or appropriated experience, to interpret the external manifestations of people in their relationship with personal characteristics: “I know what could be behind this”;

· inhigh reflective level, which allows you to separate your professional, age, ethnic and other prejudices and attitudes and the real grounds for the behavior demonstrated by the observed: "I know that I need to look at this situation more broadly than I usually do";

· inhigh intellectual level, which allows you to move away from an egocentric position in assessing the actions of the observed: “There may be various reasons behind the external similarity of my and his behavior”;

...

Educational functions of communication

The communication of schoolchildren is an exchange of spiritual values, which takes place in the form of a schoolchildren's dialogue both with "other selves", and in the process of interaction with other people. This exchange is characterized by age-related characteristics, and to a certain extent, a pedagogically directed influence on the formation and life of groups, collectives and the student's personality.

Communication is not only an independent sphere of life of schoolchildren, it permeates all other spheres. This determines the most important role that communication plays in the process of formation and life of the individual. This explains the interest in this phenomenon, the desire to identify its role in the formation of personality, its educational opportunities.

Educational functions of communication of schoolchildren:

Normative - reflecting the development of schoolchildren's norms of behavior.
Cognitive - reflecting the acquisition of individual experience by schoolchildren in the process of communication.
Emotional - reflecting communication as an affective process.
Actualizing - reflecting the implementation in communication of the typical and individual aspects of the student's personality.

The close relationship between personality structures and the process of communication leads to the fact that communication disorders inevitably cause personality changes, and vice versa. At the same time, the relationship between personality changes and communication disorders is of a qualitatively different nature, depending on which link in the communication process is predominantly disturbed. This connection can serve as a support in the process of recovery of personality and communication. The optimal organization of communication creates conditions for the action of the individual, the growth of his self-awareness to combat inadequate motives and attitudes, to transform the dynamic semantic structures of the individual.

COMMUNICATION AS A PSYCHOLOGICAL PHENOMENON COMMUNICATION AS INFORMATION EXCHANGE

Communication is a multifaceted process of developing contacts between people. Communication plays an important role in the life and work of people. Without communication, it is impossible, for example, to develop culture, art, and the standard of living; only through communication, the accumulated experience of generations of the past is passed on to new generations. The topical issue today is the communication between the health worker and the patient. Many of us have been to a hospital, clinic, or health care facility where each of us interacted with a doctor or nurse. But has anyone thought how much this communication affects us, or rather, the course of our disease, and how a health worker can improve our condition? Of course, we can say that everything depends on the medicines that the doctor prescribes and the nurse gives us, the medical procedures are also prescribed by the doctor, but this is not all that is necessary for a complete recovery.

The most important thing is the right attitude, which depends on the mental and emotional state of the patient. The attitude of the health worker has a huge impact on the patient's condition. And if the patient is satisfied, for example, with a conversation with a doctor who listened to him carefully, in a calm atmosphere and gave him appropriate advice, then this is already the first step towards recovery.

It should be noted that the terms "medical psychology", "medical psychology", "clinical psychology" are concepts that are discussed in the world literature. However, they are often misunderstood. For illustration, some views of domestic and foreign authors can be cited.

For example, Guensberger believed that medical psychology is the study of the personal influence of a medical worker (doctor) on a patient. In his opinion, medical psychology includes the psychology of the physically ill (pathopsychology) and the results of corticovisceral medicine, further problems associated with general medical issues and the study of hypnosis.

J. Dobias understands the concept of medical-medical psychology as a complex of knowledge and abilities that a doctor uses in his work. In the collective book edited by Vl. Vondracek and J. Dobiash, medical psychology is characterized as a complex of knowledge from the psychological sciences that allows the doctor to consciously choose and purposefully apply psychological means in any phase of contact with the patient.

Stanchak limits medical psychology to the psychological side of medical work, the work of medical personnel and the hospital environment; therefore, we are talking about a specific area of psychology, aimed at the meaning of the relationship: the doctor - the patient and his reflection in the treatment process.

"Medical psychology as a psychology of neurotic and psychotic states is, in essence, psychopathology" (Lagash). P.M. Freinfels understands medical psychology as a deeper explanation of the normal psyche based on psychiatric data.

Let us cite the domestic researcher M. Kabanov, who became Myasishchev's successor at the Leningrad Psychoneurological Institute. Bekhterev. He defines medical psychology as an applied area of psychology, which is used in medicine to study mental factors that affect the development of a disease, its prevention and treatment, to study the mental manifestations of various diseases in their dynamics and to study the nature of the relationship of a sick person with his microenvironment. .

Here, the tradition of Professor Myasishchev is preserved, who already in 1952 proclaimed that the question of psychology in medicine is not only a question of psychopathology, but a question of all medicine. In the course of each illness, the whole personality of the patient must be kept in mind and taken into account.

Professor Liebig sees the field of medical psychology in general in five areas of its interests: various norms and pathologies of the psyche, mental manifestations of the disease, the role of the psyche in the occurrence and course of the disease, the role of the psyche in the treatment of the disease, and finally, the role of the psyche in preventing the disease and in promoting health .

The term clinical psychology. The content of this term is somewhat narrowed, for example, André Rey defines clinical psychology as the use of experimental methods in the study of the patient, and Lagash understands clinical psychology as medical psychology.

Stanchak said that the subject of clinical psychology is the use of psychological sciences in the study of the mental component in the etiology and pathogenesis of mental, as well as some organic diseases.

While one concept of clinical psychology sees in it the application of psychology in medical clinical practice, another concept has extended the concept of clinical psychology to the field of a healthy person, and finally, to the field of animals.

This understanding originates in America. This concept is possible only if clinical pathology is identified with psychodiagnostics, with clinical methods.

Witmer founded the first psychological clinic at the University of Pennsylvania in 1896. Shortly thereafter, a clinic for maladjusted children, called the "Institute for Youth", was founded, and the huge growth in the number of psychological clinics in the future development was especially facilitated by the Beers mental hygiene movement. It was about some kind of generalization of care for a person in non-medical institutions. Around 1940, there were over 100 such clinics in the United States.

Health psychology (psychology in health care) is a higher concept, and clinical psychology is its main part, almost merging with it. However, health psychology is a broader concept. For example, the choice of coloring of hospital premises, the architectural solution of medical facilities, the arrangement of the environment, the daily routine, etc. can also be related to the psychology of health care. As well as other activities in terms of their psychological impact on patients.

There are the following types of communication (SI. Samygin):

1. "Contact of masks" is a formal communication. There is no desire to understand and take into account the personality traits of the interlocutor. The usual masks are used (politeness, courtesy, modesty, sympathy, etc.). A set of facial expressions, gestures, standard phrases that allow you to hide true emotions, attitude towards the interlocutor.

Within the framework of diagnostic and therapeutic interaction, it manifests itself in cases of little interest of the doctor or patient in the results of the interaction. This can happen, for example, during a mandatory preventive examination, in which the patient feels dependent, and the doctor does not have the necessary data to conduct an objective and comprehensive examination and make a reasonable conclusion.

2. Primitive communication. They evaluate the other person as a necessary or interfering object, if necessary, they actively come into contact, if it interferes, they repel. This type of communication can occur within the framework of manipulative communication between a doctor and a patient in cases where the purpose of contacting a doctor is to receive any dividends. For example, a sick leave certificate, a certificate, a formal expert opinion, etc. On the other hand, the formation of a primitive type of communication can occur at the request of a doctor - in cases where the patient turns out to be a person on whom the well-being of the doctor may depend. For example, a leader. Interest in the contact participant in such cases disappears immediately after the desired result is obtained.

3. Formal-role communication. Both the content and means of communication are regulated, and instead of knowing the personality of the interlocutor, they manage with knowledge of his social role.

Such a choice of the type of communication on the part of the doctor may be due to professional overload. For example, at the local doctor's appointment.

4. Business communication. Communication, taking into account the characteristics of the personality, character, age, mood of the interlocutor, while focusing on the interests of the case, and not on possible personal differences.

When a doctor communicates with a patient, this type of interaction becomes unequal. The doctor considers the patient's problems from the standpoint of his own knowledge, and he is inclined to take directive decisions without coordination with another participant in communication and an interested person.

Diagnostic and therapeutic interaction does not imply such contact, at least, due to the professional orientation, it does not provide for the confession of a medical worker.

6. Manipulative communication. Just like the primitive, it is aimed at extracting benefits from the interlocutor using special techniques.

Many may be familiar with a manipulative technique, more commonly referred to as "hypochondriacization of the patient." Its essence lies in presenting the doctor's conclusion about the patient's health in line with a clear exaggeration of the severity of the detected disorders. The purpose of such manipulation may be: 1) lowering the patient's expectations for the success of treatment due to the avoidance by the medical worker of responsibility in the event of an unexpected deterioration in the patient's health; 2) demonstration of the need for additional and more qualified interventions on the part of a medical worker in order to receive remuneration.

Communication between a medical worker and a patient, in principle, can be called forced communication. One way or another, but the main motive for meetings and conversations of a sick person with a medical worker is the appearance of health problems in one of the participants in such an interaction. On the part of the doctor and the nurse, there is a compulsion to choose the subject of communication, which is due to his profession, his social role. And if the patient's appeal to the doctor is, as a rule, due to the search for medical care, then the doctor's interest in the patient is explained by considerations of his professional activity.

The interaction between patient and physician is not something forever fixed. Under the influence of various circumstances, they can change, they can be influenced by a more attentive attitude towards the patient, a deeper attention to his problems. At the same time, the very good relationship between the patient and the medical worker contributes to the greater effectiveness of treatment. And vice versa - the positive results of treatment improve the interaction between the patient and the medical worker. Currently, many experts believe that it is necessary to gradually remove such concepts as “sick” from the process of communication and vocabulary, replacing the concept of the patient, due to the fact that the very concept of “sick ” carries a certain psychological burden. And appeals to sick people like: “How are you, sick?” It is unacceptable to use, and it is necessary to try everywhere to replace such appeals to the patient with appeals by name, first name, patronymic, especially since the name itself for a person, his pronunciation, is psychologically comfortable.

Communication with the patient is an essential element of the treatment process.

One of the foundations of medical activity is the ability of a medical worker to understand a sick person.

In the process of medical activity, an important role is played by the ability to listen to the patient, which seems necessary for the formation of contact between him and the medical worker, in particular, the doctor. The ability to listen to a sick person not only helps to determine the diagnosis of the disease to which he may be susceptible, but the process of listening itself has a favorable interaction on the psychological contact between the doctor and the patient.

It is important to note that it is also necessary to take into account the characteristics (profile) of the disease in contact with the patient, since the therapeutic departments that are common in clinical medicine have patients of very different profiles. These are, for example, patients with diseases of the cardiovascular system, gastrointestinal tract, respiratory organs, kidneys, etc. And often their painful conditions require long-term treatment, which also affects the relationship between a medical worker and a patient. A long separation from the family and the usual professional activities, as well as anxiety about the state of one's health, cause a complex of various psychogenic reactions in patients.

But not only these factors affect the psychological atmosphere and the patient's condition. As a result, psychogeny can complicate the course of the underlying somatic disease, which, in turn, worsens the mental state of patients. And besides, in the therapeutic departments for examination and treatment there are patients with complaints about the activity of internal organs, often not even suspecting that these somatic disorders are of a psychogenic nature.

In the clinic of internal diseases, specialists deal with somatogenic and psychogenic disorders. In both cases, patients express a large number of different complaints and are very wary of their condition.

Somatogenically caused mental disorders often occur in anxious and hypochondriacal patients with hypochondriacal fixation on their condition. In their complaints, in addition to those caused by the underlying disease, there are many neurosis-like ones. For example, complaints of weakness, lethargy, fatigue, headache, sleep disturbance, fear for one's condition, excessive sweating, palpitations, etc. There are also various affective disorders in the form of intermittent anxiety and melancholy of varying severity. Such disorders are often observed in patients with hypertension, coronary heart disease, in persons suffering from gastric and duodenal ulcers, and neurosis-like symptoms can often mask the clinical picture of the underlying disease. As a result of this phenomenon, sick people turn to specialists of various profiles.

In everyday life one often hears about the "good" or "correct" treatment of the patient, and in contrast to this, unfortunately, one hears about the "soulless", "bad" or "cold" attitude towards sick people. It is important to note that various kinds of complaints, emerging ethical problems indicate the lack of necessary psychological knowledge, as well as the practice of appropriate communication with patients on the part of medical workers.

Differences in the views of a medical worker and a patient. Differences in the points of view of a health worker and a patient may be due to their social roles, as well as other factors.

For example, a doctor tends to look, first of all, for objective signs of a disease. He tries to limit the anamnesis to determining the prerequisites for further somatic research, and so on. And for the patient, his subjective, personal experience of the disease is always in the center of attention and interests. In this regard, the doctor must consider these subjective sensations as real factors. He should also try to feel or catch the patient's experiences, understand and evaluate them, find the causes of anxieties and experiences, support their positive aspects, and also use them to more effectively assist the patient in his examination and treatment.

The differences in the views and points of view of the doctor (nurse) and the patient are quite natural and predetermined, in this situation, by their different social roles. However, the doctor (nurse) needs to ensure that these differences do not turn into deeper contradictions. Since these contradictions can jeopardize the relationship between medical personnel and the patient, and thereby complicate the provision of assistance to the patient, complicating the treatment process.

To overcome differences of opinion, the health worker needs not only to listen with great attention to the patient, but also to try to understand him as best as possible. What happens in the soul, thoughts of a sick person? The doctor must respond to the patient's story with all his knowledge, reason in the fullness of his personality. The response of the health worker should be a resonance to what they heard.

Features of the personality of a medical worker. It should be noted that the prerequisite for the emergence of positive psychological relationships and trust between medical workers and patients is the qualifications, experience and art of the doctor and nurse. At the same time, the result of expanding and deepening information in modern medicine is the increased importance of specialization, as well as the creation of various branches of medicine aimed at certain groups of diseases depending on localization, etiology and methods of treatment. It can be noted that in this case, specialization carries with it a certain danger of a narrowed doctor's view of the patient.

Medical psychology itself can help offset these negative aspects of specialization through a synthetic understanding of the patient's personality and body. And qualification is only a tool, the greater or lesser effect of which depends on other aspects of the doctor's personality. It is possible to note the definition of the patient's trust in the doctor, given by Gladkiy: "Confidence in the doctor is a positive dynamic attitude of the patient to the doctor, expressing the previous experience due to the expectation that the doctor has the ability, means and desire to help the patient in the best possible way", To show confidence in the medical worker what matters is the first impression that the patient has when meeting him. At the same time, the actual facial expressions of a medical worker, his gestures, tone of voice, facial expressions arising from the previous situation and not intended for the patient, the use of slang speech turns, as well as his appearance are important for a person. For example, if a sick person sees an untidy, sleepy doctor, then he may lose faith in him, often believing that a person who is not able to take care of himself cannot take care of others. Patients tend to forgive various deviations in behavior and appearance only to those medical professionals whom they already know and in whom they have confidence.

A medical worker acquires the trust of patients if he, as a person, is harmonious, calm and confident, but not arrogant. Basically, in cases where his demeanor is persistent and resolute, accompanied by human participation and delicacy.

It should be noted that when making a serious decision, the doctor must be aware of the results of such a decision, its consequences for the patient's health and life, and increase his sense of responsibility.

Special requirements for a medical worker are the need to be patient and self-controlled. He must always consider the various possibilities of the development of the disease and not consider ingratitude, reluctance to be treated, or even a personal insult on the part of the patient if the patient's state of health does not improve. There are situations when it is appropriate to show a sense of humor, but without a hint of mockery, irony and cynicism. Such a principle as “laugh with the patient, but never at the patient” is known to many. However, some patients cannot stand humor even with good intentions and understand it as disrespect and humiliation of their dignity.

There are facts when people with unbalanced, uncertain and absent-minded manners gradually harmonized their behavior in relation to others. This was achieved both through their own efforts and with the help of other people. However, this requires certain psychological efforts, work on oneself, a certain critical attitude towards oneself, which for a medical worker is and should be taken for granted.

It should be noted that a medical worker - a young specialist, about whom patients know that he has less life experience and less qualifications, is in a more disadvantageous position when looking for the trust of patients compared to his older colleagues with work experience. But a young specialist can be helped by the realization that this shortcoming is transient, which can be compensated for by conscientiousness, professional growth and experience.

Despite the development of a positive relationship between the doctor and the patient, these relationships can be complicated by some of the unfavorable traits of the doctor's temperament, the influence of which was discussed above. For example, unrestrained psychological manifestations with an excess of emotionality, such as anger, or vice versa, isolation with weak emotional reactions and slowness. One way or another, but the basis of positive relationships are the properties of the doctor's personality. The patient loses confidence and the health worker loses credibility if the patient has the impression that the health worker is what is commonly called a "bad person". Such an impression may arise from various observations of the patient. For example, a patient hears how a medical worker talks about his colleagues, sees how he treats his subordinates haughtily: and fawns before his superiors, observes inaccessibility to criticism, talkativeness, etc. Vanity can manifest itself, for example, in the fact that a doctor does not ask a more experienced colleague for advice or even exaggerates the severity of his disease to the patient in order to receive more recognition and admiration, psychological dividends after the patient's recovery.

It should be noted that the personal shortcomings of a medical worker may lead the patient to believe that a doctor or nurse with such qualities will not be conscientious and reliable in the performance of their direct official duties.

In general, the balanced personality of a medical worker is for the patient a complex of harmonic external stimuli, the influence of which takes part in the process of his treatment, recovery, and rehabilitation. A medical worker can educate and shape his personality, including by observing the reaction to his behavior directly. Let's say, according to the conversation, assessment of facial expressions, gestures of the patient. Also indirectly, when he learns about the view of his behavior from his colleagues. Yes, and he himself can help his colleagues direct their behavior towards more effective psychological interaction with patients.

Ppsychology of communication in nursing

The position and role of the nurse is becoming more important in our time.

The nurse spends much more time in direct contact with the patient than the doctor. The patient is looking for understanding and support from her. If a doctor in a relationship with a patient can figuratively play the role of a “father”, then a nurse in these relationships has the role of a “mother”. The very concept of "sister - guardian", "sister of mercy" speaks of the figurative nature of these relationships.

The training of nurses until recently concentrated primarily on the technical side of patient care. It goes without saying that it, too, cannot be neglected. The underestimation of the psychological approach of nurses to patients often led to the fact that patients expressed a certain dissatisfaction and protested against the formal and institutional behavior of some nurses, despite the fact that from a physical point of view, care for them was good.

In the development of the relationship between the nurse and the patient, there is sometimes a danger of non-observance of a certain necessary distance, the appearance of a desire for flirtation or for helpless sympathy. Some nurses worsen their position in relation to patients with uncontrolled talkativeness and thereby introduce elements of conflict into the relationship between patients. The nurse should be able to show understanding of the difficulties and problems of the patient, but should not seek to solve these problems.

1. Repeat the last sentence of the patient in the form of a question, for example: “So, did your spouse offend you?”.

2. Ask a question summarizing everything said by the patient: "If I'm not mistaken, do you want to return home as soon as possible?".

3. The nurse does not speak out about the unexplained problems of the patient without consulting the doctor.

4. Ask an abstract question, for example, in case of family problems during an illness: “Who takes care of the children?”

5. Say an unfinished phrase: “And if you return home now, right ...?”.

In contact between the nurse and the patient, the personality of the nurse is of great importance. A sister may love her profession, have excellent technical data and skills, however, if she often conflicts with patients due to personal characteristics, her professional qualities do not give the desired effect. The path to true mastery is always long and difficult. Therefore, it is necessary to develop the necessary style of work and master the art of a beneficial effect on patients.

I. Hardy describes 6 types of sisters according to the characteristics of their activities:

Routine sister. Its most characteristic feature is the mechanical performance of its duties.

Such sisters perform the assigned tasks with extraordinary thoroughness, scrupulousness, showing dexterity and skill. Everything that is necessary for caring for the sick is being done, but there is no care itself, because it works automatically, indifferently, without worrying about the sick, without sympathizing with them. Such a nurse is able to wake up a sleeping patient only in order to give him sleeping pills prescribed by a doctor.

A sister "playing a learned role." Such sisters in the process of work tend to play some role, striving for the implementation of a certain ideal. If their behavior goes beyond acceptable limits, spontaneity disappears, insincerity appears. They play the role of an altruist, a benefactor, showing "artistic" abilities. Their behavior is artificial, ostentatious.

Type of "nervous" sister. These are emotionally labile individuals prone to neurotic reactions. As a result, they are often irritable, short-tempered, and can be rude. Such a sister can be seen gloomy, with resentment on her face among innocent patients.

They are very hypochondriacal, afraid of contracting an infectious disease or falling ill with a "serious illness". They often refuse to perform various tasks, allegedly because they cannot lift weights, their legs hurt, etc. Such sisters interfere with work and often have a harmful effect on patients.

Sister type with a masculine, strong personality. Such people can be recognized from afar by their gait. They are distinguished by perseverance, determination, intolerance to the slightest disturbances. Often they are not flexible enough, rude and even aggressive with patients; in favorable cases, such sisters can be good organizers.

Maternal sister. Such nurses perform their work with the utmost care and sympathy for the sick. Their work is an indispensable condition of life. They can and do everything.

Caring for the sick is a life calling for them. Often, care for others, love for people is imbued with their personal lives.

Specialist type. These are sisters who, due to some special personality trait, special interest, receive a special appointment. They dedicate their lives to performing complex tasks, such as in special laboratories. They are fanatically devoted to their narrow activities.

Verbal communication with a patient can be much more effective if certain rules are followed. It is necessary: to speak slowly, with good pronunciation, in simple, short phrases; do not abuse special terminology, it may be incomprehensible to the patient; choose the speed and pace of speech when communicating with a particular patient. If you speak too slowly, the patient may think that they underestimate his ability to perceive information, if you speak too quickly, the patient may think that the sister is in a hurry; it is necessary to choose the right time for communication, the patient must have a desire and interest in the conversation, it is better if he himself asks questions regarding treatment, regimen, etc.; do not start a conversation after information from a doctor about an unfavorable outcome or an incurable disease; monitor the intonation of the voice so that it matches what needs to be said; select the desired volume; make sure the patient understands by asking him open-ended questions; humor also promotes more effective verbal communication.

There are various recommendations to help make written communication more effective. It is necessary to write carefully, choose the correct size and color of letters - the visual impairment of patients should be taken into account. It is necessary to make sure that all the necessary information is included in the note, choosing simple and understandable words, sign the message. It should be written correctly, mistakes undermine the authority of a medical worker.

In written communication, it is important whether a person knows how to read, whether he understands what is written, whether he sees what is written, whether he knows the language in which the message is written. Those who can't read should draw pictures. You have to be precise, attentive, etc.

One of the important aspects of non-verbal communication is appearance. If the medical worker is dressed professionally, the patient trusts him more. Facial expression also significantly affects communication with patients. Patients tend to look at the expression on the sister's face when she, for example, makes a dressing, answers questions about the severity of the disease, etc.

The effectiveness of communication largely depends on the ability to think, speak, listen, read, write.

Such non-verbal ways of communication as a touch on the shoulder, a pat on the back, hugs allow you to convey affection, emotional support, and encouragement to a person. Many nursing professionals testify that the skill of assessing a patient's condition is based on many skills of wordless communication, in particular on touch.

Nursing staff, taking into account the specifics of their activities, often have to intrude into the personal, intimate or "super-intimate" zone (less than 15 cm) of the patient's comfort, performing certain nursing manipulations. In this regard, you need to be attentive to the comfort zone of everyone and find a mutually acceptable distance for the medical worker and the patient. It is necessary to be attentive to the manifestation by the patient or his relatives of the feeling of discomfort associated with the intrusion into the comfort zone.

The personality of the nurse, the style and methods of her work, the possession of the technique of psychological influence on patients and the ability to deal with them - all this is an important link in a complex system of measures that ensure the treatment process.

Psychohygiene- a system of special events that have the task of preserving and strengthening the mental health of a person.

Mental health also includes the well-being of the whole organism. Psychohygienic measures are of preventive importance not only in relation to psychogenic diseases, neuroses, psychopathy, but also various somatic diseases. So, for example, compliance with the requirements of mental hygiene can play an undoubted and significant role in the prevention of heart attacks and cerebral strokes, the development of hypertension and the resulting hypertensive crises. Psychohygiene can play a certain role in the prevention of alcoholism, drug addiction and some psychoses. The complex relationship between mental and somatic health makes it necessary to have a close relationship between mental hygiene and general hygiene. For example, a hygienic diet can prevent the onset of cerebral atherosclerosis. Physical education and sports support health and strengthen the nervous system, and at the same time the psyche.

In mental hygiene, the following sections are distinguished: 1) age-related mental hygiene; 2) psychohygiene of work and training; 3) mental hygiene of life; 4) mental hygiene of the family and sexual life; 5) mental hygiene of collective life.

Age mental hygiene.

Taking care of a child's mental health should start from the prenatal period. In the future, the correct regimen, feeding, developing habits, positive examples, instilling a sense of responsibility, discipline, attitudes towards work, and a sense of camaraderie become important. In school years, it is necessary to take into account the load and overload. During puberty, a serious psychohygienic approach requires questions of choosing a profession, as well as issues related to sexual life. At the same age, explanatory work about the dangers of smoking and alcohol is of great importance. It is important to educate adolescents at the beginning of their life on issues of sex and love, to choose a path in life, to assess the environment, etc.

Peculiar psychohygienic problems arise in the elderly and senile age. They are associated with a change in the habitual stereotype, the adaptation of older people to a new social status, dependence on others. For the health of an elderly person, the correct attitude of children towards him is important.

Psychohygiene of work and training.

It is necessary to distinguish between general and particular (special) questions. For example, if a profession corresponds to the interests and training of a person, then work is a source of joy, satisfaction, and mental health. Of great psychohygienic importance is the system of correct relations within the team. The normal rhythm of the educational process, satisfaction with the results of one's work, constant professional development are important factors that allow a person to experience satisfaction and joy from their studies and work.

It is necessary to study and, using evidence-based data, improve the hygienic and psycho-hygienic conditions of people working in various industries and working conditions. These questions are developed by representatives of ergonomics, a special scientific discipline about labor, which combines data from psychology, physiology, anatomy, hygiene, pedagogy and other areas of knowledge about a person.

The problem of sensory hunger (lack of impressions, external influences) especially attracts the attention of representatives of space psychology and medicine. The development of technology poses a number of new problems for labor psychology, which must be solved in close connection with a new branch of psychology - engineering psychology. When addressing the issues of NOT, it is necessary to fully take into account the unity of interests of production and the working person.

One of the important sections of mental occupational hygiene is the hygiene of intellectual labor. Here, the development of differentiated hygienic norms of mental labor for people of different ages is of great importance. The issue of active recreation, built in accordance with the working conditions of a vacationer, is subject to further study. For knowledge workers, it is advisable to combine rest with sports, feasible physical labor, and walks.

Psychohygiene of life.

First of all, these are questions of relationships between people in everyday life. In some cases, people suffering from neurotic disorders, psychopathy, mentally ill people can participate in conflicts. Treatment and hospitalization of such people is an important psychohygienic measure. The fight against alcoholism and drug addiction is one of the tasks of public mental hygiene.

A serious problem of mental hygiene is the study of the influence of television, radio and other media on the human body.

Psychohygiene of the family and sexual life.

Love, friendship and mutual respect for each other of the older members of the family, justice for the younger ones, commonality of views and interests of the family, the necessary compliance in their relationships - all this contributes to the creation of a happy family, ensures the correct upbringing of children. Neuroses especially often develop in dysfunctional families.

In the psychohygienic aspect of marriage, the age of marriage is important. It is important that there is enough time before marriage so that future spouses get to know each other better, their character traits and habits. Persons who decide to marry should be aware of the heredity of their chosen one. There are many diseases that are inherited.

One of the most important tasks of mental hygiene is to help create a harmonious sexual life. Violations in this area are often the source of many mental traumas and nervous disorders. An incorrectly structured sexual life often becomes a painful mystery of a person, a source of internal and external conflicts.

It is precisely on the basis of deviations in sexual life and the inability to see its aesthetic side that such disorders of sexual function often arise as sexual weakness in men and frigidity in women. It should be noted that sexual promiscuity is closely connected not only with the general features of a person's character, but also with the general moral character of the individual. The dominant importance of sexual life in individuals should be considered a sign of the pathological development of personality.

Medical workers need to expand psychotherapeutic assistance for psychogenic and non-psychogenic disorders of sexual function, for pathological deviations from normal sexual development and satisfaction of sexual desire.

Psychohygiene of collective life.

The relationship of people in the family, the production team, the school class, in the hostel, and in any other groups raises the question of the closest relationship between the interests of a person and the interests of others.

As a number of studies have shown, when recruiting labor collectives, such as brigades, teams, expeditions, etc. it is necessary to take into account the mutual compatibility of participants in terms of personality traits, sometimes by age, ideological orientation, etc. These are complex issues that each time must be resolved depending on the task at hand, on working conditions, and many other points. This issue is especially acute when selecting persons who are forced to live in conditions of isolation (space flights, wintering, etc.).

A large role, in addition to psychologists and psychiatrists, should be assigned to medical workers of many specialties and, in particular, to paramedical workers.

The human psyche, the forms of human relationships, especially in modern society, are diverse. Therefore, within general hygiene, a special section of it was formed, which was called mental hygiene. Mental hygiene is the science of ensuring, maintaining and maintaining mental health, in other words, a system of measures aimed at preserving and strengthening a person's mental health. Since its inception, mental hygiene has been constantly and directly associated with psychoprophylaxis, with the prevention of the occurrence, formation and development of mental illness. But if psychoprophylaxis is more aimed at preventing the occurrence of specific mental disorders, then the goal of mental hygiene is the formation and maintenance of mental health.

Since its inception, mental hygiene has been associated not only with psychoprophylaxis, but also with psychotherapy. Since psychotherapy contains many techniques and methods that contribute both to the treatment of emerging diseases and the correction of the normal qualities of individuality, the normal qualities of a personality. Closely coexisting with psychoprophylaxis and psychotherapy, directly arising from general hygiene, psychohygiene is an independent branch of medical science with its own goals, objectives and methods of research.

Diversity in understanding the essence of mental hygiene is currently determined primarily by the peculiarities of the methodological views of one or another of its representatives.

It is possible to classify aspects of mental hygiene as follows.

Psychohygiene of childhood. Childhood is accompanied by a gradual complication of the impressionability of the child. The significance of impressions, the role of which persists throughout life, is especially clearly traced up to the age of 12-14. During this period of childhood, the child lives mainly by impressions, and his mental activity is formed primarily on the basis of the impressions of objects and phenomena of direct activity. In contrast, a teenager, starting from the age of 12-14, builds his judgments and conclusions based not only on direct impressions of reality, but also on the recombination of images of direct impressions with images of memorable ideas. In this regard, the subjective operation of such images, reflection become more typical for a teenager and a young man, which, in particular, is what distinguishes their psyche from the psyche of a child. Psychohygiene of childhood is built on the special qualities of the child's psyche and ensures the harmony of the formation of his psyche.

Psychohygiene of the child's play activity. The main feature of the child's activity is that it always manifests itself in games. At no age is play as important for the formation of the psyche as in childhood. The correct consistently complicating organization of the child's play activity is the key to a more consistent and rigorous formation of the psyche. Psychohygiene of education. The formation of the child's psyche is not directed spontaneously, not simply by recombining the immediate life situations experienced by him. Such formation is provided by historically established systems of education, which are used to a greater or lesser extent in the educational potential of the family. Everyday practical life, the abundance of human individualities, the possibility of anomalies in the formation of the psyche indicate that the upbringing of a child cannot be unorganized, it is directed by the family and educators of institutions and is based on the principle of sequence, stages.

Education is an effective tool in the formation of a harmonious personality, in the formation of mental health, with strict consideration of all the achievements of the mental hygiene of education.

Psychohygiene of education. Education is a continuous process that already in the early stages of a child's life includes elements of learning. However, with the beginning of the child's attendance at school, the entire education system becomes his main educator. The latter not only enriches the volume of his knowledge and skills, but, more importantly, a properly organized system of education heals the psyche and ensures its harmony. On the contrary, learning defects can easily affect the breakdown of individual elements of the child's psyche that have not yet been developed, they can facilitate the retardation or acceleration of the development of individual elements of it and, consequently, lead to the formation of abnormal personality traits.

The mental hygiene of education is one of the leading and essential sections of mental hygiene, which ensures the preservation of the formation of the psyche in adolescence, which is especially vulnerable and subject to various influences.

Psychohygiene of sexual feeling. Comparative age consideration of mental hygiene forces us to delimit the section of sexual hygiene into two parts: the mental hygiene of sexual feelings and the actual mental hygiene of sexual life. It is known that it is in adolescence, in the pubertal period of the development of the child's body, that the first, at first, often "vague feelings" of the changes taking place in the body in connection with puberty and the onset of puberty appear. And in girls, this period is sometimes accompanied by the appearance of menstruation, which is unexpected for them, with the ensuing psychological consequences.

The complex biological changes that begin in a teenager always affect his assessment of reality, family, team, society. Life practice shows that all these changes proceed much less painfully and do not violate the harmony of the emerging psyche of a teenager, if the latter is reasonably prepared for their beginning, if he is given help from adults, if his attitude is corrected as these unconscious and incomprehensible at the very beginning of feelings.

Psychohygiene of sexual feelings, on the one hand, explores, and on the other hand, develops measures aimed at maintaining the emerging harmony of the psyche in the puberty period of a child's development.

Psychohygiene of youth. Adolescence, according to the systematics of ages, is not always clearly distinguished from adolescence by different researchers. However, it is distinguished by certain features in comparison with adolescence (adolescence). Youth is a transition to the stage of formation of public consciousness, public self-consciousness. This is a transition to the understanding that any element of an individual's activity, that any quality inherent in him, is not the lot of the life and activity of the individual himself, but is generated by his collective, his social activity, his social affiliation. Adolescence (17-21 years), unlike adolescence, is the period when a person enters the sphere of independent life, independent activity. This is the period when a person first acquires the rights of citizenship, acquires the qualities of a full-fledged member of society, this is the period when a person first begins to break away from the family, from the established traditions in it and form a new worldview, an idea of the family, and later a new family. All these features need specific correction, specific management in order to preserve and maintain the most advanced, most perfect, most harmonious qualities of the psyche of the future.

Psychohygiene of marriage. Modern statistics show that in recent decades in Russia and in a number of European countries the number of divorces has significantly increased, that an unsuccessful marriage plays a large role in the emergence of alcoholism, crime, etc. It is known that children raised in single-parent families by one parent are in difficult circumstances, which often negatively affect their emerging psyche. Many facts show that the occurrence of a number of borderline forms of pathology in incomplete families occurs much more often than in harmonious families. There is an urgent need for proper preparation for marriage, the creation of conditions for harmonious marriages, the development of a system of measures aimed at strengthening the harmony of the remaining family.

Detailed measures of mental hygiene practically coincide with specific forms of psychoprophylaxis in relation to certain life circumstances and age periods.

List of sources of educational and methodical literature

A - Main:

1. Pashkova A.V. Workshop on the psychology of communication: Exercises and tasks. - M., 2008. 20 p.

2. Andreeva G.M. Social Psychology. - M.: Publishing House of Moscow State University, 1980. -416 p. - S. 79-99.

B - Additional:

1. Vitenko I.S. Zagalna and medical psychology. - Kiev: Health, 1994 -296 p.

2. Filonenko M. M. Psychology of communication. - K: Center for Educational Literature, 2008.- 224p.

Kaydalova L.G., Plyaka L.V. Psikhologiya splkuvannya: introductory book.- H.: NFAU, 2011.- 132p.

Man, as a bio-social being, actively interacts both with the surrounding nature and with other people. If a person can interact with nature only through physical contact or indirectly through material objects, then with people he can use a special, unique means - communication.

Communication is the process of establishing and developing contacts between people and groups, generated by the needs of joint activities.

It includes 3 main components: communication (exchange of information), interaction (exchange of actions) and social perception (perception and understanding of a partner). Speech, oral and written, is used as a communication tool. And also non-verbal communication is used, implemented through facial expressions, gestures, voice, posture, etc.

The role of communication in human development cannot be overestimated. There are many examples when the deprivation of human communication led to catastrophic consequences. These are Mowgli children, raised by animals and not capable of social life. These include deaf-blind-mute children, whose thinking lags far behind the thinking of healthy peers, and so on.

With the help of communication, people solve many problems: exchange information and experience, organize joint activities, get to know each other and the world, influence, express thoughts, ideas and emotions, satisfy needs and much more. Communication helps not only to solve practical problems, but also affects the internal state of a person, his mood, emotions, personality. In some situations, it can lead to affects, both positive (delight) and negative (rage).

All this has a significant impact on the human psyche, leaving deep "traces". They are able to influence personal qualities and decisions, both at the moment of communication and in the distant future. After all, a word, like a deed, can be beneficial, or it can cause irreparable damage.

Therefore, it is necessary not only to be able to communicate, but to do it correctly, especially when communicating with children. After all, their psyche, unlike adults, is extremely sensitive to various influences. And a carelessly spoken word can cause real, psychological trauma. Subsequently, it can result in aggressive, antisocial behavior of a person who has already grown stronger, but offended by the whole world.

This article discusses the impact of communication on a person, his psyche and personality in early age periods (from birth to adolescence). The main consequences of correct and incorrect communication with the child are also described.

Communication in infancy

A newly born child, an infant (0-1 year old) does not yet have the ability for verbal communication. But he is very sensitive to how adults communicate with them.

According to Elkonin D.V. in this period, communication is not just important, but the leading activity, which is directly emotional, non-verbal form. For a baby, it is important not what they say to him, but how they talk to him: what the face of the one who communicates with him looks like, what sounds he makes, etc.

The infant has an innate ability to determine the aggressive or benevolent mood of those who come into contact with him, by non-verbal signs. This can be considered part of the instinct of self-preservation, in order to notify in advance with the help of a cry about a possible threat. Or through a smile to report that everything is fine, you can contact me.

Lisina M.I. described communication at this age as situational-personal. It satisfies the baby's need for the benevolent attention of adults and uses expressive-mimic means, in particular, the animation complex.

E. Erickson argued that depending on communication with the baby, as well as the timely satisfaction of his needs, a person develops a basic trust in the world.

Therefore, if you communicate positively with a baby, smile, surround with love and comfort, then a person develops a stable attitude towards the world as a benevolent environment in which you can trust others. Then the person will grow more determined, communicative, purposeful. He will be characterized by creative activity, the creation of something valuable and useful not only for him, but also for others.

If, from infancy, a person observed pictures of violence, he himself was subjected to it, was surrounded by aggression, hatred, loud, harsh sounds, then he will develop a negative attitude towards the world. Such a person can grow into an aggressive, insecure, withdrawn person who has a bunch. Not only will it not benefit society, but, on the contrary, it will harm everyone and everyone at any convenient moment.

In general, it is extremely important to communicate correctly, positively with the child from birth. Then he will grow into a successful, useful person who can improve our world.

Communication in early childhood

For a child at this age (1-3 years), object-manipulative activity becomes the leading one. He begins to explore the world through active interaction with all kinds of objects that surround him. Through trial and error, he tries to understand the meaning of each item, its purpose, what can be done with it.

In such a situation, communication acquires a more informative, educational value. Adults can show how to handle objects, how to modify them, how to hold them, how to work with them safely. The child receives the first experience of mediated interaction with the world, learns the ways and consequences of using various objects.

The child has a completely intelligible oral speech and now he can communicate with the help of language, express his thoughts and desires. And for the development of speech, he needs active practice, in which adults should help. You need to provoke him into a conversation, listen to him carefully, ask questions, answer his questions clearly and completely, tell him short stories, give him small directions and instructions.

The child's communication has a situational business form. It satisfies the need for cooperation with adults, is directly related to objective activity, has a business motive and uses verbal means (speech).

Communication at this age can also be both positive and negative.

If you do a lot with a child, show him a lot of objects, teach him how to use them, take his mistakes calmly, then the person grows inquisitive, active, independent. He will continue to strive to study the world, engage in self-development and self-education, travel, make discoveries and engage in socially useful activities. He will study well, will be able to choose the most interesting profession for him, get a good education in professional activities.

On the other hand, a child can grow up in conditions of cognitive deprivation, contact with a very limited number of objects, no one shows him how to use them, show aggression when making mistakes. Under such conditions, a person will grow up extremely passive to development and learning, and may even speak late. Most likely he will be a loser at school, he is unlikely to receive a good professional education, he will not succeed in work and in life.

Communication in preschool

At this age (3-7 years), the leading activity is symbolic-modeling, which is embodied in role-playing games. In them, communication is used to organize and implement numerous game situations.

A preschooler no longer communicates with adults, but with peers. They discuss the game, come up with plots, rules, scenarios, what items they will use. Communication during the game itself is of a modeling nature: children depict real and fictional characters, their behavior, facial expressions, and style of speech.

Such activity, which actively uses communication, develops communicative, leadership and creative abilities in a person: creativity, originality, innovation, sociability, independence, initiative, the ability to negotiate, organize, delegate, etc.

Communication during this period has an extra-situational-personal and cognitive form. It satisfies the need for a respectful attitude of adults, mutual understanding and empathy, has cognitive motives. Verbal means are used, very often questions (why, why, how, etc.).

A preschooler who actively participates in games grows more confident, open, proactive. Adults need support in the form of organizing conditions for such games, providing game materials, but leaving freedom to come up with more and more complex plots and rules. Through this preschooler , thinking, perception, memory and other cognitive functions. He is able to solve problems in an original way, shows ingenuity, can find ways out of hopeless (for him) situations.

If a preschooler is limited in his ability to play, he is isolated from his peers, he experiences social deprivation, then his thinking and abilities develop extremely slowly. He can think in a stereotyped way, only repeats what he saw, feels discomfort when he is asked to come up with something or solve a logical problem, copes with them slowly or cannot solve them at all.

Communication in early childhood

During this period (7-12 years), the child becomes the leading educational activity, schooling. Now communication is the main tool for knowing the world and yourself. The main "interlocutor" is the teacher, helping the student to expand the picture of the world, change the attitude towards him and himself.

When communicating with a teacher for a student, the first important thing is the style of learning, the use of game elements to explain the subjects being studied, the manner of speech, its expressiveness. In the future, the essence of the information transmitted by the teacher is already more important for the child. He tries to understand the meaning of things that he is told about, tries to apply the acquired knowledge in practice.

A characteristic feature of this age is that the internalization of speech is completed and it becomes an instrument of thinking, i.e. verbal-logical thinking develops. Moreover, thinking, actively using speech, becomes the main mental function that a person will continue to develop in the next age periods.

During this period, it is important to properly organize the educational process both at school and at home. If conditions are created within the walls of the school in which the child is interested in studying subjects, then he develops inquisitive, active, proactive, confident. He will place special emphasis on those subjects in which he receives good grades, which give the most pleasure. Perhaps it is with these areas that his future professional activity will be connected.

Favorable conditions must also be created at home. There should be everything you need to do homework, self-study subjects. But it is much more important that it is at home and on the street that he can put into practice the knowledge that he received at school. Adults, especially parents, should actively help in this. This will allow him to understand the essence of the things that the teacher tells him, to realize how important it is to listen carefully to him and study school subjects. In the future, he will be inclined towards self-development and self-education, he will strive to get a good education in a more significant, highly paid profession.

And when a child is both at school and at home, exclusively under critical supervision, experiences severe pressure from the teacher and adults, that he is simply obliged to study well without explaining why he needs it in the first place, then the child will be more closed, insecure , passive, will get poor grades and do minimal homework. In the future, this may result in receiving a minimum vocational education and performing the simplest, low-paid work. And there, alcoholism and antisocial behavior are not far away.

Thus, it depends on adults what attitude to learning and development will be formed in a child at this age.

Communication in adolescence

During this period (12-15 years), communication again becomes the leading activity. Only now, unlike infancy, communication for a teenager has an intimate and personal character and is directed primarily at peers of their own and the opposite sex.

A characteristic feature of this period is the puberty of a teenager. He has a sexual desire, which he can satisfy first of all with those with whom he communicates closely.

Communication at this age is used to model adulthood. Teenagers start romantic relationships, but not so much to start a family, but to experience such relationships. Communication with a partner is more enjoyable than with other peers, but also leads to more conflicts.

In addition, at this age, the desire of a teenager to be a part of society increases, which he expresses through participation in various social groups: circles, sections, public organizations, help in hospitals, nursing homes, starting work, etc. This develops a teenager's communication skills when communicating with partners, colleagues and management.

Also, teenagers begin to create their own teams to achieve common goals and realize common interests. For example, to solve school problems, they create creative associations, musical groups, etc. This develops the ability to communicate constructively, negotiate, seek compromises, distribute roles, choose, etc. Those. what you need to successfully create an effective, strong team.

For full development at this age, conditions are needed in which a teenager can freely communicate with peers, actively interact with them. Then he will develop communication skills, he will be more confident, proactive, creative. A teenager in the future will be more successful in his professional career, it is highly likely that he will create his own business and start a family life without any problems.

If a teenager experiences deprivation, they will forbid him to communicate with friends, restrict access to communications with them, mock the desire to attend any circles, then the teenager will grow up aggressive, embittered, withdrawn,. It will be difficult for him to start a family, move up the career ladder. Will experience feelings of loneliness, despondency and depression.

Conclusion

Thus, communication is an extremely important means of both development and socialization of a person. Proper communication with a child from birth will create conditions for the improvement of all the qualities necessary for an adult to become successful and happy. Namely, such a person is able to create valuable results, real masterpieces that will benefit humanity.

The main tool for the development of communication is the mechanism of advancing adult initiative. It is adults who should enrich the content of the child's activities and relationships, create a zone through the setting of tasks and the implementation of joint activities with adults.

In general, we can say that communication with a child should be positive, constructive and developing. And you need to make sure that the child himself communicates kindly, actively, shows interest in others, asks questions, answers them himself and expands his vocabulary. Then he will be able to achieve many goals much easier than people who find it difficult to communicate.

It must be remembered that each age period described above leaves a very bright, unique imprint on the psyche and personality of a person. It cannot be assumed that if mistakes are made at one age, then they can be easily corrected in the future. Psychocorrection is certainly possible, but it does not give a guaranteed result and treatment can take a lot of resources. In any case, there will still be a psychological "scar" that will affect the whole life of a person.

Therefore, it is extremely important, first of all, for parents to prepare for proper communication with children, to learn, to apply effective techniques of education and training. After all, neither friends, nor other adults, nor school, are capable of exerting such a strong influence on a person at an early age as a family. And it depends on parental behavior how successful, useful and happy their beloved child will be in the future.