Introduction

Conflicts occur in all areas of human activity and are often among the significant and exciting events of human life. Conflicts - as Darwin, Marx and Freud showed - are a necessary and important element of life. But their consequences are terrible: thousands of dead, grief and suffering of the survivors. Having the skills of peaceful, constructive conflict resolution, you can smooth out their consequences. Observations show that 80% of conflicts arise beyond the wishes of their participants. This happens due to the peculiarities of the human psyche and the fact that most people either do not know about them or do not attach importance to them.

Over the centuries, the best minds of humanity have created theoretical models of a conflict-free society, and sometimes tried to bring them to life. It should be noted that there is still no unity among scientists in understanding the nature of conflict as a social phenomenon. Some of them see conflict as the norm of social life, believing that a conflict-free society is as unthinkable as dry water is unthinkable. But other scientists assess the role of conflicts differently. For them, conflict is a dangerous disease, a social pathology, which must be excluded once and for all from public life, from all forms of human communication as a foreign element.

However, today, when the growth of conflicts in society has taken on an avalanche-like character, there are fewer and fewer supporters of the latter point of view. And regardless of one or another understanding of the nature of conflicts, all researchers are unanimous that these social phenomena need to be carefully studied and clear recommendations for their regulation must be developed in order to prevent their destructive consequences.

Today, conflicts are an everyday reality. And people do not always pass the test of conflict with honor. Not being able to correctly navigate a conflict situation, many of us switch to “personality.” And in this situation, they lose both the client, the understanding of the employees, and what is extremely important - time. Time that could be spent not on quarrels, arguments, unpleasant showdowns, but on fruitful work, on achieving the goals of the organization.

The topic of the course work is “Exercises and trainings to prevent and overcome conflicts in the work of the teaching staff.”

The relevance of the work is determined by the practical absence of methods for preventing conflicts in teaching teams.

The object of the study is exercises and training to overcome conflicts.

The subject of the study is conflicts in teaching teams.

Purpose of the study: search for effective methods of conflict prevention.

Research objectives:

1.conduct a theoretical analysis of psychological literature on the problem of conflicts in order to give the concept of conflicts;

2. identify the causes of conflicts;

3.identify forms and methods of conflict prevention;

4.develop and implement exercises and trainings on conflict prevention in the teaching staff;

5. determine the effectiveness of exercises and trainings for the prevention of conflicts in the teaching staff.

The study used methods of analysis of scientific and educational psychological literature.

The practical significance of this work lies in the fact that the materials of the work can be used in the prevention of conflicts in teams.

1. Theoretical part

1.1 The concept of conflict, its structure and participants

Like many concepts, the concept of “conflict” has many definitions and interpretations. Conflict is defined as a lack of agreement between two or more parties, which may be specific individuals or groups. Conflict is a type of contradiction that can lead either to the development of the activities of a group (organization) or to its extinction. In conflicts, a person can behave like an aggressive creature.

It is believed that a conflict is a collision of opposing goals, interests, positions, roles, opinions, values ​​or views of the participants in the interaction.

The structure of the conflict consists of such characteristics as:

– parties or participants in the conflict (individuals, social groups; states, coalitions of states);

– the subject of the conflict is what the conflict arises between the parties;

– number of participants and scale of distribution: global, regional, local, interpersonal;

– images of a conflict situation as its internal picture: participants’ ideas about themselves (their motives, values, capabilities), about the opposing parties; each participant’s idea of ​​how the arc perceives him, of the environment in which specific relationships develop.

Based on this, four types of conflict situations are distinguished:

a) a conflict situation objectively exists, but it is not realized or perceived by the participants. There is no conflict as a socio-psychological phenomenon;

b) a conflict situation exists objectively, and the parties perceive it as a conflict, but with certain significant deviations from reality (the case of inadequate perception of the conflict);

c) there is no objective conflict situation, but nevertheless the relations of the parties are mistakenly perceived by them as conflicting (a case of a false conflict);

d) the conflict situation objectively exists and is more or less adequately perceived by the participants (a case of objective conflict).

Conflict can be constructive and lead to increased organizational effectiveness, or it can be destructive and lead to decreased personal dissatisfaction, group cooperation, and organizational effectiveness.

The role of conflict depends on how effectively it is managed. In order to manage a conflict, it is necessary to be able to correctly determine what function the conflict has, the type of conflict, understand the causes of the conflict situation and the process of its resolution.

In any conflict there are its participants, i.e. parties or subjects of the conflict.

Participants in the conflict can be main, or direct, as well as indirect.

Direct (main) participants in the conflict are those who directly take part in it. Indirect participants are those who do not take active action in the conflict, but support one side or another using various methods.

Main participants in the conflict – these are the direct, immediate parties involved in the confrontation. They play a decisive and most active role in its emergence and development. The main participants in the conflict are its main characters, and the contradiction of their interests lies at the heart of the confrontation. 1

1.2 Functions of conflict

Conflict is a functionally contradictory phenomenon, and the ratio of its positive and negative functions should always be considered specifically.

According to their meaning, significance and role, the functions of conflict can be divided into two groups:

constructive (positive) functions of conflict;

destructive (negative) functions of conflict.

All constructive functions of conflict can be divided into:

1. General constructive functions of conflict, expressed in the following consequences:

– Conflict is a way of detecting and fixing contradictions and problems in a society, organization, or group. In addition, the conflict indicates that these contradictions have already reached great maturity and it is necessary to take urgent measures to eliminate them. Every conflict performs an informational function and gives additional impulses to the awareness of one’s own and others’ interests in the confrontation.

– Conflict is a form of resolving contradictions. Its development helps eliminate the shortcomings and miscalculations that led to the conflict.

– Conflict helps relieve tension and eliminate a stressful situation, helps to “let off steam”, defuse the situation and relieve accumulated tension.

– Conflict performs a unifying function. In the face of an external threat, the group uses all its resources to unite and confront the external enemy. In addition, the very task of solving problems that have arisen brings people together.

– Conflict resolution leads to stabilization of the social system, because at the same time sources of dissatisfaction are eliminated. The parties to the conflict, taught by “bitter experience”, will be more inclined to cooperate in the future than to conflict. In addition, conflict resolution can prevent more serious conflicts that might have occurred if the conflict had not occurred.

– Conflict stimulates group creativity and helps mobilize energy to solve the problems facing subjects. In the process of searching for ways to resolve the conflict, the analysis of difficult situations is intensified, new approaches, ideas, and innovative technologies are being developed.

Conflict management in the teaching staff

thesis

1.2 Types and characteristics of conflicts in the teaching staff

In psychology, there is a multivariate typology of conflict depending on the criteria that are taken as a basis. A person enters into conflict in a situation that is significant to him and only when he does not see an opportunity to change it (in this case, actions take the form of attack or defense), but usually he tries not to complicate the relationship and maintain restraint. In relation to an individual subject, conflicts are internal and external. The first include intrapersonal; the second - interpersonal, between the individual and the group, intergroup.

Intrapersonal conflict is the confrontation of various tendencies within the personality itself. Such conflict situations are typical of very conscientious and thorough people. Intrapersonal conflicts arise due to such circumstances as:

The need to choose between mutually exclusive options for action, each of which is equally desirable;

Discrepancy between external requirements and internal position,

Ambiguity in the perception of the situation, goals and means of achieving them, especially when it is necessary to act actively;

Ambiguity in the perception of needs and opportunities to satisfy them;

The inability to realize oneself in work, and therefore dissatisfaction with it.

In general, most often we are talking about “choice in conditions of abundance” (motivational conflict) or “choice of the least evil” (role conflict). Intrapersonal conflict occurs when conflicting demands are placed on one person. Intrapersonal conflict can also arise as a result of job demands that are inconsistent with personal needs or values. Intrapersonal conflict manifests itself as a response to work overload or underload.

Interpersonal conflicts are believed to be 75-80% generated by the clash of material interests of individual subjects, although outwardly this manifests itself as a discrepancy in characters, personal views or moral values, since, in reacting to a situation, a person acts in accordance with his views and character traits, and different people behave differently in the same situations. This type is perhaps the most common. For managers, such conflicts present the greatest difficulty because all their actions, regardless of whether they are related to the conflict or not, will first of all be viewed through the prism of this conflict. Most often, such a conflict represents a struggle between a manager for limited resources, labor, and finances. Everyone believes that if resources are limited, then he must convince his superiors to allocate them to him and not to another manager.

Conflicts between an individual and a group are mainly caused by a discrepancy between individual and group norms of behavior. Due to the fact that production groups establish norms of behavior and performance, it happens that the expectations of the group are in conflict with the expectations of individuals. In this case, a conflict arises. In other words, a conflict arises between an individual and a group if this individual takes a position that differs from the position of the group. A conflict between an individual and a group can arise when a leader makes obviously unpopular, tough, forced decisions.

Organizations are made up of many formal and informal groups. Even in the best organizations, conflicts can arise between them, which are called intergroup conflicts. Intergroup conflicts arise from differences in views and interests. Conflicts can arise in the interaction of stable micro-groups within a given group. Such groups, as a rule, exist within any small social community; their number ranges from two to 6-8 people, with mini-groups of 3 people most often appearing. More numerous subgroups, as a rule, are not very stable. Mini-groups play a big role in the life of the group as a whole. Their relationships influence the general climate of the group and productivity. The leader in his activities must also act with an eye on the reaction of mini-groups, especially those of them that occupy dominant positions.

Based on their duration, conflicts can be divided into short-term and protracted. Short-term ones are the result of misunderstandings or mistakes that are quickly realized. Protracted ones are associated with deep moral psychological trauma or objective difficulties. The duration depends on the subject of the controversy, on the character traits of the people involved. Long-term conflicts are very dangerous, because in them conflicting individuals consolidate their negative state. The frequency of conflict can cause deep or lasting tension in relationships.

By nature, conflicts are usually divided into objective and subjective. Objective ones are associated with real-life problems, shortcomings, and violations that arise in the process of functioning and development of the organization. Subjective ones are caused by differences in personal assessments of certain events or relationships between people. Thus, in some cases we can talk about the presence of a certain object in the conflict; in others - about its absence. Opinions that take place in the views and assessments of people constitute the subject of conflict, and then they speak of substantive conflicts; but these differences may be imaginary. For example, if people simply express their opinions differently, then the conflict turns out to be not only subjective, but also pointless. Objective conflicts are always objective, but this characteristic does not always apply to subjective ones. Since objective conflicts are associated with real events in intra-organizational life and usually require practical changes in its foundations, they are called business conflicts. Subjective conflicts, generated, in essence, by people’s overflowing emotions, are also called emotional, personal.

According to their consequences, conflicts are divided into non-constructive and destructive. Constructive ones presuppose the possibility of rational transformations, as a result of which the object of the conflict itself is eliminated. When handled correctly, this type of conflict can bring great benefits to an organization. If the conflict has no real basis and is not created, therefore, there are no opportunities for improving intra-organizational processes, it turns out to be destructive, since it first destroys the system of relations between people, and then introduces disorganization into the course of objective processes. In constructive conflicts, the parties do not go beyond ethical standards, while destructive ones, in essence, are based on their violation, as well as on the psychological incompatibility of people. The laws of intra-organizational conflict are such that any constructive conflict, if not resolved in a timely manner, turns into destructive. In many ways, the transformation of a constructive conflict into a destructive one is associated with the personality traits of its participants themselves. Novosibirsk scientists F. Borodkin and N. Koryak identify six types of “conflict” personalities who, voluntarily or unwittingly, provoke additional clashes with others. These include:

1) demonstrative, striving to be the center of attention, becoming the initiator of disputes in which they show excessive emotions;

2) rigid, with high self-esteem, not taking into account the interests of others, uncritical of their actions, painfully touchy, inclined to take out evil on others;

3) uncontrollable, characterized by impulsiveness, aggressiveness, unpredictability of behavior, and poor self-control;

4) ultra-precise, characterized by excessive demands, suspiciousness, pettiness, and suspicion;

5) purposefully conflicting, considering the collision as a means of achieving their own goals, inclined to manipulate others in their own interests;

6) conflict-free people who, with their desire to please everyone, only create new conflicts.

Conflicts are classified according to the degree of their reaction to what is happening:

fast-flowing conflicts are characterized by great emotional overtones and extreme manifestations of the negative attitude of those in conflict. Sometimes these kinds of conflicts end in difficult and tragic outcomes. Such conflicts are most often based on character traits and mental health of the individual;

acute long-term conflicts - arise in cases where contradictions are quite stable, deep, and difficult to reconcile. The conflicting parties control their reactions and actions. Resolving such conflicts is not easy;

mild, sluggish conflicts - typical for contradictions that are not very acute, or for clashes in which only one of the parties is active; the second seeks to clearly reveal its position or avoids, as far as possible, open confrontation. Resolving this kind of conflict is difficult; much depends on the initiator of the conflict.

mild, fast-flowing conflicts are the most favorable form of conflict, but a conflict can be easily predicted only if there was only one. If after this similar conflicts appear, seemingly proceeding mildly, then the prognosis may be unfavorable. At the same time, conflicting individuals, having found themselves in a favorable situation, often do not show themselves as such.

The specificity of pedagogical work lies in the fact that the work of a teacher, despite the fact that it relates to socionomic activity (according to the classification of types of activities by E. N. Klimov), proceeds individually, as the work of a single person. Working with the student body one on one, the teacher, as a rule, is under strong mental stress, because he must actively regulate both his own behavior and the behavior of students in various situations. “Such an initially increased neuropsychic load increases the likelihood of maladaptive regulation of the intellectual and emotional sphere.”

It should be noted that teachers react sharply to the assessment of their personal data. The teacher is used to evaluating others. It is very difficult for him to agree with the conclusions that the unfavorable development of the pedagogical situation is often predetermined by his own personal and professional weaknesses and shortcomings. In addition, most teachers have high personal anxiety, due to which they tend to exaggerate, dramatize events, or fall into dull psychological defense.

As you know, a demographic feature of the teaching staff is that 83% of school teachers are women. According to experts, in gender-homogeneous teams, interpersonal conflicts become more frequent, which ultimately affect the business sphere of employee relations and develop into business conflicts that do not contribute to the normal development of personality and the effectiveness of the educational process. The following contradiction is also significant: different claims and expectations, different value orientations, different psychophysical capabilities of teachers united by one professional activity in a common social space and time.

There are two sides to the life of the teaching staff: formal (functional and business) and informal - emotional and personal. Psychological unity in society can be achieved through joint activities and healthy interpersonal relationships. Differentiation in the sphere of functional-status relations gives rise to social inequality, which also provokes psychological tension.

The causes of conflicts are quite varied. Sometimes you can see several reasons at once. The start of the conflict was caused by one reason, and another gave it a protracted nature.

Pedagogical activity reflects the general laws of objective reality. It would be incorrect to try to determine the causes of conflicts that relate specifically to teaching practice. In his professional activity, a teacher builds interpersonal relationships not only with children, but also with adults (colleagues, administration).

Let us consider the causes of interpersonal conflicts, giving them a possible measure of generality.

One of the probable reasons may be the “division of a common object of claim” (challenging material wealth, leadership position, recognition of fame, popularity, priority...).

Infringement of self-esteem.

The source of conflict is often disconfirmation of role expectations. An aggravation of interpersonal interactions and relationships can arise due to the lack of an interesting business, prospects, which increases hostility and masks selfishness, unwillingness to reckon with comrades and colleagues.

Conflict relationships may be based on substantive and business disagreements. On the one hand, they often contribute to joint activities and the search for possible ways to bring points of view together, but on the other hand, they can serve as simple camouflage, an outer shell.

The cause of interpersonal and intergroup conflicts is the divergence of norms of communication and behavior. A similar reason can cause conflicts between an individual and a group, representatives of different regions of ethnic groups.

Conflict of instant emotional release.

The next possible cause of conflicts is conflicts due to the relative psychological incompatibility of people who, due to circumstances, are forced into daily contact with each other.

Conflict of values.

But it is also possible to identify specific causes of pedagogical conflicts.

Conflicts related to the organization of teachers' work;

Conflicts arising from leadership style;

Conflicts caused by teachers’ bias in assessing students’ knowledge and behavior.

The Teacher-Administrator conflict is very common and the most difficult to overcome. The general characteristics of relationships in teaching teams are as follows: 43% of school teachers are not satisfied with the leadership style of school principals, and only 16.4% expressed satisfaction with the leadership practice.

Let us highlight the specific causes of Teacher-Administrator conflicts.

Insufficiently clear delineation between the school administrators themselves of the sphere of managerial influence, often leading to “double” subordination of the teacher;

Strict regulation of school life, evaluative and imperative nature of the application of requirements;

Shifting “other people’s” responsibilities onto the teacher;

Unplanned (unexpected) forms of control over the teacher’s activities;

Inadequacy of the team management style to the level of its social development;

Frequent changes in management;

Underestimation by the manager of the professional ambition of the teacher;

Violation of psychological and didactic principles of moral and material incentives for teacher work;

Uneven workload of teachers with public assignments;

Violation of the principle of an individual approach to the teacher’s personality;

Prejudicial attitude of the teacher towards students;

Systematic underestimation;

Unauthorized establishment by the teacher of the number and forms of testing students' knowledge, not provided for by the program and sharply exceeding the standard educational load of children.

The most significant causes of conflicts between teachers and principals are indicated by the following empirical data: one of the reasons for dissatisfaction with the management style is the lack of leadership experience of the majority of school principals. Although they have quite a lot of experience in teaching, many of them do not have practical experience in management activities.

For teachers, two circumstances have the greatest psychological burden: the possibility of personal and professional self-realization and satisfaction with the leadership style of the teaching staff. The current assertion that the main cause of conflicts in the teaching staff is dissatisfaction with the material reward of their work and the low level of social recognition of the teaching profession have not been categorically confirmed. How can this be explained? In our opinion, the high civic responsibility of our teachers, which corresponds to their social purpose as the intelligentsia, as well as the doom of the salary they receive.

School directors note that they have friendly relations with members of teaching staff. Teachers, in turn, note that these relationships are only formal. This disproportion in answers (37.9% and 73.4%) suggests that many school principals do not have an objective idea of ​​the actual relationship between them and the teaching staff. The study showed that school principals have a very limited arsenal of tools for conflict regulation.

It has been established that teachers aged 40 to 50 years often perceive control over their activities as a challenge that threatens their authority; After 50 years, teachers experience constant anxiety, often manifested in severe irritation and emotional breakdowns leading to conflicts. The presence of crisis periods of personality development (for example, a midlife crisis) also exacerbates the possibility of conflict situations.

Every fifth teacher considers the situation in the teaching staff to be quite difficult. The majority of directors believe that existing conflicts do not destabilize the work of the team. This once again confirms the underestimation by school leaders of the existing problem of conflicts in teaching staff.

An analysis of the relationships that have developed in teaching teams showed that the majority of teachers (37.9%) noted that they had friendly relations with the school administration and (73.4%) of the surveyed teachers noted that they had friendly relations with their work colleagues .

Specific causes of teacher-teacher conflicts.

1. Conflicts caused by the peculiarities of relations between subjects of pedagogical conflicts:

Between young teachers and experienced teachers;

Between teachers teaching different subjects (for example, between physics and literature);

Between teachers teaching the same subject;

Between teachers who have a title, official status (teacher of the highest category, head of a methodological association) and those who do not have them;

Between primary and secondary teachers;

Between teachers whose children study at the same school, etc.

Specific causes of conflicts between teachers whose children study at school may be:

Teachers' dissatisfaction with the attitude of their colleagues towards their own child;

Insufficient assistance and control over the own children of teachers-mothers due to the enormous professional workload;

The peculiarity of the position of the teacher’s child in school society (always “in sight”) and the mother-teacher’s feelings about this, creating a constant “field of tension” around her;

It is extremely common for teachers to contact their colleagues whose children are studying at school with requests, comments, and complaints about their child’s behavior and studies.

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Conflict management in the teaching staff

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Conflict management in the teaching staff

Conflict management in the teaching staff

The classics of theoretical conflictology did not give a clear definition of the concept of “conflict”. Only from their general statements can one imagine some approaches to what conflict is. One group of social scientists believes...

Based on the above, the school administration set the following task: To reveal the main factors influencing conflict in the teaching staff. Many scientists have been and are working on this problem.

For example, one of them obtained results according to which conflict depends on the size of the team and increases if these sizes exceed the optimal ones. Another writes that conflict between subordinates and managers is higher when the latter do not directly participate in the main, professional activities of the team they lead, but perform only administrative functions.

The concept of “conflict” is closely related to the concept of “compatibility,” which is a bipolar phenomenon: its degree varies from complete compatibility of group members to their complete incompatibility. The positive pole is found in agreement, in mutual satisfaction, the negative pole more often manifests itself as conflict. Agreement or conflict can be not only a consequence of compatibility or incompatibility, but also their cause: situational manifestations of agreement help to increase compatibility, while the emergence of conflicts reduces it. Conflict is, first of all, a form of expression of situational incompatibility, which has the character of an interpersonal clash that arises as a result of one of the subjects committing actions that are unacceptable for another person, causing resentment, hostility, protest, and reluctance to communicate with this subject on his part.

Interpersonal conflict is most clearly manifested in the disruption of normal communication or its complete cessation. If communication does take place, it is often destructive in nature, contributing to the further separation of people and increasing their incompatibility. But a single, non-recurring conflict only indicates the situational incompatibility of individuals. These types of conflicts, when resolved positively, can lead to increased compatibility within the group.

The most compelling and typical basis for conflict is the violation of established norms of labor cooperation and communication by one of the group members.
Therefore, the clearer the norms of cooperation (recorded in official documents, in the requirements of managers, in public opinion, customs and traditions), the less conditions for the emergence of disputes and conflicts among participants in common activities. In the absence of clear norms, such activities inevitably become conflict-prone. In general, an increase in the degree of generality of activities and the complication of interaction between its participants lead to increased requirements for the level of their compatibility. When interactions become very complex, the likelihood of inconsistencies and misunderstandings seems to increase. The latter can be excluded only if there is a high degree of compatibility among group members. But common activity also has the ability to form anti-conflict mechanisms: it contributes to the development of uniform norms and requirements, the ability to coordinate one’s actions with the actions of others. Apparently, as the overall activity becomes more complex, there is often only a temporary increase in the degree of conflict among group members. It follows that conflict in certain cases can act as an indicator of the process of positive development of the group, the formation of a single group opinion, common demands in open struggle.

The concept of conflict should be distinguished from the concept of conflict. By conflict we mean the frequency (intensity) of conflicts observed in a given individual or in a given group.

Based on the foregoing, we can conclude that the factors influencing conflict are, in general, the same as the factors that determine the compatibility and incompatibility of people.

What are these factors? We can distinguish two main groups of factors influencing compatibility in a team - objective characteristics of collective activity and psychological characteristics of its members.
Objective characteristics of activity are expressed primarily in its content and methods of organization.

Depending on the sphere of manifestation, the psychological characteristics of workers that influence their conflict potential can be divided into functional and moral-communicative. The first of them reflect the requirements in professional activity, the second - in interpersonal communication.

Moral and communicative factors should have the greatest influence on conflict at the intragroup level:

Teachers work relatively independently of each other, and at the same time are closely connected with each other in terms of interpersonal communication. As for functional factors, they apparently play a decisive role in the emergence of conflicts between managers and subordinates.

We consider one of the main causes of conflicts in our teaching staff to be a violation of labor cooperation by one of the team members. Most conflicts are related to violations of the norms of business interaction, i.e. due to functional reasons: dishonesty, lack of discipline. If the norms of cooperation are clearly fixed, then there are fewer conditions for its emergence.

The possibility of conflicts is reduced when a leader knows how to properly perceive criticism. It also decreases with the simplicity and modesty of the leader’s communication with subordinates, the ability to convince people, consult with subordinates, and listen to their opinions; if the requirements made by the manager to the subordinates are justified, there is clarity and consistency, and the manager’s ability to organize the work activities of the subordinates.

In our opinion, to prevent intragroup interpersonal conflict among teachers it is necessary:

• The ability to take into account each other's interests.
• Accept criticism from your colleagues.
• Show politeness, tact, and respect towards each other.
• Discipline at work.

To reduce conflict with subordinates, the manager must:

1. Objectively evaluate the work of your subordinates.
2. Show concern for them.
3. Effectively use the method of persuasion.
4. Improve the style of your organization.

Emotional well-being in a team is most often determined by the leadership style of this team on the part of the administration.

To resolve various conflict situations in a team, we offer the following ways to resolve them:

1. Before reacting to the action of another person, it is necessary to find out why this person acted this way and not otherwise.
2. Encourage the parties to the conflict to establish direct contact with each other and openly discuss the conflict situation.
3. Create working conditions for conflicting people so that they do not have contact with each other for a long time.
4. Inform all teachers when distributing bonuses and salary increases (social justice and transparency).
5. Managers must improve the style of organizational work with subordinates.
6. Do not abuse official power.
7. Prevent and eliminate interpersonal conflicts.

We understand that each school may have its own ways of solving crisis issues, and our options are not a “panacea for all ills.” We would just like to once again highlight the problem and draw the attention of the heads of all structural divisions in education to the urgent need to solve it.

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COURSE WORK

CONFLICTS IN THE TEACHING STAFF AND WAYS TO RESOLUTE THEM

Introduction

Conclusion

References

Introduction

In moments of social cataclysms, we all note an increase in bitterness, envy, and intolerance towards each other. This is due to the disappearance as a result of the so-called restructuring of the system of prohibitions, education, strict adherence to laws, which leads to the manifestation of base instincts and (what Dostoevsky was afraid of) - to permissiveness and aggressiveness.

Aggressiveness is an obstacle to the formation of relationships, morality, and social activities of people. Administrative measures cannot solve this problem.

Now, more than ever, it is important from childhood to instill in children an attentive attitude towards others, to prepare them for a friendly attitude towards people, and to teach them to cooperate.

To do this, the teacher must master the skills of preventing and resolving conflict situations, since the problem of interaction between participants in the pedagogical process is becoming increasingly acute for modern schools.

Numerous publications about the problems of modern school often note that its main problem is the teacher’s lack of interest in the child’s personality, unwillingness and inability to understand his inner world, hence the conflicts between teachers and students, school and family. This primarily reveals not so much the reluctance of teachers as their inability and helplessness in resolving many conflicts.

In this work, an attempt is made to consider the main types of pedagogical conflicts and possible ways to resolve them.

1. Definition of conflict, content, types and methods of occurrence

In order to skillfully use conflict in the pedagogical process, it is necessary, naturally, to have a theoretical basis: to know well its dynamics and all its components. It is useless to talk about the technology of using conflict to a person who has only an everyday understanding of the conflict process.

Conflict- a form of social interaction between two or more subjects (subjects can be represented by an individual/group/oneself - in the case of internal conflict), arising due to a divergence of desires, interests, values ​​or perceptions.

Stated differently, conflict is a situation where two or more entities interact in such a way that a step forward in satisfying the interests, perceptions, values ​​or desires of one of them means a step back for the other or others.

We are considering a pedagogical conflict, that is, a conflict whose subjects are the participants in the pedagogical process.

Typological division of conflicts:

- "authentic" - when a conflict of interests exists objectively, is recognized by the participants and does not depend on any easily changing factor;

- "random or conditional"- when conflicting relationships arise due to random, easily changeable circumstances, which are not realized by their participants. Such relationships can be terminated if real alternatives are realized;

- "displaced" - when the perceived causes of the conflict are only indirectly related to the objective reasons underlying it. Such a conflict may be an expression of true conflict relations, but in some symbolic form;

- "misattributed" - when conflict relations are attributed to parties other than those between whom the actual conflict is playing out. This is done either intentionally with the aim of provoking a clash in the enemy group, thereby “obscuring” the conflict between its true participants, or unintentionally, due to the lack of truly true information about the existing conflict;

- "hidden" - when conflict relations, due to objective reasons, should take place, but are not actualized;

- "false" - a conflict that has no objective basis and arises as a result of false ideas or misunderstandings.

It is necessary to distinguish between the concepts of “conflict” and “conflict situation”; the difference between them is very significant.

Conflict situation- such a combination of human interests that creates the ground for real confrontation between social actors. The main feature is the emergence of a subject of conflict, but so far the absence of open active struggle.

That is, in the process of development of a conflict, a conflict situation always precedes the conflict and is its basis.

There are four types of conflicts:

- intrapersonal, reflecting the struggle of approximately equal in strength motives, drives, and interests of the individual;

- interpersonal, characterized by the fact that actors strive to realize mutually exclusive goals in their life activities;

- intergroup, characterized in that the conflicting parties are social groups pursuing incompatible goals and preventing each other from achieving them;

- personal-group-occurs when an individual’s behavior does not conform to group norms and expectations.

To predict a conflict, you must first figure out whether there is a problem that arises in cases where there is a contradiction, a mismatch between something and something. Next, the direction of development of the conflict situation is established. Then the composition of the participants in the conflict is determined, where special attention is paid to their motives, value orientations, distinctive features and behavior patterns. Finally, the content of the incident is analyzed.

There are signals that warn of conflict. Among them:

· crisis(during a crisis, usual norms of behavior lose their force, and a person becomes capable of extremes - in his imagination, sometimes in reality);

· misunderstanding(caused by the fact that some situation is associated with the emotional tension of one of the participants, which leads to a distortion of perception);

· incidents(some little thing may cause temporary excitement or irritation, but this passes very quickly);

· voltage(a condition that distorts the perception of another person and his actions, feelings change for the worse, relationships become a source of continuous anxiety, very often any misunderstanding can develop into a conflict);

· discomfort(an intuitive feeling of excitement, fear that is difficult to express in words).

It is pedagogically important to monitor signals indicating the emergence of a conflict.

In practice, a social educator is more interested not so much in eliminating an incident as in analyzing a conflict situation. After all, an incident can be suppressed through “pressure,” while the conflict situation persists, taking a protracted form and negatively affecting the life of the team.

Conflict is looked at today as a very significant phenomenon in pedagogy, which cannot be ignored and which should be given special attention. Neither a team nor an individual can develop without conflict; the presence of conflicts is an indicator of normal development.

Considering conflict to be an effective means of educational influence on an individual, scientists point out that overcoming conflict situations is possible only on the basis of special psychological and pedagogical knowledge and corresponding skills. Meanwhile, many teachers negatively assess any conflict as a phenomenon indicating failures in their educational work. Most teachers still have a wary attitude towards the very word “conflict”; in their minds, this concept is associated with the deterioration of relationships, violation of discipline, and a phenomenon harmful to the educational process. They strive to avoid conflicts by any means, and if they exist, they try to extinguish the external manifestation of them.

Most scientists believe that conflict is an acute situation that arises as a result of a clash between an individual’s relationships and generally accepted norms. Others define conflict as a situation of interaction between people either pursuing mutually exclusive or simultaneously unattainable goals for both conflicting parties, or seeking to realize in their relationships incompatible values ​​and norms, such a contradiction between people, which is characterized by confrontation as a phenomenon that creates a very complex psychological atmosphere in any group of schoolchildren, especially high school students , as an intractable contradiction associated with acute emotional experiences as a critical situation, that is, a situation where the subject is unable to realize the internal needs of his life (motives, aspirations, values, etc.); as an internal struggle that gives rise to external, objectively given contradictions, as a condition that gives rise to dissatisfaction with a whole system of motives, as a contradiction between needs and the possibilities of satisfying them.

Based on the above, we can conclude that for a long time there were no common views on the nature and causes of conflicts; the very fact of the existence of contradictions and conflicts was not recognized; the very presence of conflicts was perceived as a negative phenomenon, interfering with the normal functioning of the pedagogical system and causing its structural disturbances.

It has been established that contradictions that arise among adolescents do not always lead to conflict. It depends on skillful and sensitive pedagogical leadership whether a contradiction will grow into a conflict or find its resolution in discussions and disputes. Successful resolution of a conflict sometimes depends on the position that the teacher takes in relation to it (authoritarian, neutral, avoidance of conflicts, expedient intervention in the conflict). Managing a conflict, predicting its development and being able to resolve it is a kind of “safety technique” for teaching activities.

There are two approaches to preparing for conflict resolution:

Study of existing advanced pedagogical experience;

The second is mastering knowledge of the patterns of development of conflicts and ways of preventing and overcoming them; (the path is more labor-intensive, but more effective, since it is impossible to give “recipes” for all kinds of conflicts).

V.M. Afonkova argues that the success of pedagogical intervention in student conflicts depends on the position of the teacher. There can be at least four such positions:

· position of neutrality - the teacher tries not to notice and not to interfere in the clashes that arise among students;

· conflict avoidance position - the teacher is convinced that conflict is an indicator of his failures in educational work with children and arises due to ignorance of how to get out of the current situation;

· position of expedient intervention in the conflict - the teacher, relying on a good knowledge of the group of students, relevant knowledge and skills, analyzes the causes of the conflict, makes a decision either to suppress it or to allow it to develop to a certain limit.

The actions of the teacher in the fourth position allow you to control and manage the conflict.

However, teachers often lack the culture and technique of interacting with students, which leads to mutual alienation. A person with a high communication technique is characterized by the desire not only to correctly resolve a conflict, but also to understand its causes. To resolve conflicts among adolescents, the method of persuasion is very appropriate as a way to reconcile the parties. It helps to show teenagers the inappropriateness of some of the forms they use to resolve conflict (fights, nicknames, intimidation, etc.). At the same time, teachers, using this method, make a typical mistake, focusing only on the logic of their evidence, without taking into account the views and opinions of the teenager himself. Neither logic nor emotionality achieves the goal if the teacher ignores the views and experiences of the student.

Theoretical analysis of psychological and pedagogical conflictology leads to the following preliminary conclusions:

The basis of a conflict is often an understandable contradiction, and the conflict itself can be constructive or destructive;

Most teachers remain wary of conflicts among students;

Conflicts should not be “feared” because they are natural;

Conflicts among adolescents, due to their age characteristics, are a common and common phenomenon;

High emotional intensity in communication often leads to conflict;

The cause of the conflict can be the assertion of one’s “I”;

Intrapersonal conflict can cause interpersonal conflict;

It is advisable for teachers to intervene in a conflict not so much in order to eliminate it, but rather to help a teenager get to know himself, his friend, his educational team;

Before intervening in a conflict, it is necessary to know the reasons for its occurrence, otherwise the intervention may acquire a pedagogically negative character;

A conflict situation and conflict, with the skillful use of management mechanisms, can become effective means of educational influence;

A social educator needs deep specialized knowledge to successfully manage conflicts among adolescents.

Conflicts can be initiated not only by objective, but also by subjective conditions. Objective circumstances include those that exist more or less independently of the pedagogical process, and that create the potential for conflict. Subjective conditions include the level of education and development of children, awareness of the degree of conflict in the situation by its participants, and their moral and value orientations.

According to their direction, conflicts are divided into the following types:

*socio-pedagogical - they manifest themselves both in relationships between groups and with individuals. This group is based on conflicts - violations in the area of ​​relationships. The reasons for the relationship may be the following: psychological incompatibility, i.e. unconscious, unmotivated rejection of a person by a person, causing unpleasant emotional states in one of the parties or simultaneously in each of them. The reasons may be the struggle for leadership, for influence, for a prestigious position, for attention, the support of others;

*psychological and pedagogical conflicts - they are based on contradictions that arise in the educational process in conditions of a lack of harmonization of the relationships that develop in it;

*social conflict - situational conflicts from case to case;

psychological conflict - occurs outside of communication with people, occurs within the individual.

Conflicts are classified according to the degree of their reaction to what is happening:

Fast-flowing conflicts are characterized by great emotional overtones and extreme manifestations of the negative attitude of those in conflict. Sometimes these kinds of conflicts end in difficult and tragic outcomes. Such conflicts are most often based on character traits and mental health of the individual;

Acute long-term conflicts arise in cases where contradictions are quite stable, deep, and difficult to reconcile. The conflicting parties control their reactions and actions. Resolving such conflicts is not easy;

Weak, sluggish conflicts are typical for contradictions that are not very acute, or for clashes in which only one of the parties is active; the second seeks to clearly reveal its position or avoids, as far as possible, open confrontation. Resolving this kind of conflict is difficult; much depends on the initiator of the conflict.

Weakly expressed, fast-flowing conflicts are the most favorable form of conflict, but a conflict can be easily predicted only if there was only one. If after this similar conflicts appear, seemingly proceeding mildly, then the prognosis may be unfavorable.

Conflict pedagogical situations are distinguished by time: permanent and temporary (discrete, one-time); according to the content of joint activities: educational, organizational, labor, interpersonal, etc.; in the field of psychological flow: in business and informal communication. Business conflicts arise on the basis of discrepancies in the opinions and actions of team members when solving problems of a business nature, and the latter - on the basis of contradictions in personal interests. Personal conflicts may concern people’s perception and assessment of each other, real or perceived injustice in the assessment of their actions, work results, etc.

Most conflicts are subjective in nature and are based on one of the following psychological reasons:

* insufficient knowledge of a person;

*misunderstanding of his intentions;

*misconception of what he really thinks;

*erroneous interpretation of the motives for committed actions;

*inaccurate assessment of a given person’s relationship to another.

From a psychological point of view, the occurrence of any of these reasons, any combination of them, leads in practice to a humiliation of a person’s dignity, generates on his part a fair reaction in the form of resentment, which causes the same reaction from the offender, while neither one nor the other person is able understand and realize the reasons for mutually hostile behavior.

All subjective factors influencing the conflict can be: characterological and situational. The first includes stable personality traits, the second includes overwork, dissatisfaction, bad mood, and a feeling of uselessness.

In conflict situations, their participants resort to various forms of defensive behavior:

- aggression(manifests itself in “vertical” conflicts, i.e. between a student and a teacher, between a teacher and the school administration, etc.; it can be directed at other people and at oneself, often taking the form of self-humiliation, self-accusation);

- projection(the reasons are attributed to everyone around them, their shortcomings are seen in all people, this allows them to cope with excessive internal tension);

- fantasy(what cannot be accomplished in reality begins to be achieved in dreams; achieving the desired goal occurs in the imagination);

- regression(the goal is replaced; the level of aspirations decreases; while the motives of behavior remain the same);

- target replacement(psychological stress is directed to other areas of activity);

- avoiding an unpleasant situation(a person unconsciously avoids situations in which he failed or was unable to complete the intended tasks).

There are a number of stages in the dynamics of conflict development:

1. Presumptive stage- is associated with the emergence of conditions under which a conflict of interests may arise. These conditions include: a) a long-term conflict-free state of a collective or group, when everyone considers themselves free, does not bear any responsibility to others, sooner or later a desire arises to look for those responsible; everyone considers himself to be on the right side, wronged unfairly, which gives rise to conflict; conflict-free development is fraught with conflicts; b) constant overwork caused by overload, which leads to stress, nervousness, excitability, inadequate reaction to the simplest and most harmless things; c) information-sensory hunger, lack of vital information, long-term absence of bright, strong impressions; at the heart of all this is the emotional oversaturation of everyday life. The lack of necessary information on a broad public scale provokes the emergence of rumors, speculation, and generates anxiety (among teenagers - a passion for rock music, like drugs); d) different abilities, opportunities, living conditions - all this leads to envy of a successful, capable person. The main thing is that in any class, team, group no one feels deprived, a “second-class person”; e) style of organizing life and managing a team. conflict psychological pedagogical

2. Stage of conflict initiation- clash of interests of different groups or individuals. It is possible in three main forms: a) a fundamental clash, when the satisfaction of some can be definitely realized only by infringing on the interests of others; b) a clash of interests that affects only the form of relations between people, but does not seriously affect their material, spiritual and other needs; c) the idea of ​​a conflict of interests arises, but this is an imaginary, apparent conflict that does not affect the interests of people, members of the team.

3. Stage of conflict maturation- a clash of interests becomes inevitable. At this stage, the psychological attitude of the participants in the developing conflict is formed, i.e. unconscious readiness to act in one way or another in order to remove the sources of the uncomfortable state. A state of psychological tension encourages an “attack” or a “retreat” from the source of unpleasant experiences. People around you can guess about a ripening conflict faster than its participants; they have more independent observations, judgments freer from subjective assessments. The psychological atmosphere of a team or group can also indicate the maturation of a conflict.

4. Conflict Awareness Stage- the conflicting parties begin to realize, and not just feel, a conflict of interests. A number of options are possible here: a) both participants come to the conclusion that the conflicting relationship is inappropriate and are ready to abandon mutual claims; b) one of the participants understands the inevitability of the conflict and, having weighed all the circumstances, is ready to give in; another participant goes to further aggravation; considers the other party's compliance as weakness; c) both participants come to the conclusion that the contradictions are irreconcilable and begin to mobilize forces to resolve the conflict in their favor.

Objective content of a conflict situation.

1. Participants in the conflict. In any conflict, the main actors are people. They can act in a conflict as private individuals (for example, in a family conflict), as officials (vertical conflict) or as legal entities (representatives of institutions or organizations). In addition, they can form various factions and social groups.

The degree of participation in the conflict can be different: from direct opposition to indirect influence on the course of the conflict. Based on this, the following are identified: the main participants in the conflict; support groups; other participants.

The main participants in the conflict. They are often called parties or opposing forces. These are those subjects of the conflict who directly carry out active (offensive or defensive) actions against each other. The warring parties are the key link in any conflict. When one of the parties leaves the conflict, it ends. If in an interpersonal conflict one of the participants is replaced by a new one, then the conflict changes and a new conflict begins.

2. Subject of the conflict . It reflects the conflict of interests and goals of the parties. The struggle that occurs in a conflict reflects the desire of the parties to resolve this contradiction, usually in their favor. During the course of a conflict, the struggle may escalate and subside. To the same extent, the contradiction subsides and intensifies.

The subject of the conflict is the contradiction because of which and for the sake of the resolution of which the parties enter into confrontation.

3. Object of conflict . The object is located deeper and is the core of the problem, the central link in the conflict situation. Therefore, sometimes it is considered as a reason, a reason for conflict. The object of the conflict can be a material (resource), social (power) or spiritual (idea, norm, principle) value, which both opponents strive to possess or use. To become the object of a conflict, an element of the material, social or spiritual sphere must be at the intersection of personal, group, public or state interests of subjects who seek control over it. The condition for conflict is the claim of at least one of the parties to the indivisibility of the object, the desire to consider it indivisible, to fully own it. To resolve a conflict constructively, it is necessary to change not only its objective components, but also its subjective ones.

4. Micro and macro environment. When analyzing a conflict, it is necessary to highlight such an element as the conditions in which the participants in the conflict find themselves and act, that is, the micro- and macroenvironment in which the conflict arose.

Important psychological components of a conflict situation are the aspirations of the parties, strategies and tactics of their behavior, as well as their perception of the conflict situation, i.e. those information models of the conflict that each party has and in accordance with which the participants organize their behavior in the conflict.

1.2 Conflicts in the context of educational activities

Schools are characterized by various types of conflicts. The pedagogical sphere is a combination of all types of purposeful personality formation, and its essence is the activity of transmitting and mastering social experience. Therefore, it is here that favorable socio-psychological conditions are needed that provide mental comfort to the teacher, student and parents.

Conflicts between students at school

In the field of public education, it is customary to distinguish four subjects of activity: student, teacher, parents and administrator. Depending on which subjects interact, the following types of conflicts can be distinguished: student - student; student - teacher; student - parents; student - administrator; teacher - teacher; teacher - parents; teacher - administrator; parents - parents; parents - administrator; administrator - administrator.

The most common leadership conflicts among students reflect the struggle of two or three leaders and their groups for primacy in the class. In middle school, a group of boys and a group of girls often conflict. A conflict between three or four teenagers and a whole class may arise, or a conflict between one student and the class may break out.

The personality of the teacher has a great influence on the conflict behavior of schoolchildren . Its impact can manifest itself in various aspects.

First, the teacher’s style of interaction with other students serves as an example for reproduction in relationships with peers. Research shows that the communication style and pedagogical tactics of the first teacher have a significant impact on the formation of students' interpersonal relationships with classmates and parents. Personal communication style and pedagogical “cooperation” tactic ” determine the most conflict-free relationships between children and each other. However, a small number of primary school teachers master this style. Primary school teachers with a pronounced functional communication style adhere to one of the tactics (“dictation” or “tutelage”) that increase the tension of interpersonal relationships in the classroom. A large number of conflicts characterize relationships in the classes of “authoritarian” teachers and in high school age.

Secondly, the teacher is obliged to intervene in student conflicts , regulate them. This, of course, does not mean suppressing them. Depending on the situation, administrative intervention may be necessary, or it may simply be good advice. The involvement of those in conflict in joint activities, the participation of other students, especially class leaders, in resolving the conflict, etc. have a positive impact.

The process of training and education, like any development, is impossible without contradictions and conflicts. Confrontation with children, whose living conditions today cannot be called favorable, is a common part of reality. According to M.M. Rybakova, among the conflicts between teacher and student, the following conflicts stand out:

activities arising from the student’s academic performance and his or her performance of extracurricular tasks;

behavior (actions) arising from a student’s violation of rules of conduct at school and outside of it;

relationships that arise in the sphere of emotional and personal relationships between students and teachers.

Activity conflicts arise between a teacher and a student and manifest themselves in the student’s refusal to complete an educational task or poor performance of it. Similar conflicts often occur with students experiencing learning difficulties; when the teacher teaches the subject in class for a short time and the relationship between him and the student is limited to academic work. Recently, there has been an increase in such conflicts due to the fact that the teacher often makes excessive demands on the mastery of the subject, and uses grades as a means of punishing those who violate discipline. These situations often cause capable, independent students to leave school, and for others, their motivation to learn in general decreases.

Conflicts of behavior in every teacher’s mistake in resolving a conflict gives rise to new problems and conflicts that involve other students; Conflict in teaching activities is easier to prevent than to successfully resolve.

It is important that the teacher knows how to correctly determine your position in the conflict, since if the class collective is on his side, then it is easier for him to find the optimal way out of the current situation. If the class begins to have fun with the disciplinarian or takes an ambivalent position, this leads to negative consequences (for example, conflicts can become permanent).

Relationship conflicts often arise as a result of the teacher’s inept resolution of problem situations and are, as a rule, long-lasting in nature. These conflicts acquire a personal meaning, give rise to long-term hostility between the student and the teacher, and disrupt their interaction for a long time.

Features of pedagogical conflicts

Among them are the following:

The teacher is responsible for pedagogically correct resolution of problem situations: after all, school is a model of society where students learn the norms of relationships between people;

Participants in conflicts have different social status (teacher - student), which determines their behavior in the conflict;

Differences in the life experiences of participants give rise to different degrees of responsibility for mistakes in conflict resolution;

Different understandings of events and their causes (the conflict “through the eyes of the teacher” and “through the eyes of the student” is seen differently), so it is not always easy for the teacher to understand the depth of the child’s experiences, and for the student to cope with emotions and subordinate them to reason;

The presence of other students turns them from witnesses into participants, and the conflict acquires an educational meaning for them as well; The teacher always has to remember this;

The professional position of a teacher in a conflict obliges him to take the initiative in resolving it and be able to put the interests of the student as an emerging personality first;

By controlling your emotions, be objective, give students the opportunity to substantiate their claims, “let off steam”;

Do not attribute to the student your understanding of his position, switch to “I-statements” (not “you are deceiving me,” but “I feel deceived”);

Do not insult the student (there are words that, when uttered, cause such damage to the relationship that all subsequent “compensatory” actions cannot correct them);

Try not to kick the student out of class;

If possible, do not contact the administration;

Do not respond to aggression with aggression, do not affect his personality,

evaluate only his specific actions;

Give yourself and your child the right to make mistakes, not forgetting that “only those who do nothing make no mistakes”;

Regardless of the results of resolving the contradiction, try not to destroy the relationship with the child (express regret about the conflict, express your affection for the student);

Do not be afraid of conflicts with students, but take the initiative to resolve them constructively.

2. Specifics of resolving pedagogical conflicts

There are few problems between people or groups of people that can be solved in an instant.

Successful conflict resolution therefore typically involves a cycle consisting of identifying a problem, analyzing it, taking action to resolve it, and evaluating the outcome. In any given situation, the source of the conflict must be identified before policies can be developed to resolve it.

First of all, we need to find out what happened. What's the problem? At this stage, it is important to lay out the facts so that everyone agrees on the definition of the problem. Feelings and values ​​must be clearly separated from facts. And the leader must present an ideal solution from his side of the facts.

Then we ask all stakeholders: how do they feel and what would they like to see as an ideal solution? Several options are possible.

Once the conflict has been analyzed, we can begin to work together in a collaborative spirit to find steps to bring everyone to reconciliation.

Conflicts are destructive and constructive. Destructive - when it does not concern important work issues, divides the team into groups, etc.

Constructive conflict- when an acute problem is revealed, it leads to a collision with a real problem and ways to solve it, helps to improve. (You can compare: truth is born in a dispute.)

When resolving conflicts between a teacher and a student, it is necessary, in addition to analyzing the causes of the conflict, to take into account the age factor

Along with business conflict situations “teacher-student”, there are often contradictions of a personal nature.

As a rule, they arise due to the teenager’s sense of adulthood and the desire to recognize himself as such, and on the other hand, the teacher’s lack of grounds for recognizing him as his equal. And if the teacher’s tactics are incorrect, it can lead to stable personal mutual hostility and even enmity.

Finding himself in a conflict situation, a teacher can direct his activity either to better understand his interlocutor, or to regulate his own psychological state in order to extinguish the conflict or prevent it. In the first case, resolution of a conflict situation is achieved by establishing mutual understanding between people, eliminating omissions and inconsistencies. However, the problem of understanding another person is quite complex.

Experienced teachers know what should be said (selection of content in dialogue), how to say it (emotional accompaniment of the conversation), when to say it in order to achieve the goal of the speech addressed to the child (time and place), with whom to say it and why to say it (confidence in the result).

In communication between a teacher and students, not only the content of speech, but also its tone, intonation, and facial expressions are of great importance. If, when communicating with adults, intonation can carry up to 40% of the information, then in the process of communicating with a child, the impact of intonation increases significantly. It is fundamentally important to be able to listen and hear the student. This is not so easy to do for a number of reasons: firstly, it is difficult to expect smooth and coherent speech from the student, which is why adults often interrupt him, making it even more difficult to speak (“Okay, everything is clear, go!”). Secondly, teachers often do not have time to listen to the student, although he has a need to talk, and when the teacher needs to find out something, the student has already lost interest in the conversation.

The actual conflict between teacher and student can be analyzed at three levels:

*from the point of view of objective features of the organization of the educational process at school;

*from the point of view of the socio-psychological characteristics of the class, teaching staff, specific interpersonal relationships between teacher and student;

*from the point of view of age, gender, individual psychological characteristics of its participants.

A conflict can be considered productively resolved if there are real objective and subjective changes in the conditions and organization of the entire educational process, in the system of collective norms and rules, in the positive attitudes of the subjects of this process towards each other, in the readiness for constructive behavior in future conflicts.

The real mechanism for establishing normal relationships is seen in reducing the number and intensity of conflicts by transferring them into a pedagogical situation, when interaction in the pedagogical process is not disrupted, although such work is associated with certain difficulties for the teacher.

In social psychology and pedagogy, five types of relationships are identified:

diktat relationship - strict discipline, clear requirements for order and knowledge in official business communication;

relations of neutrality - free communication with students on an intellectual and cognitive level, the teacher’s passion for his subject, erudition;

guardianship relationship - caring to the point of obsession, fear of any independence, constant contact with parents;

confrontational relationship - hidden hostility towards students, constant dissatisfaction with work on the subject; a dismissive business tone in communication;

cooperative relationship - participation in all matters, interest in each other, optimism and mutual trust in communication.

Talking to a child is much more difficult than talking to an adult; To do this, one must be able to adequately assess his contradictory inner world by external manifestations, foresee his possible emotional response to a word addressed to him, his sensitivity to falsehood in communication with adults. The teacher’s word acquires a convincing power of influence only if he knows the student well, has shown attention to him, and has helped him in some way, i.e. established appropriate relationships with him through joint activities. Meanwhile, novice teachers tend to believe that their word itself should lead the child to obedience and acceptance of their demands and guidelines.

To make the right decision, the teacher often lacks time and information; he sees the fact that the course of the lesson is being disrupted, but it is difficult for him to understand what caused it, what preceded it, which leads to an incorrect interpretation of actions. Teenagers, as a rule, are more informed about the reasons for what is happening, they usually remain silent about it, and when they try to explain to the teacher, to clarify, he often stops them (“I’ll figure it out myself”). It is difficult for a teacher to accept new information that contradicts his existing stereotypes, to change his attitude towards what happened and his position.

Objective reasons for the occurrence of conflicts in the classroom can be: a) student fatigue; b) conflicts in the previous lesson; c) responsible control work; d) quarrel at recess, teacher’s mood; e) his ability or inability to organize work in the lesson; f) health status and personal qualities.

Conflict often arises from the teacher’s desire to assert his pedagogical position, as well as from the student’s protest against unfair punishment, an incorrect assessment of his activities or actions. By correctly responding to the teenager’s behavior, the teacher takes control of the situation and thereby restores order. Haste in assessing what is happening often leads to mistakes, causes indignation among students at injustice, and gives rise to conflict.

Conflict situations in lessons, especially in teenage classes, are considered by most to be typical and natural. To resolve them, the teacher must be able to organize the collective educational activities of adolescent students, strengthening the business relationship between them; it comes to conflict, as a rule, with a student who is performing poorly or has “difficult” behavior. You cannot punish behavior with bad grades in a subject - this leads to a protracted personal conflict with the teacher. In order for a conflict situation to be successfully overcome, it must be subjected to psychological analysis. Its main goal is to create a sufficient information basis for making a psychologically based decision in the conditions of the situation that has arisen. A hasty reaction from a teacher, as a rule, causes an impulsive response from the student, leading to an exchange of “verbal blows,” and the situation becomes conflictual.

Psychological analysis is also used to shift attention from indignation at the student’s actions to his personality and its manifestation in activities, actions, and relationships.

Forecasting responses and actions of students in conflict situations can provide significant assistance to a social educator. This was pointed out by many teacher-researchers (B.S. Gershunsky, V.I. Zagvyazinsky, N.N. Lobanova, M.I. Potashnik, M.M. Rybakova, L.F. Spirin, etc.). So, M.M. Potashnik recommends either being forced to try on, adapt to the situation, or consciously and purposefully influence it, i.e. create something new.

MM. Rybakova suggests taking into account students’ responses in conflict situations as follows:

*description of the situation, conflict, action (participants, reason and place of occurrence, activities of participants, etc.);

*age and individual characteristics of participants in a conflict situation;

*situation through the eyes of the student and teacher;

*personal position of the teacher in the situation that has arisen, the real goals of the teacher when interacting with the student;

*new information about the students in the situation;

*options for repayment, warning and resolution of the situation, adjustment of student behavior;

*selection of means and techniques of pedagogical influence and identification of specific participants in the implementation of set goals at present and in the future.

It is known from the literature that it is advisable to resolve a conflict situation using the following algorithm:

1) analysis of data about the situation, identification of main and accompanying contradictions, setting educational goals, highlighting the hierarchy of tasks, determining actions;

2) determination of means and ways to resolve the situation, taking into account possible consequences based on an analysis of interactions between teacher - student, family - student, student - class staff;

3) planning the course of pedagogical influence, taking into account possible response actions of students, parents, and other participants in the situation;

4) analysis of results;

5) adjustment of the results of pedagogical influence;

6) self-esteem of the class teacher, mobilization of his spiritual and mental strength.

Psychologists believe that the main condition for resolving a constructive conflict is open and effective communication between the conflicting parties, which can take various forms:

* statements, conveying how a person understood words and actions, and the desire to receive confirmation that he understood them correctly;

* open and personal statements relating to state, feelings and intentions;

*information containing feedback regarding how the conflict participant perceives the partner and interprets his behavior;

* demonstration the fact that the partner is perceived as an individual despite criticism or resistance regarding his specific actions.

The teacher’s actions to change the course of the conflict can be classified as actions that prevent it. Then conflict-tolerant actions can be called unconstructive actions (postponing the resolution of a conflict situation, shaming, threatening, etc.) and compromise actions, and conflict-producing actions can be called repressive actions (contact the administration, write a report, etc.) and aggressive actions (breaking up a student’s work , ridicule, etc.). As we see, the choice of actions to change the course of the conflict situation has priority.

Here are a number of situations and the behavior of a social teacher when they arise:

Failure to fulfill educational assignments due to lack of skill, knowledge of the motive (change the forms of work with a given student, teaching style, correction of the level of “difficulty” of the material, etc.);

Incorrect execution of teaching assignments; adjust the assessment of the results and progress of teaching, taking into account the identified reason for the incorrect assimilation of information);

Emotional rejection of the teacher (change the style of communication with this student);

Emotional imbalance of students (soften the tone, style of communication, offer help, divert the attention of other students).

In resolving a conflict, much depends on the teacher himself. Sometimes you need to resort to self-analysis in order to better understand what is happening and try to initiate changes, thereby drawing the line between emphasized self-affirmation and self-criticism.

The conflict resolution procedure is as follows:

Perceive the situation as it really is;

Do not make hasty conclusions;

When discussing, you should analyze the opinions of opposing parties and avoid mutual accusations;

Learn to put yourself in the other party's shoes;

Do not let the conflict grow;

Problems must be solved by those who created them;

Treat the people you interact with respectfully;

Always look for a compromise;

Conflict can be overcome by common activity and constant communication between those communicating.

The main forms of ending a conflict: resolution, settlement, attenuation, elimination, escalation into another conflict.

Permission conflict is a joint activity of its participants aimed at ending opposition and solving the problem that led to the clash. Conflict resolution involves the activity of both parties to transform the conditions in which they interact, to eliminate the causes of the conflict. To resolve the conflict, it is necessary to change the opponents themselves (or at least one of them), their positions that they defended in the conflict. Often the resolution of a conflict is based on changing the attitude of opponents towards its object or towards each other. Conflict resolution differs from resolution in that a third party takes part in eliminating the contradiction between opponents. Its participation is possible both with the consent of the warring parties and without their consent. When a conflict ends, the contradiction underlying it is not always resolved.

Attenuation conflict is a temporary cessation of opposition while maintaining the main signs of conflict: contradiction and tense relations. The conflict moves from an “overt” form to a hidden one. Conflict subsides usually as a result of:

* depletion of the resources of both sides necessary for the fight;

* loss of motive to fight, reducing the importance of the object of the conflict;

* reorientation of the motivation of opponents (the emergence of new problems that are more significant than the struggle in the conflict). Under eliminating conflict understand such an impact on it, as a result of which the main structural elements of the conflict are eliminated. Despite the “unconstructiveness” of elimination, there are situations that require quick and decisive influence on the conflict (threat of violence, loss of life, lack of time or material capabilities).

Resolving the conflict is possible using the following methods:

* removal of one of the participants from the conflict;

* exclusion of interaction between participants for a long time;

* eliminating the object of the conflict.

Evolving into another conflict occurs when a new, more significant contradiction arises in the relations of the parties and the object of the conflict changes. Outcome of the conflict is considered as a result of the struggle from the point of view of the state of the parties and their attitude towards the object of the conflict. The outcomes of the conflict can be:

* elimination of one or both sides;

* suspension of the conflict with the possibility of its resumption;

* victory of one of the parties (mastery of the object of the conflict);

* division of the conflict object (symmetrical or asymmetrical);

* agreement on the rules for sharing the object;

* equivalent compensation to one of the parties for the possession of the object by the other party;

* refusal of both parties to encroach on this object.

Terminatee conflict interaction - the first and obvious condition for the beginning of the resolution of any conflict. Until the two sides strengthen their position or weaken the position of a participant through violence, there can be no talk of resolving the conflict.

Search for common or similar points of contact for the purposes and interests of the participants is a two-way process and involves an analysis of both one’s own goals and interests and the goals and interests of the other party. If the parties want to resolve a conflict, they must focus on the interests, not the personality of the opponent. When resolving a conflict, a stable negative attitude of the parties towards each other remains. It is expressed in a negative opinion about the participant and in negative emotions towards him. To begin to resolve the conflict, it is necessary to soften this negative attitude.

It is important to understand that the problem that caused the conflict is best solved together by joining forces. This is facilitated, firstly, by a critical analysis of one’s own position and actions. Identifying and admitting one's own mistakes reduces the participant's negative perceptions. Secondly, you must try to understand the interests of the other. To understand does not mean to accept or justify. However, this will expand your understanding of your opponent and make him more objective. Thirdly, it is advisable to highlight the constructive principle in the behavior or even in the intentions of the participant. There are no absolutely bad or absolutely good people or social groups. There is something positive in everyone, and it is necessary to rely on it when resolving a conflict.

Conclusion

Education as a sociocultural technology is not only a source of intellectual wealth, but also a powerful factor in the regulation and humanization of social practice and interpersonal relationships. Pedagogical reality, however, gives rise to many contradictions and conflict situations, the way out of which requires special training of social educators.

It has been established that since the basis of a conflict is often a contradiction that is subject to certain patterns, social educators should not be “afraid” of conflicts, but, understanding the nature of their occurrence, use specific mechanisms of influence to successfully resolve them in a variety of pedagogical situations.

Understanding the causes of conflicts and the successful use of mechanisms for managing them are possible only if future social educators have the knowledge and skills of the appropriate personal qualities, knowledge and skills.

It has been stated that the practical readiness of a social teacher to resolve conflicts among students represents an integral personal education, the structure of which includes motivational-value, cognitive and operational-executive components. The criteria for this readiness are the measure, integrity and degree of formation of its main components.

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Conflict is a functionally contradictory phenomenon, and the ratio of its positive and negative functions should always be considered specifically.

According to their meaning, significance and role, the functions of conflict can be divided into two groups:

1. constructive (positive) functions of conflict;

2. destructive (negative) functions of conflict.

All constructive functions of conflict can be divided into:

1. General constructive functions of the conflict, expressed in the following consequences:

– Conflict is a way of detecting and fixing contradictions and problems in a society, organization, or group. In addition, the conflict indicates that these contradictions have already reached great maturity and it is necessary to take urgent measures to eliminate them. Every conflict performs an informational function and gives additional impulses to the awareness of one’s own and others’ interests in the confrontation.

– Conflict is a form of resolving contradictions. Its development helps eliminate the shortcomings and miscalculations that led to the conflict.

– Conflict helps relieve tension and eliminate a stressful situation, helps to “let off steam”, defuse the situation and relieve accumulated tension.

– Conflict performs a unifying function. In the face of an external threat, the group uses all its resources to unite and confront the external enemy. In addition, the very task of solving problems that have arisen brings people together.

– Conflict resolution leads to stabilization of the social system, because at the same time sources of dissatisfaction are eliminated. The parties to the conflict, taught by “bitter experience”, will be more inclined to cooperate in the future than to conflict. In addition, conflict resolution can prevent more serious conflicts that might have occurred if the conflict had not occurred.

– Conflict stimulates group creativity and helps mobilize energy to solve the problems facing subjects. In the process of searching for ways to resolve the conflict, the analysis of difficult situations is intensified, new approaches, ideas, and innovative technologies are being developed.

2. Destructive functions of conflict , appear on various

levels of the social system and are expressed in the following consequences.

– The conflict may be associated with violent methods of its resolution, which may result in great human casualties and material losses.

– Conflict can lead the opposing parties (society, social group, individual) into a state of destabilization and disorganization.

– Conflict can lead to a slowdown in the pace of social, economic, political and spiritual development of society. Moreover, it can cause stagnation and a crisis of social development, the emergence of dictatorial and totalitarian regimes.

– Conflict can contribute to the destruction of social communications and sociocultural alienation of social entities within the social system.

– The conflict may be accompanied by an increase in pessimism and decline in morals in society.

– The conflict can lead to new, more destructive conflicts.

– Conflicts in organizations often lead to a decrease in the level of organization of the system, a decrease in discipline and efficiency.

1.3 Classification of conflicts

To more successfully manage a conflict situation, it is necessary to know the types and types of conflicts.

Conflicts may be hidden or obvious but they are always based on a lack of agreement. Therefore, conflict can be defined as a lack of agreement between two or more parties - individuals or groups.

If conflicts contribute to making informed decisions and developing relationships, then they are called functional(constructive). Conflicts that prevent effective interaction and decision making are called dysfunctional(destructive). So we need to not once and for all destroy all the conditions for conflicts to arise, but learn to manage them correctly. To do this, you need to be able to analyze conflicts, understand their causes and possible consequences.

By degrees of duration and intensity there may be conflicts;

1. Stormy and fast-flowing. They are distinguished by great emotionality and extreme manifestations of the negative attitude of the conflicting parties. They can end in difficult outcomes and have tragic consequences: they are based on the psychological state of people.

2. Acute and long-lasting. They arise mainly in cases where contradictions are quite deep, stable, and difficult to reconcile. The conflicting parties control their reactions and actions. The forecast for the decision is mostly uncertain.

3. Weakly expressed and sluggish. Characteristic of contradictions that are not acute, or for clashes where only one side is active; the second does not strive to clearly reveal its position or avoids confrontation.

4. Mild and fast-flowing. We can talk about a favorable prognosis only if such a conflict took place in a separate episode. If it is followed by a new chain of similar conflicts, then the prognosis can be not only difficult, but also unfavorable.

There are 4 main type of conflict: intrapersonal conflict, interpersonal conflict, conflict between the individual and the group and intergroup conflict.

Let's look in more detail at interpersonal conflicts between teachers, in connection with the chosen topic of the course work.

Interpersonal conflicts in relationships between teachers have been studied to the least extent in comparison with other types of conflicts in school communities. This is due to the fact that conflicts between teachers are much more complex and diverse than conflicts involving schoolchildren.

In the studies of A.Ya. Antsupov (1999) examined not only conflicts involving teachers, but also clashes between teachers and the director or head teacher of a general education school. These are two different types of conflicts. However, they occur in the same teaching team and are often interconnected.

In his research, he identified the following specific features of conflicts between teachers.

1. Features of conflicts in the relationships between teachers are determined by the very content and nature of pedagogical activity. Teachers depend on the results of each other’s work.

2. The specificity of conflicts between teachers is due to the fact that the teaching staff is predominantly female. The emergence, development and completion of conflicts between teachers are significantly influenced by the peculiarities of female psychology. It has been experimentally proven that conflicts between women are more often associated with personal reasons. At that time, men more often conflict due to contradictions that arise in the process of joint activities.

3. The socio-economic situation that has developed in the country today. For teachers, the persistently unstable situation in the country, continuous, often unfounded and incomprehensible reforms, and difficult-to-solve problems cause noticeable and persistent stress.

4. The more work experience a teacher has, the less often he enters into any types of conflicts with colleagues and management. This is due to the adaptation of teachers to teaching activities and the team. An experienced teacher understands the destructive meaning of conflicts and acquires the skills of non-conflict problem resolution.

5. The main cause of conflicts among teachers is the inconvenient lesson schedule and significant time spent on matters that are not directly related to the training and education of schoolchildren. Often conflicts between teachers arise due to the problem of teaching load and on personal grounds.

6. An important feature of conflicts between teachers is the different frequency of causes of conflicts depending on the professional and individual qualities of the teacher.

7. Another feature of conflicts among teachers is which of those around them their interests, values, and opinions most often collide with. Most often, teachers have conflicts with the school administration.

8. The characteristics of conflicts between teachers largely depend on how they relate to conflicts and consider them a constructive or destructive phenomenon in the life of the teaching staff.

A healthy socio-psychological climate in school communities is more important for a teacher than a good salary. Teachers have a negative attitude towards conflicts, want to do without them if possible, and assess conflict as a destructive phenomenon in the life of the school.

The features of conflicts in secondary school teams are closely related to another characteristic of conflicts – their causes.

Without knowing the causes of conflicts, it is difficult to understand the mechanisms of their development and completion, and most importantly, it is difficult to engage in conflict prevention. After all, prevention is the elimination of conditions and factors that cause conflicts, managing the causes that give rise to struggle between schoolchildren or teachers.

1.4 Overcoming conflicts

Many general conditions for overcoming conflicts have been named by different sociologists, but among them three conditions named by R. Dahrendorf should be particularly highlighted.

The first condition is that each of the parties to the conflict must recognize the existence of a conflict situation, and the opponent has the very right to exist.

That is, conflict regulation is impossible if one of the parties declares that the opposite party has no right to exist or that the position of the opposite party is unacceptable.

The second condition is the level of organization of the parties: the higher it is, the easier it is to reach an agreement.

The third condition is that both parties must agree to abide by certain rules of mutual relations.

There are several known ways to resolve conflicts.

The first is clarification of the requirements. Often, the lack of information is the cause of conflicts, giving rise to speculation and fiction. It is necessary to organize the effective functioning of information so that each group member knows his rights and responsibilities, clearly understands the group's policies, procedures and work rules, etc.

Each member of the group must know absolutely exactly what is expected of him.

The second is the use of coordination mechanisms. When contradictions arise between two groups, it is necessary to create a single coordinating body to prevent and resolve the conflict.

The third is the establishment of common goals for the conflicting parties. New goals, especially high moral goals, require combining efforts, which leads to the resolution of conflict and its replacement with cooperation.

The fourth is the effective use of reward systems, that is, only those people who have achieved positive results should be rewarded.

In many conflicts, you can find more than one conflict situation or find several options for its formulation. It is for this reason that the key role in resolving a conflict is played by the ability to correctly identify and formulate a conflict situation.

It is important to remember that a conflict situation is a diagnosis of a disease whose name is “conflict.” Only a correct diagnosis gives hope for healing. In order to make this procedure most effective, you must follow the following easy-to-remember rules:

1. Remember that a conflict situation is something that needs to be eliminated.

2. A conflict situation always arises before a conflict.

3. The wording should tell you what to do.

4. Ask yourself “why” questions until you find the root cause from which others flow.

5. Formulate the conflict situation in your own words, if possible without repeating words from the description of the conflict.

6. In the formulation, use a minimum of words.

Overcoming conflict in a group is also facilitated by the correctly chosen strategy and style of behavior of group members.

There are two main strategies for behavior in conflict:

– “partnership” strategy characterized by an orientation towards taking into account the interests and needs of the partner. A strategy of agreement, search and enhancement of common interests.

– the “assertiveness” strategy is characterized by the realization of one’s own interests, the desire to achieve one’s own goals. Hard approach: participants are opponents, the goal is victory or defeat. Supporters of the assertiveness strategy are impatient, selfish, do not know how to listen to others, strive to impose their opinion, quarrel easily and spoil relationships.

Within the two strategies, there are five main tactics (or styles) of behavior.

With low assertiveness and low importance of partnership, the “Avoidance” tactic is the desire not to take responsibility for making a decision, not to see disagreements, to deny the conflict, to consider it safe. The desire to get out of the situation without yielding, but also without insisting on one’s own, refraining from disputes, discussions, objections to the opponent, and expressing one’s position.

With low assertiveness and a high desire for partnership, the “Adaptation” tactic is the desire to maintain or establish favorable relationships, to ensure the interests of the partner by smoothing out disagreements. Willingness to give in, neglecting one’s own interests, to avoid discussing controversial issues, to agree with demands and claims. The desire to support a partner so as not to affect his feelings by emphasizing common interests and hushing up disagreements.

With high assertiveness and low partnership, the “Competition” tactic is the desire to insist on one’s own through open struggle for one’s interests, taking a tough position of irreconcilable antagonism in case of resistance. Use of power, coercion, pressure, use of a partner’s dependence. The tendency to perceive a situation as a matter of victory or defeat.

With average values ​​of assertiveness and partnership, the “Compromise” tactic is the desire to resolve disagreements by conceding something in exchange for concessions from another. The search for average solutions, when no one loses much, but also does not win much. The interests of both parties are not fully disclosed.

With high values ​​of assertiveness and partnership, the “Cooperation” tactic is the search for solutions that fully satisfy the interests of both parties during an open discussion. Collaborative and frank analysis of disagreements in the development of solutions. Initiative, responsibility and execution are distributed by mutual agreement.

1.5 Stages of conflict management

Management situations become typical when a manager is forced to choose the best approaches. Conflict management usually consists of several stages: institutionalization, legitimization, structuring and conflict reduction.

Institutionalization of conflict– eliminating its spontaneity, introducing certain principles and rules into the situation, which makes the conflict predictable. The problem of institutional procedure presupposes the presence of voluntary consent, the willingness of people to comply with one or another order.

Legitimization conflict stimulates the voluntariness of the desire to implement the proposed solution.

Structuring conflicting groups is an important degree of conflict management. Management involves activities aimed at bringing incompatible interests into conformity with certain norms; the question arises about the bearers of these interests. If groups are structured, it becomes possible to change their power potential. The quantitative and qualitative characteristics of the participants sooner or later reveal themselves. Skillful conflict management can activate this process and thereby speed up the achievement of the final positive result. The last, final stage of conflict management is reduction, consistent weakening of the conflict by transferring it to another level.

The most effective is an integrated method of overcoming conflicts, when a new solution is developed that does not coincide with one of the positions, but at the same time each side can consider it their own. This method is very labor-intensive, but it is able to completely eliminate the conflict.

2. Practical part

2.1 Socio-psychological training: concept, history, objectives, principles

In domestic psychology, a tradition has developed to designate those types of training, the object of influence in which are qualities, properties, skills, abilities and attitudes, manifested in communication, as socio-psychological training. This concept was introduced into use by M. Forverg.

It is believed that the first training groups aimed at increasing competence in communication were conducted by students of K. Lewin in Bethel (USA) and were called T-groups. They were based on the following idea: most people live and work in groups, but most often they are not aware of how they participate in them, how other people see them, what reactions their behavior causes in other people. K. Lewin argued that most effective changes in the attitudes and behavior of people occur in a group, and not in an individual context, therefore, in order to discover and change their attitudes, develop new forms of behavior, a person must overcome his authenticity and learn see yourself as others see him.

A T-group was defined as a collection of heterogeneous individuals who met for the purpose of exploring interpersonal relationships and the group dynamics that they themselves create through their interactions.

The successful work of K. Levin's students in the intergroup relations workshop led to the founding of the National Training Laboratory in the USA. A group for training basic skills was created in this laboratory. Subsequently, the results of her work were taken into account in the practice of T-groups. In T-groups, administrative personnel, managers, and political leaders were trained in effective interpersonal interaction, leadership skills, conflict resolution in organizations, and strengthening group cohesion. Some T-groups were focused on clarifying a person’s life values ​​and strengthening his sense of self-identity. They arose in 1954 and were called sensitivity groups.

In the 60s Based on the traditions of humanistic psychology of C. Rogers, a movement of training social and life skills (social/life skills training) emerged, which was used for the professional training of teachers, consultants, managers for the purpose of psychological support and development.

In the 70s At the Universities of Leipzig and Jena, under the leadership of M. Forverg, a method called socio-psychological training was developed. The means of training were role-playing games with elements of dramatization, creating conditions for the formation of effective communication skills. The practical area of ​​application of the methods developed by M. Forverg was the socio-psychological training of industrial production managers.

Socio-psychological training has become widespread in domestic practice. The country's first monograph devoted to the theoretical and methodological aspects of socio-psychological training was published by L.A. Petrovskaya in 1982

Today this method is actively used in working with children, parents, professionals of the socionomic group, heads of enterprises and organizations.

The main goal of socio-psychological training - increasing competence in communication - can be specified in a number of tasks with different formulations, but necessarily related to the acquisition of knowledge, the formation of skills, the development of attitudes, determining behavior in communication, perceptual abilities of a person, correction and development of the system relationships of a person, since personal identity is the background that colors a person’s actions, all his verbal and non-verbal manifestations in different colors.

One of the conditions for the successful work of the training group is the reflection by the leader of the problem that is being solved during the classes. The influence can be carried out at the level of attitudes or skills, or perceptual abilities, etc. It is not advisable to mix different tasks during the work of one training group, since this can, on the one hand, reduce the effectiveness of the impact, and on the other hand, cause the emergence of an ethical problem, since changing the task during the training process can only be done with the consent of the group .

The work of the training group is distinguished by a number of specific principles.

P principle of activity

The activity of the training group participants is of a special nature, different from the activity of a person listening to a lecture or reading a book. In training, people are involved in specially designed actions. This could be playing out a particular situation, doing exercises, observing the behavior of others according to a special pattern. Activity increases if we give participants the attitude of readiness to join in the actions being taken at any moment.

Particularly effective in achieving training goals through awareness, testing and training of techniques, modes of behavior, ideas proposed by the trainer are those situations and exercises that allow all group members to actively participate in them at the same time.

The principle of activity, in particular, is based on an idea known from the field of experimental psychology: a person assimilates ten percent of what he hears, fifty percent of what he sees, seventy percent of what he speaks, and ninety percent in what he does himself.

The principle of a research creative position

WITH The essence of this principle is that during the training the group participants realize, discover, discover ideas, patterns already known in psychology, and also, what is especially important, their personal resources, possible features.

Based on this principle, the work of a coach is to come up with, construct and organize those situations that would give the group members the opportunity to recognize, test and train new ways of experimenting with them.

A creative environment is created in the training group, the main characteristics of which are problem-solving, uncertainty, acceptance, and non-judgment.

The implementation of this principle sometimes encounters quite strong resistance from the participants. People who come to the training group have a certain experience of communicating at school, at an institute, where, as a rule, they were offered other rules, models that had to be learned and followed in the future. When faced with a different, unusual way of teaching, people show dissatisfaction, sometimes in a fairly strong, even aggressive form. Situations that allow training participants to realize the importance and necessity of developing their readiness to experiment with their behavior, to creatively rush towards life, towards themselves, help to overcome such resistance.

The principle of objectification (awareness) of behavior.

IN During the training, the behavior of the participants is transferred from impulsive to an objectified level, allowing changes to be made in the training. A universal means of objectifying behavior is feedback. Creating conditions for effective feedback in a group is an important task of coaching.

In those types of training that are aimed at developing skills, habits, and attitudes, additional means of objectifying behavior are used. One of them is video recording of the behavior of group members in certain situations with subsequent viewing and discussion. It must be borne in mind that video recording is a very powerful means of influence, capable of having a negative impact, so it should be used with great caution, and most importantly, professionally.

The principle of partner (subject-subject) communication.
Partner, or subject-subject communication is one in which the interests of other participants in the interaction, as well as their feelings, emotions, and experiences are taken into account.

The implementation of this principle creates an atmosphere of safety, trust, and openness in the group, which allows group members to experiment with their behavior without being embarrassed by mistakes. This principle is closely related to the principle of the creative, research position of the group members.

Consistent implementation of these principles is one of the conditions for the effective work of a socio-psychological training group. She distinguishes this work from other methods of training and psychological influence.

In addition to the specific principles of work of training groups, we can also talk about the specific principle of work of a trainer, which consists in constant reflection of everything that happens in the group. This reflection is carried out due to the fact that the trainer all the time - starting the training, planning the work for the day, directly in the process of work asks himself three questions:

– What goal do I want to achieve?

- Why do I want to achieve this goal?

– By what means am I going to achieve it?

The answer to the second question is given by diagnostic studies of the trainer while working with the group. Diagnostic objects are:

– substantive work plan;

– the level of development and cohesion of the group, the nature of the relationships that develop between its participants;

– the state of each group member, his attitude towards himself, towards others, towards the training.

The effectiveness of training largely depends not only on the adequacy of the diagnostics carried out by the trainer, but also on how large an arsenal of means he has to achieve a particular goal.

The first step in solving the problem of choosing means is choosing a methodological technique. The most frequently used include: group discussions, role-playing games, psychodrama and its modifications, psycho-gymnastics.

The choice of one or another methodological technique, as well as a specific means within the framework of this technique, is determined by the following factors:

1) content of the training,

2) characteristics of the group,

3) features of the situation,

2.2 Features of socio-psychological trainings

The experience gained in educational and training groups allows one to develop a certain socio-psychological “immunity”. It helps solve complex problems that arise in personal and business communication for almost every person. The skills and habits that are formed in an artificially created socio-psychological environment help to effectively overcome difficulties and enrich interpersonal relationships in real life.

Let us highlight general recommendations for organizing classes in a socio-psychological training group.

The purpose of the training group is development of socio-psychological competence of the individual, that is, the individual’s ability to effectively interact with the people around him.

Training objective:

a) mastery of certain socio-psychological knowledge;

b) correction and formation of socio-psychological skills of participants;

c) awareness of the integrity of the socio-psychological existence of people;

d) development of the ability to adequately understand oneself and others;

e) mastering techniques for decoding psychological messages that come from surrounding people and groups;

f) training in individualized interpersonal communication techniques;

g) sensory cognition of group-dynamic phenomena and awareness of one’s involvement in emerging interpersonal situations.

The leading principle of organizing socio-psychological training is the principle of dialogization of interaction, that is, full-fledged interpersonal communication. It is based on respect for other people’s thoughts, trust, and ridding participants of mutual suspicion, insincerity, and fear.

The level of work organization largely depends on how the principle of psychological interaction is practically implemented. To achieve positive personal changes and rebuild relationships, sometimes you need “acute moments, shock.” Therefore, the educational and training group should use such techniques as open discussion of the behavior of participants, elements of psychodrama and a number of other emotionally rich means of feedback.

One of the main ones is the principle of self-diagnosis, provoked by the group for each of the participants and the leader. It includes in the content of the classes questions and exercises designed to get any of the group participants to talk about their psychological problems and suggest ways to solve them in practice.

It is also necessary to emphasize the principle of practical materialization of the socio-psychological phenomena that are being studied. Thanks to its implementation, many manifestations of the human psyche not only appear before group members in the form of theoretical concepts, but also become the property of their practical experience. It is important to organize the experience of the proposed interpersonal phenomena by each group member.

An important issue is the recruitment of the group. It is advisable to conduct prior individual interviews with potential participants. When forming a group, it is best not to include people with very stereotypical psychological defenses, since classes can significantly increase the anxiety of such subjects. It can also negatively impact group process. It is also undesirable for people who do not intend to work productively in terms of personal development and join the group only for the purpose of “learning the method” or for the sake of a pleasant pastime.

The starting point for ensuring the successful work of the training group is the principle of voluntariness. Group members must be interested in their own changes and ready to purposefully achieve their goals. Cohesion in a group develops much faster if the group is closed and the work in it is clearly structured. The duration of the lessons should in principle be determined in advance. It is best to place participants in a circle in soft chairs during the training. It is important that each of them is sure that they are not being overheard.

At the initial stage, the most important task is to develop group norms and for participants to assimilate the main requirements of the training. The manager must familiarize everyone in detail with the main norms and principles of training communication:

1. Communication based on the “here and now” principle. Many participants tend to want to switch from direct training work to discussing past or future events. In this case, the psychological defense mechanism is triggered. But the main idea of ​​the training is for the group to turn into a kind of three-dimensional mirror or even a system of mirrors in which each member of the group could see themselves while performing the exercises. This is achieved by the existence of intense feedback, which is based on trusting interpersonal communication.

2. The principle of personification of statements. Its essence lies in the voluntary rejection of impersonal linguistic forms, which help to hide the speaker’s own position in everyday communication, or to avoid direct statements in undesirable cases. In the group they learn to speak using forms: “I believe that...”, etc.

3. The principle of emphasizing the language of feelings. Group members should emphasize emotional states and expressions (of their own and group partners) and, when possible, use language that captures such states when giving feedback. Each participant is given the task of restructuring their communication style, developing the ability to “catch”, clearly identify and adequately express their feelings.

4. Activity principle. We are talking about the real inclusion of each participant in intensive group interaction with the goal of purposefully learning about oneself, a partner, and the group in general. In classes, constructive debate is encouraged between all participants, including the leader.

5. The principle of trust. Provides for the creation of favorable conditions for confidential communication between training participants, ensures group dynamics, and largely determines the effectiveness of the training. As the first and simplest step towards the practical creation of such a climate, the leader proposes to adopt a uniform form of addressing each other as “you”. This not only psychologically equalizes all members of the group, but also introduces a certain element of intimacy and trust.

6. Principle of confidentiality. Its essence is revealed in the recommendation not to “expose” the content of communication that develops during the training process beyond the boundaries of the group. This also helps to establish trusting relationships, since the participants are confident that the content of the communication will remain within the framework of this group, and it is easier to make open, sincere contact. Confidentiality allows the group to maintain its discussion potential; discussion by training participants of the problems of the group outside of it leads to the fact that the readiness and need to discuss these problems within the group itself decreases, because the topic, to a certain extent, exhausts itself.

The right atmosphere for group activities is created by the participants’ awareness of the positive aspects of their personality. This is given special attention. Discovering new positive qualities in yourself develops self-confidence and gives strength for further constructive changes. The group leader also needs to ensure that none of its members are subjected to group pressure, and that appropriate help and support is provided to each member in the event of a crisis.

When organizing the work of a group, one should remember: the training of its participants is valuable not only during intense and joint emotional experiences, but mainly during awareness, internal rethinking, and disclosure of the reasons for their occurrence.

At the final classes, it is necessary to warn group members so that they do not transfer the relationships in the socio-psychological training group directly into real life, into other groups. First, you need to find out the real level of development of the team and approach the organization of your relationships with people kindly, but also critically, not rejecting, but using the experience they acquired during the learning process. Then we can hope for positive changes.

2.3 Socio-psychological training “Conflicts and methods of overcoming them”

Any conflicts are easier to prevent than to resolve. Only prevention will help reduce the number of conflict situations in the teaching staff and will contribute to the normalization of relations in the school microsociety.

The most important method of preventing interpersonal conflicts is socio-psychological training. Based on the studied theoretical material, we developed a socio-psychological training “Conflicts and methods of overcoming them.”

The training program allows you to take a fresh look at conflict, learn how to resolve acute situations without violence, respecting the mutual interests of partners, constructively and creatively. These tasks are especially relevant in those areas in which communication is the main way of professional activity.

Purpose of the training: formation and development of skills of constructive behavior in conflict situations.

Training objectives:

1. Learn to understand the causes of conflicts, their positive and negative consequences;

2. Determine your own style of behavior in conflict situations;

3. Learn to resolve conflict constructively, in which both sides benefit;

4. Develop the ability to understand the problem of conflict, determine your needs and the needs of the other party, find joint ways to solve the problem of conflict;

5. Master techniques for managing your own emotions (discharging emotions, self-concentration, conveying feelings);

6. Learn to negotiate to resolve a conflict problem.

As a result of the training, participants will receive:

· Knowledge of the causes and consequences of conflicts;

· Knowledge of styles of behavior in conflict;

· Knowledge of constructive “win-win” strategy;

· Ability to analyze any conflict, determine the needs of the parties, find a common solution to the conflict problem;

· Empathy skills: communication techniques leading to rapprochement between the parties;

· Skills for managing emotions in conflict;

· Negotiation skills: effective planning and strategy options to reach agreement.

Methods of work used during the training:

· mini-lectures,

· discussions,

· exercises in groups,

· role-playing games,

· analysis of specific cases and situations relevant to participants,

· exercises to master psychological techniques.

Lesson 1. The concept of “Conflict”.

Opening remarks leader about the goals of the group, discussion and adoption of the rules of the group, establishment of regulations.

Meeting the group members. The introduction procedure is chosen depending on the degree of familiarity of the participants with each other. In a situation where the participants do not know each other, in a circle they take turns saying their names and noting their expectations and fears related to the training. Then the exercise is carried out.

Exercise "Interview".

Participants pair up for 10 minutes (5 minutes each) and interview each other. The task of interviewers is to present the interlocutor as a unique personality. Interview questions are formulated arbitrarily by the participants. Then the presenter stands behind the interviewee and speaks on his behalf for one minute, placing his hands on his shoulders (for example, “My name is Ekaterina, I work

V."). After the time limit has been exhausted, group members can ask questions focused more on life, professional views. Questions may also be of a photographic nature. The presenter still answers on behalf of his interview partner. If he does not have the information to answer questions from group members, he answers as he thinks his partner would answer.

If the group members know each other and the group is sufficiently united, you can invite the participants in a circle to once again remind them of their training name and name their personal quality that helps them in resolving conflicts.

The leader needs to spend some time on creating the working capacity of the group by conducting several exercises for this purpose. For example, the following exercises can serve such a purpose.

Exercise "Brainstorming".

Target: intellectual warm-up, “switching on” creative abilities.

The group is divided into subgroups of 4-5 people, who within 2 minutes come up with different options for using some simple item, for example a clothes hanger. The presenter warns that ideas can be anything, even the most absurd. After completing the work, each group reads out its version. The winner is the group that had the most ideas that are not repeated in other groups.

At the next stage, the group continues to work in brainstorming mode. The same subgroups are given the task to develop a definition of the concept of “conflict” within 5 minutes.

Groups take turns presenting their definitions. Those definitions in which conflict is viewed as a destructive action are written on one part of the board; definitions that are positive in nature are on the other. After all groups have completed presentations of definitions, participants analyze all definitions, highlighting what is common, and develop a new definition.

Theoretical information.

Conflict – a collision of opposing goals, interests, positions, opinions or views of opponents or subjects of interaction.

Conflicts are part of everyday life. A conflict in the social sphere as a dispute between the parties, as a contradiction in their interests and goals, is natural and therefore inevitable; moreover, according to the famous expert in the field of negotiations R. Fisher, the more diverse the world becomes, the more We have to face contradictions in our interests. Psychologists also note that conflict helps prevent stagnation in society and stimulates the search for solutions to problems. In addition, a low-intensity conflict resolved peacefully can prevent a more serious conflict. It has been noticed that in those social groups where small conflicts are quite common, it rarely comes to major contradictions. The question is not to prevent or ignore the conflict, but to prevent conflict behavior associated with destructive, violent ways of resolving contradictions, and to direct participants to find a mutually acceptable solution.

Exercise: “Components of conflict.”

Target: highlight the components of the conflict.

The group is divided into microgroups. For 3 minutes, the characteristic behavior of the participants in the conflict, the peculiarities of the manifestation of emotions, the specifics of the content of the dialogue, and possible behavioral acts are discussed. The discussion then continues in the group.

Exercise: Working with associations to the concept of “conflict”.

Target: awareness of one’s own emotional field of perception of the conflict.

Participants sit in a circle.

Instructions:“The focus of our attention is conflict. When we pronounce this word, we have a number of associations and feelings. We have heard about conflict, we know how it manifests itself in people’s behavior. Now we are exploring the reflection of conflict on a person’s internal state. Let everyone say what the word “conflict” is associated with. What image does your imagination suggest?”

Lesson reflection. The group sits in a circle, and everyone takes turns expressing their impressions of this activity. What did you like? What is not acceptable? What would you like to do differently today? What complaints do you have against the group, specifically against whom, against the leader? There is no need to force anyone to speak out; they speak only at will.

Lesson 2. The main stages of the conflict.

The plot-role-playing game “Mill”.

Target: training participants living through “small” conflict situations, setting up for further work.

An equal number of training participants form two circles (one inside the other), stand facing each other and act out small dialogues in pairs - situations that are set by the presenter. The dialogue lasts 2 minutes. After each dialogue, the outer circle takes several steps, for example, clockwise; Each participant changes partners, and the next episode is played out.

Situations to play out:

1. Those in the outer circle play the role of bus controllers, and those in the inner circle play the role of ticketless passengers;

2. The inner circle is sellers who do not care about buyers, and the outer circle is buyers.;

3. The outer circle is the boss who “caught” his subordinate being late, and the inner circle is the subordinate;

4. The inner circle is the tenant who was flooded by the neighbor from above, the outer circle is the neighbor from above.

During the discussion, participants analyze their most typical behavior in various situations, their ingrained emotions.

Theoretical information.

The following stages of conflict are distinguished:

1. The stage of potential formation of conflicting interests, values ​​and norms - the state of affairs on the eve of the conflict. At this stage, there are already some prerequisites for a conflict; perhaps there is strong tension in the relationship, but it has not yet resulted in an open clash. This state of affairs may persist for quite a long time.

This stage can also be designated as latent, or hidden, conflict.

2. The stage of transition of a potential conflict into a real one, or the stage of awareness by the participants in the conflict of their correctly or falsely understood interests. This stage can be designated as an “incident,” that is, the first skirmish between conflictants. The incident is the beginning of the conflict. Often an incident appears as if for a random reason, but in fact it is the last straw that overflows the cup. A conflict that began with an incident may end with one (for example, an altercation between passengers in public transport).

3. Stage of conflict actions. At this stage, the conflict is realized in a series of separate acts - actions and reactions of the conflicting parties.

At this stage, it is possible to experience the culmination of the conflict (the highest point of its escalation). The climax leads to the realization of the need to interrupt further aggravation of relations and look for a way out of the conflict.

4. Stage of removal, or resolution, of the conflict. At this stage, it is necessary to introduce two concepts: the cost of the conflict and the cost of exiting the conflict. Comparing these two components allows us to rationally decide the question: is it worth continuing the conflict, or is it more profitable to stop it? Often the end of a conflict can only be achieved through special efforts aimed at resolving it. One of the forms of ending the conflict is inviting a mediator called upon to conduct negotiations between the conflicting parties.

Exercise “Persistence - resistance”.

Target: give the group members the opportunity to analyze the emotions and feelings that arise at different stages of the conflict.

The group is divided into pairs, in each pair roles are determined: insistent and resistant. The insistent puts forward a demand (for example, to come home at 10 o'clock), the resister puts forward a reason why he cannot fulfill this demand. The one who insists must present various convincing arguments, the one who resists gives his own reasons supporting the answer “no”. All arguments on both sides must be motivated and felt. The exercise will be completed if the person who insists or resists says “you convinced me” and not “tired me.” Next, the pairs change roles, and the insistent person comes up with a new situation.

The discussion needs to analyze the physical reactions, emotions and feelings that accompany the conflict. Possible actions taken by conflictants in order to master their condition are discussed.

Theoretical information.

During a conflict, its participants experience the same physical reactions as during stress: a change in the timbre of the voice and an increase in the rate of speech, rapid breathing and heartbeat, vegetative manifestations, crying, tremor (shaking) of the hands, increased sweating. Emotional reactions are characterized by a large amount of irritation, anger, resentment, fear, guilt, remorse, satisfaction.

The conflict contains:

– parties to the conflict,

- zone of disagreement,

– the parties’ representations of the situation,

– motives of the conflicting parties,

– conflicting actions.

Reflection of the lesson is carried out similarly to the previous one.

Lesson 3.

Topic: Interaction in conflict.

Theoretical information.

A conflict arises when there is an area of ​​disagreement - a subject of dispute, a fact or a question (one or more) that has caused disagreement. Moreover, each participant in the conflict has his own idea of ​​the situation. These ideas most often do not coincide. Conflictants react differently and most often do not know how the opponent sees the situation. In studies of causal attribution, the existence of the so-called fundamental attribution error has been demonstrated, which consists in the following: when explaining the actions of other people (but not their own), people clearly overestimate the role of other people's personal qualities and underestimate the role of situational circumstances.

Situational game "Airport".

Two pairs are selected from among the group members to play out the same situation. One pair leaves the audience while the first pair plays. Each player is given instructions for reference only for his role, printed on a separate sheet. The participants, who have been in auditoia, will be observers for a while and are dolled to the essence of the priority, to the analysis of the approval (pioneer: open-covered, active-passive, dimensional-hostile-neutral-rifle-child) and the effectiveness of the result of the appropriation of two pairs. Effective ways to resolve the conflict are analyzed.

Instructions for the “boss”: You are the head of the economic planning department. Employee N. did not make payments on time. They told you that she was sick and would not appear for a long time. However, when you called home several times, no one answered the phone. You are flying on a business trip to St. Petersburg without the documents you need, and this makes you angry. At the airport you run into employee N.

Instructions for the “subordinate”: You are an employee of the economic planning department. Your affairs are going very poorly: at the very time of submitting an important document, your sister became seriously ill, and since there is no one to care for her, you took sick leave and are now temporarily living with her. Your friend is flying in from St. Petersburg, from where they promised to give you good medicine for your sister (without this medicine she might even die). You are late for the airport, the plane arrived a long time ago, you are standing and don’t know what to do. Suddenly your boss calls you.

Exercise "Talk Show".

The exercise is carried out in the form of a dramatization of a conflict, in which a contradictory situation and characteristic roles are set, but the main action unfolds spontaneously, based on the personal characteristics of the participants in the dramatization.

The purpose of the exercise is to enable group members to analyze the dynamics of the conflict, the participants’ interpretation of the reasons and motives for their behavior and the feelings they experience.

Procedure: the leader or group members determine a conflict situation that is relevant for the group’s goals, determine the main characters in the conflict, and select participants to play the main roles. With each participant in the dramatization, a strategy, motives of behavior and an area of ​​disagreement with other participants are selected separately. In addition to the main ones, roles that influence the course of the conflict are determined (for example: neighbors, distant relatives, friends). In this way, the whole group takes an active part in the dramatization.

The group organizes a space that resembles an auditorium: a stage on which the characters will act, and seats for spectators. The leader of the group plays the role of a talk show host; he has the right to introduce new characters, stop the action, and organize the reflection of the participants in the dramatization at certain stages of the enactment. The characters organize their interaction in accordance with the given roles on the stage. At the first stage, only the main characters participate in the dramatization; as the action unfolds, the leader can give the floor to other participants.

Variant of the situation, which is read to the whole group:

“Three families live in a four-room apartment: in one room there are parents (mother and father - the older generation), in the other - the eldest son with his wife and daughter, in the third - the youngest son and his wife.

Initially, the older generation lived amicably with the family of the eldest son, accepted a pregnant daughter-in-law, and grandparents helped raise their granddaughter.

The family of the eldest son, on the initiative of his wife, filed an application to the court for the division of the apartment, claiming two rooms. The parents agreed to split the personal account and allocate one room with an area of ​​10 square meters. m. The conflict has dragged on, statements are moving from one authority to another. This situation is acutely experienced by its participants. The family of the eldest son forbade their granddaughter to communicate with her grandparents. My father suffered a stroke and became disabled. The brothers don't communicate.

Additional information for the wife of the eldest son (read only to the performer of the role): she is offended by her mother-in-law, who constantly controlled her in running the household and in raising her daughter, and does not hide her resentment, believes that Her husband's parents turn him against her and destroy the family. Allocation of one room does not make it possible to change the apartment.

Additional information for the youngest son: when dividing the apartment, he does not have the opportunity to get his own housing.

The acting out of the situation begins with a dialogue between the mother-in-law and daughter-in-law, and the rest of the characters are gradually introduced.

The task of the facilitator is to stimulate the search for a way out of the conflict situation by organizing negotiations without touching on the legal side of the issue. During the work, it is advisable to invite group members who play the roles of neighbors, friends, co-workers of the conflict participants, representing different points of view, to express their opinions.

The discussion analyzes the false motives and ideas of each participant, the feelings they experience, and their impact on the dynamics of the conflict. It is important to realize that conflicts often contain a small core of truly incompatible goals, surrounded by a thick mantle of distorted perceptions of the enemy's motives and goals.

After the talk show, it is advisable to conduct a dynamic exercise for the purpose of emotional release.

Exercise “Damaged phone”.

Several people are selected from among the participants and given the following instructions: “Now I will read a short passage of literary text to one of the remaining members of the subgroup in the room (the rest will go out the door). The task of the remaining participant is to retell as closely as possible to the text everything that was remembered to the next member of the group who enters the room. This information must be conveyed one by one to everyone currently standing outside the door. You cannot add your own interpretations and details.”

The remaining group members in the room, in complete silence, note how information is lost and distorted when it is transferred from one person to another.

The text for the exercise could be: “Henry left the house, as usual, at half past ten. It was fresh. He was wearing a gray hat and holding a cane in his hands. He was going on a date with that same ugly girl from the bar, red-haired Betsy. She made an appointment under the clock on the old square.

Henry and Betsy went to the lagoon. Here they quickly came to an agreement with the owner of the old motor boat and after a few minutes they were already moving away from the coast in a south-easterly direction. But before they had time to exchange a couple of meaningful and playful phrases, they saw a new white boat with a wide red stripe quickly crossing them.

Henry quickly put his hand in his pocket, but he didn't have time to do anything else. There was a popping sound, and Betsy buried her face in the wet bottom...”

During the discussion in the group, it should be noted how important information was lost and simple text was enriched with new content.

Exercise “And then you tell him.”

Target: to give the group members the opportunity to feel comfortable in different communication techniques, to find behavioral moves that make each technique successful and subjectively attractive (mastery of all three positions is an important guarantee of flexible, constructive behavior in communication).

The group is divided into threes. In each trio, participants take on the roles of player, play-along and observer.

Instructions for the player. The situation that I will describe to you involves a dialogue with another character. His role will be played by the play-by-player. You will play out the proposed situation with him three times. At first you will lead your party from the position “from above” - put pressure, demand, be rude, threaten, mock, be very persistent. No matter how your partner behaves, try to lead all the time, to be “above him.” After 3-4 minutes, stop the dialogue, be silent for a little and start the game from the position “from below” - flirt, ask, feel weak and dependent, give in, get into the position of another person, and so on for 3-4 minutes, and then after a short pause stay in a position “on equal terms”. Find the right tone, the right pose, friendly and confident words.

Instructions for the player playing along. Unlike the player, you have no restrictions on behavior. Relax, get involved in the situation as much as possible, tune in to your partner, and then react to his words the way you want. If he made you angry, be angry; if he offended you, be offended; if his reactions touched you, give in to your good impulses. Be as sincere as possible. It is advisable to record exactly what words and gestures of your partner created this or that mood of yours, and why your attitude towards your partner has changed.

Instructions to the observer. Your task is to record the development of dialogue, behavioral patterns, plot development, and also make sure that your partners follow their instructions. If you think that the player is not fulfilling his task or is moving into another social role, you have the right to stop the game.

After the first cycle, the roles change. The following situations are given for discussion:

· Your colleague asked you to “look” at valuable work materials for a few days. I returned it only a week later in an unsightly, sometimes unreadable form. And then you tell him...

· You are a passionate lover of tulips, you grow rare varieties on your site, and you buy bulbs for very decent money. Your neighbor, with whom you have a normal relationship, has a spaniel dog.

· You bought a blouse you liked at the market, when you came home and tried it on, you discovered that it does not harmonize with any item in your wardrobe, and the internal processing seemed to you to be of poor quality. Lesson reflection.

Summing up the overall results of the training, each group member writes a letter to himself, answering the following questions:

1. What new things did I learn about myself during the group lessons?

2. What new things have I learned about others?

3. What would I like to change in myself as a result of working in the group?

4. How will I do this?

The agreement is placed in an envelope and handed in. After a month, envelopes can be distributed, and the participants will have another opportunity to “meet themselves” as each of them saw themselves at the end of the group.

We live in a world of conflict. Every day, far from us and near us, conflicts break out between individuals and between entire nations. In the family, at work, on a hike, on vacation. Most often, most conflicts are resolved according to the “either-or” principle. Either you are a winner, or you are a loser. Either you win or you lose. And this is at all levels - in the family, at work, in public policy. But both sides can win.

During the review and analysis of psychological and methodological literature, we concluded that the training program allows you to take a fresh look at the conflict, learn to resolve acute situations without violence, respecting the mutual interests of partners, constructively, creatively. These tasks are especially relevant in the modern world of business, education, etc. (all those areas in which communication is the main way of professional activity).

Conclusion

During the study, we completed the following tasks:

1. a theoretical analysis of psychological literature on the problem of conflicts was carried out in order to give the concept of conflicts;

2. the causes of conflicts are identified;

3. defined forms and methods of conflict prevention;

4.exercises and trainings on conflict prevention in the teaching staff were developed and implemented;

5. The effectiveness of exercises and trainings for the prevention of conflicts in the teaching staff was determined.

Research on the problem of conflicts is not only interesting, but also very useful for the work of a school psychologist. They can be used both in practical work and in scientific developments. Conflict is an ambiguous phenomenon, and one cannot talk only about its negative impact on people. Depending on the methods of resolution, it may also occur constructively, i.e. beneficial impact.

It is impossible to eradicate the phenomenon of conflict, and it is not necessary. The presence of contradictions is a normal situation when it is within reason. But knowing about conflicts and ways to resolve them is useful for all people.

I would like to end my work with the words of one philosopher: “In two cases out of three, people quarrel because they do not trust each other. They imagine that behind the most innocent remark there are all sorts of ulterior motives. They want the whole world to think alike. The ideas may be the same, but they are colored by different experiences and the forms of their expression are different.

If we can at least somehow restrain ourselves and postpone the showdown until the next day, when we have cooled down a little and are able to speak out more clearly, the quarrels will practically stop.”

List of used literature

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