Interpersonal relationships in the team. I'm an outcast in the team
In every children's team there are guys who shun the rest for various reasons. Most often this is due to the fact that they were not accepted into the group. Neither the parents of the child, nor the adults who lead this community of children: teachers, educators, should remain indifferent to such a problem, because in this case nothing will be resolved safely by itself. A situation that is out of adult control can have unpredictable consequences in the future. It happens, of course, that some guys themselves do not strive to occupy leadership positions in a peer group and at the same time feel completely normal. But it also happens this way: a teenager suffers from misunderstanding and in every possible way strives to join the group.
Reasons for the appearance of an outcast in the children's team, their solution
Psychologists identify several prerequisites leading to the emergence of this problem:
- unusual appearance. There are subjective and objective factors here. Guys who are much taller, shorter than the rest, or very fat, thin, appearing in an established team, the majority begins to shun. If at the same time the newcomer is not dressed like everyone else, that is, he does not have the most fashionable things or has an untidy appearance, then the fate of an outcast is destined for him. Hairstyle is also important. Surrounding the newcomer, the children closely examine his shoes, bag and other items, appreciating and discussing it. So that the problem does not arise, it is necessary to be dressed stylishly and neatly on your first arrival in a new team. Later, when joining the group successfully takes place, you can experiment, but also within reason;
- behavior. In everything, and especially in how a beginner behaves in relation to others, a “golden mean” is needed, that is, to be like everyone else: neither better nor worse. For example, the class is massively unprepared for the lesson, everyone refuses to go to the blackboard, then even if the task is completed “excellently”, it is impossible to go and answer it. In general, all psychologists note that teenagers are very sensitive to the weaknesses of others, therefore, in order to fit into a new team, one should neither kowtow to strong leaders, nor push around weak ones. At the same time, you can’t be a spineless amoeba either, you must always have your own opinion and be able to defend it with reason.
In addition to the main reasons, the following factors can contribute to the appearance of an outcast in the children's team:
- lameness, scars, wearing glasses and other features of appearance;
- diseases with noticeable consequences, such as urinary incontinence, digestive problems leading to flatulence, etc.;
- tearfulness and the desire to blame everyone for everything, that is, sneaks;
- untidy appearance, patches, dirty clothes, inappropriate size and length, as well as out-of-date things;
- a beginner who misses classes more often than anyone else, whether due to illness, a good reason, or without a specific reason;
- a student who falls behind in subjects or refuses to complete assignments;
- a child under the strong influence of parents;
- an introvert who does not know how and does not want to communicate with peers.
Types of rejection of outcast children in the team
- active rejection, when a newcomer is made to understand that his opinion means nothing to others;
- passive rejection, where the newcomer is ignored in certain situations;
- ignoring when the child is simply ignored;
- physical harassment, when children bully a child not accepted into the team, humiliate, beat, etc.
It is necessary to involve all adults in resolving the problem: the parents of the rejected child, teachers, and a psychologist. Only a general intervention can influence the current situation. And this must be done immediately.
Problems of school outcasts
Klimentieva Iya Vladimirovna, Deputy Director for water resources management of the municipal educational institution "Belaya secondary school" of the Usolsky district
Irkutsk region
Usolye-Sibirskoye, Irkutsk region
2015
Table of contents:
Introduction……………………………………………………………………….……..…3
Chapter 1
Chapter 2
2.1. Organization and methods of research……………………………………………....8
2.2. The results of the study of the influence of physical and personal characteristics of adolescents on the emergence of the status of "outcast".…………………..……………..….9
Chapter 3
Conclusions…………………………………………………………………………….…….13
Literature…………………………………………………………………………………14
INTRODUCTION
Our own observations, biographies of different people and examples from fiction led us to the idea that in any children's team there are inevitably popular children and outcast children. Sometimes rejected children are simply ignored, passively disliked or tolerated, sometimes they have protectors. And others are less lucky - they are not actively loved. They become objects of ridicule and harassment from classmates.
The cruelty of teenagers towards each other is becoming widespread in the modern world. It becomes depressing that the bullying of classmates is arranged for the purpose of entertainment. According to VTsIOM (All-Russian Center for Public Opinion Research), 40% of schoolchildren experienced all the “charms” of bullying.
The problem of relationships in the class team is quite acute, since the level of emotional comfort of the child, his self-awareness depends on the nature of the relationship. Relationships with classmates largely determine the results of the formation of his personality.
These relationships become most significant in adolescence, when communication with peers becomes the leading activity for the student. And often, if something goes wrong, the child is left alone with his problem. The situation of outsider children who are not accepted by classmates becomes the most difficult.
All of the above determines the relevance, theoretical and practical significance of the research topic we have chosen.
Target research: to investigate the phenomenon of rejection in the class team and outline ways to solve this problem among adolescents
Object of study : teenagers not accepted by the class.
Subject of study : psychological conditions for the emergence and ways to overcome the status of "outcast" in adolescence
Research hypothesis : the phenomenon of non-recognition in the team arises both on the basis of physical phenomena and on the basis of personal characteristics, it can be assumed that the group of these factors is changeable under the influence of external conditions.
Theoretical and methodological basis studies were the theory of age periodization of personality development (L.S. Vygotsky, A.N. Leontiev, B.D. Elkonin), on intragroup and intergroup interaction (G.M. Andreeva, L.I. Umansky), interpersonal relations (V .N.Myasshtsev, I.S.Kon) of the theory of communication (G.M.Andreeva, A.A.Leontiev).
In accordance with the goal and the hypothesis put forward in the work, the following tasks :
To analyze the theoretical approaches available in the scientific literature to the problem of non-recognition in the team.
To identify the causes and factors influencing the emergence of the status of "outcast" in a group of adolescents.
Outline ways to overcome non-recognition in the team.
Outline prospects for further research and corrective work.
Research methods . When solving the tasks set in the study, the following methods were used: testing, experiment, questioning, documentation analysis. Diagnosis of interpersonal relationships was carried out using the method "Sociometry" by J. Moreno, the diagnosis of personal characteristics was carried out using the method "Shmishek's test questionnaire"
Organization and base of the study . The work was carried out in the municipal educational institution "White secondary school" in the village of Sredniy, Usolsky district, Irkutsk region during 2013. Psychological research covered 145 adolescents aged 14-18 years.
Reliability of the results and conclusions of the study was ensured by the use of reliable and tested methods in domestic psychology, meaningful analysis of the data obtained.
Practical significance of this work is that the results of the study can be used by high school students and their parents. It will also be useful to social educators, psychologists in the framework of pedagogical and psychological counseling with outcast teenagers in class groups, especially for organizing preventive and corrective work with outcast children.
Chapter 1. Theoretical aspects of studying the problem of rejection in a classroom team
Based on the analysis of scientific literature, it can be argued that the psychological content of the “outcast” status includes an isolated position of an individual in a group, preventing the satisfaction of the need to feel accepted by others, lack of support from others in case of personal difficulties, awareness of the futility of establishing interpersonal relationships and experiencing the insurmountability of the obstacles created (A .V.Zaporozhets, A.I.Dontsov, D.B.Elkonin, I.Yu.Kulagina, V.S.Konovalov and others)
In psychological terms, the status of “outcast” can be represented as an awareness of the experience of loneliness, recognition of one’s dependence on the rejecting collective of the group, suffering due to the inability to satisfy the need for affiliation, the desperate use of inadequate strategies (crouching, boasting, aggression, reduced personal claims, etc. )
The formation of the "outcast" status is influenced by a number of psychological conditions. Following A.B. Shiroka, these conditions can be grouped as follows: appearance, strength, success, activity, intelligence. Their selection means that a teenager runs the risk of getting the status of "outcast" if his appearance, physical data, achievements in relevant activities, general activity and intellectual capabilities do not correspond to the content of values in the class team. Thus, shyness (F. Zimbardo) can be the reason for rejection. So, according to the research of Ya.L. Kolominsky, rejection can be caused by the behavior of a teenager who challenges the group with aggressiveness, untidiness, deceit, envy, and unreliability.
Thus, two conditions are clearly identified in the mechanism of the emergence of the “outcast” status, namely
unprovoked rejection,
provoked rejection
In the first case, rejection takes place if the values of the group are not compatible with the rejected individual, despite his active attempts to enter the group. The initiative of rejection is thus external. In another case, with provoked rejection, the challenge to the group is initiated by the teenager, and the rejection takes place after unsuccessful attempts by the group to accept the teenager into their ranks.
An interesting link in the mechanism of rejection is the motivation of this process. Thus, the leading motive in the case of unprovoked rejection, due to the position of the group, is "avoidance of communication." In the case of provoked rejection, the leading motive usually becomes "strengthening one's independence." The third motive, which is present in both the first and second cases, is "protection from influence."
Therefore, the motivational components represented by “avoidance of communication”, “strengthening independence” and “struggle for influence” are an important link in the mechanism of the emergence of the status of “outcast”
An equally important link in the formation of the status of "outcast" is the moral regulation of relations, due to the norms adopted in the team. Thus, the implementation of tolerance, self-criticism, restraint, courtesy and empathy significantly reduces the risk of developing the status of "outcast" in the group. At the same time, aggressiveness, self-confidence, impulsiveness, cynicism and indifference increase the risk of rejection of one or another member of the class team.
In the psychological dictionary rejection- This is a psychological syndrome that develops in adolescence and manifests itself in a hostile attitude towards society, deviant behavior, gross violations of communication both with adults and with peers. The basis for the formation of rejection is often social disorientation. The interpersonal situation of development in case of rejection is determined by the opposition of a teenager to society, covering all the main life spheres: family, school, educational, communicative. The confrontation is active and mutual. The psychological profile with rejection is characterized by the idea of an unfair structure of the world and the self-consciousness of an outcast rejected by society.
From a very young age, the child begins to reach out to communicate with peers. Emotional exchange in play and communication, and closer to school age, the establishment of stable friendly attachments allows the child to solve important developmental tasks: to master communication skills, to explore himself and his own characteristics, opportunities, to receive recognition from others. At school age, when a child begins to form conscious ideas about himself, "feedback" from peers, their reaction to it becomes one of the factors of self-esteem. The child also begins to feel the need for affection, community and mutual understanding, not only with parents, but also with friends. But in the lives of many children there are situations when they feel not accepted in the team and are deeply hurt by either hostile or indifferent attitude towards themselves from the peer group, and this is confirmed by our psychological research.
Chapter 2
2.1. Organization and research methods
Let us dwell on the characteristics of research methods. To study interpersonal relations in class groups, we used the method of J. Moreno "Sociometry", which allows us to identify the relative authority of members of class groups on the basis of sympathy-antipathy (leaders, accepted, rejected)
Also used personal Shmishek's questionnaire- which is designed to diagnose the type of personality accentuation, is the implementation of a typological approach to its study.
The methodology consists of 88 questions that require a “yes” or “no” answer. Using this technique, the following 10 types of personality accentuation are determined (according to the classification of K. Leonhard).
We also developed a questionnaire to identify the reasons for the rejection of adolescents in class groups.
2.2. The results of the study of the influence of physical and personal characteristics of adolescents on the emergence of the status of "outcast"
Let's start the analysis of the results by reviewing the results of the "Sociometry" methodology. In the study groups, most participants have a more or less favorable status. The average level of relationship well-being means the well-being of team members in the system of interpersonal relations, their satisfaction in communication, recognition by peers. Studies show the presence in each classroom team, on average, 1-2 leaders (7%), 1-2 ignored and partially rejected (6%).
By exploring this aspect, we developed a questionnaire and interviewed 145 students in grades 8-11.
As can be seen from the figure, to the question “What repels you in those classmates with whom you do not want to communicate?” the majority of respondents emphasize behavior (59%), appearance (physiological features) - 43%. 33% of respondents point out the passivity of classmates as a factor of rejection in the team. The data obtained during the survey allow us to conclude that one of the main factors of rejection in class groups is the physiological characteristics and behavior of the subjects.
After analyzing these results, we selected subjects with the status of outcasts in class groups
As can be seen from Figure 3, 33% of the subjects are characterized by an excitable type of character accentuation, which allows us to draw conclusions about the tendency of these respondents to increased impulsivity. They are characterized by low contact in communication, slowness of verbal and non-verbal reactions. They are often boring, prone to rudeness and abuse, to conflicts in which they themselves are an active, provocative side. The next 33% of respondents revealed a demonstrative type, which indicates the severity of egocentrism, the desire to be in the spotlight (“let them hate, so long as they are not indifferent”). , self-doubt. These subjects often underestimate, underestimate their abilities, they are afraid of responsibility. 12% of respondents have a dysthymic type, they are prone to mood disorders, pessimistic, uncommunicative and laconic.
In this way, it can be concluded that the phenomenon of non-recognition in the team arises both on the basis of physical phenomena and on the basis of personal characteristics.
Chapter 3. Psychological work with the problem of non-recognition in the class team.
In the empirical part of the study, we confirmed part of the hypothesis that the phenomenon of non-recognition in the team arises both on the basis of physical phenomena and on the basis of personal characteristics, which requires psychological work with the problem of non-recognition in the class team. To solve this problem, we have developed a program of work with outcast children. Group psychotraining was chosen as a form of conducting classes.
The objectives of the training are:
Raising the status of rejected students in class groups
Cohesion of class teams
Expansion of personal opportunities for outcast children.
The program consists of five one and a half hour sessions. Thus, the group meets for five days (other options for the mode of operation are also possible).
This program assumes a humanistically oriented trainer who perceives a group member as a free person, responsible for his actions and their consequences, a constantly growing, updated personality.
The program is based on the principle of gradual development of the group and gradualness in a deeper understanding of each participant himself. Each meeting logically follows from the previous one and is the basis for the next in terms of content.
The mandatory procedures that are used at each meeting in the training are:
Individual and group reflection at the beginning and end of the lesson
Psychogymnastic procedures.
Basic procedures (exercises for self-knowledge, self-disclosure, acceptance of all team members, etc.)
Relaxation treatments
After the psycho-correctional work, we re-diagnosed interpersonal relations in classroom groups using the methodology of J. Moreno "Sociometry"
As can be seen from Figure 4, after the psychological work, the number of students ignored by class groups has significantly decreased. All of the above confirms the second part of the hypothesis posed in the study that a group of factors influencing the appearance of the status of rejection in the class team can be changed under the influence of external conditions.
CONCLUSIONS
Rejection is a relationship barometer, not how people treat you, but how you treat people yourself. You will not be rejected by other people and lonely if you learn to be an interesting, smart and funny person, learn to be compassionate and communicate, change your behavior and learn to respect others and yourself.
In those children who are not perceived by their peers, there is always something that can alienate others, provoke attacks from them. Rejected children are not like the rest, most often children with obvious problems in behavior and character become rejected. The situation of rejection is conditioned by two positions of the one who rejects and the one who is rejected.
The results of an empirical study made it possible to identify the causes of phenomena of non-recognition in the team, they were the physical and personal characteristics of adolescents, and to find ways of influencing to change these factors.
As a result of our research, it was found that 6% of students have the status of an outcast in the class team.
All of the above determined the need to organize purposeful psychological work aimed at raising the status of outcast children, expanding their personal capabilities and uniting class teams. In this regard, a psychological training program was developed and adapted, which made it possible to reduce the number of rejected children from 6% to 3%.
Overall, the study confirmed the hypothesis that the phenomenon of non-recognition in the team arises both on the basis of physical phenomena and on the basis of personal characteristics, a group of these factors is changeable under the influence of external conditions.
At the same time, it raised a number of new questions that determine the prospects for further research on the problem under consideration.
LITERATURE
1. Abramova G.S. Developmental psychology: Textbook for universities - M .: Academic project, 2000. - 624 pages.
2. Akimova G.E., How to help your child: A guide for caring parents. - Yekaterinburg: U-Fraktory, 2004;
3. Dubovskaya E.M., Tikhomandritskaya O.A. On the strategies of the work of a psychologist at school // Social psychology: Reader / Comp. E.P. Belinskaya, O.A. Tikhomandritskaya - M, 2006
4. Kravtsova M.M., Outcast children. Psychological work with the problem. - M: Geknesis, 2005
5. Oaklender V. Windows on the Child's World: A Guide to Child Psychotherapy. M.: Independent firm "Class", 1997.
APPENDIX
Annex I
Training program
Lesson 1. Self respect.
1) Acquaintance. Establishing contact with children.
Participants sign badges. The facilitator introduces himself and says a few words about what will happen.
2) Rules for working in a group.
Then the facilitator establishes certain rules for working in a group, which are necessary for all participants to feel comfortable and safe. The rules are written out in advance on a piece of drawing paper, and after the group has accepted them, they are fixed in a conspicuous place. During all subsequent classes, the rules of the group are in the same place and are reminded by the leader at the beginning of the lesson.
List of rules:
1. Listen carefully to each other.
2. Do not interrupt the speaker
3. Respect each other's opinions
4. I am a statement
5. Non-judgmental judgments
6. Activity
7. Rule "stop"
8. Privacy
Each of the points of the rules is explained by the moderator.
3) Warm up.
Exercise "Change Places"
Participants sit on chairs in a circle. The driver goes to the middle of the circle and says the phrase: - “Change places” those who ... (knows how to fry fried eggs). At the end, some sign or skill is called. The task of those who possess this skill or sign is to change places. The leader's task is to have time to sit in any vacant seat. The one who did not have time to sit down becomes the new driver.
Warm-up, creating conditions in order to get to know each other better, to understand how much they have in common, to increase the interest of the participants in each other.
4) Dialogue and Mini-lecture.
The facilitator invites each participant to think for a minute and answer the question - What is self-esteem? Everyone who wants to can speak. Then the facilitator sums up and talks about the importance of self-esteem for the psychological comfort of a person and what self-esteem depends on, about feelings, such as boasting, which mask low self-worth, about the desire to be a perfect person and what this can lead to. Then he offers to complete the task.
Exercise "Good and bad deeds"
Participants are divided into two teams randomly. Each team is given a piece of drawing paper, felt-tip pens or markers and A4 paper. The task of one team is to write as many actions as possible that allow a person to respect himself more. Accordingly, the task is different - to write as many actions as possible, because of which a person's self-respect is lost. If desired, each team can reinforce the words with drawings of the corresponding actions.
Discussion
Each team presents its own topic. Then there is a general discussion, at the end the leader summarizes everything that has been said. It is very important to pay attention to the fact that everyone has a choice between these and other actions, but each time, choosing this or that behavior, we gain or lose respect for ourselves.
The psychological meaning of the exercise
Children's awareness of the connection between actions and self-esteem. Identification of the very concept of self-esteem and the discovery of its connection with mutual respect. And this is a necessary condition for full-fledged communication, without which the development of cohesion is impossible.
Thank You Exercise!
The participants stand in a circle, and the facilitator invites everyone to mentally put on their left hand everything that they came with today, their luggage of mood, thoughts, knowledge, experience, and on their right hand - what they received in this new lesson. Then, all at the same time strongly clapped their hands and shouted - YES! or THANK YOU!
The psychological meaning of the exercise
Final ritual. Allows you to think about the content and the result of the past lesson, as well as complete it beautifully on a positive emotional note.
Lesson 2 « Beautiful garden"
1.) Warm up.
Exercise "Hello"
The host invites everyone to shake hands, but in a special way.
You need to greet with two hands with two participants at the same time, while you can release one hand only when you find someone who is also ready to say hello, i.e. hands should not remain idle for more than a second. The task is to greet all the members of the group in this way. There should be no talking during the game.
The psychological meaning of the exercise
Warm up. Establishing contact between participants. The handshake is a symbolic gesture of openness and goodwill. It is also important that eye contact occurs - this contributes to the emergence of intimacy and a positive internal attitude. The fact that the action takes place without words increases the concentration of the group members and gives the action the charm of novelty.
Exercise "Beautiful Garden"
The participants sit in a circle. The host offers to sit quietly, you can close your eyes, and imagine yourself as a flower. What would you be? What kind of leaves, stem, and maybe thorns? High or low? Bright or not so bright? And now, after everyone has submitted this - draw your flower. Everyone is given paper, felt-tip pens, crayons.
Next, the participants are invited to cut their own flower. Then everyone sits in a circle. The facilitator spreads a canvas of any fabric inside the circle, preferably plain, distributes a pin to each participant. The fabric is declared a garden clearing to be planted with flowers. All participants take turns coming out and attaching their flower.
Discussion
It is proposed to admire the "beautiful garden", to capture this picture in memory so that it shares its positive energy. It should be noted that although there are many flowers, there was enough space for everyone, everyone occupied only his own, the one he chose. To see, surrounded by different, unlike flowers, yours grows. But there is something in common - someone has a color, someone has the size or shape of the leaves. And without exception, flowers need sun and attention.
The psychological meaning of the exercise
In itself, art therapy is a very powerful tool that is used for psychological correction and serves to explore feelings, to develop interpersonal skills and relationships, to strengthen self-esteem and self-confidence. In this case, the exercise allows you to understand and feel yourself, to be yourself to freely express your thoughts and feelings, as well as to understand the uniqueness of everyone, to see the place that you occupy in the diversity of this world and to feel like a part of this beautiful world.
Exercise Thank you!
See activity 1.
Lesson 3 Development of communication skills. Non-verbal communication
Exercise "Let's line up"
The facilitator offers to play a game where the main condition is that the task is performed silently. It is impossible to talk and correspond at the same time, you can communicate only with the help of facial expressions and gestures. "Let's see if you can understand each other without words?" In the first part of the exercise, the participants are given the task to line up by height, in the second part the task becomes more complicated - you need to line up by date of birth. In the second option, at the end of the construction, the participants alternately voice their birthdays, while checking the correctness of the exercise
The psychological meaning of the exercise
Warm up. Demonstration of the possibility of an adequate exchange of information without the use of words, development of expression and non-verbal communication skills. The unusual conditions that the participants find themselves in include interest, makes them find ways to convey their thoughts more accurately to another person, to contact each other in order to achieve a common goal.
Mini lecture
Awareness of non-verbal body language.
Participants are explained that often facial expressions, posture, gestures, physiological reactions, the manner of sitting, standing, walking involuntarily express the internal state, that non-verbal manifestations are the most important components of the communication process. Awareness of one's own physical "I" helps to better understand oneself - to identify the internal state and feelings, it is easier to express some emotions in physical action.
Congruence, which implies the coincidence of internal experiences, their awareness and forms of expression (sensations + touch + message), determines the reliability of communication, its clarity and implementation without protective mechanisms and barriers. Congruence is a precondition for positive and productive interaction.
To get an idea of incongruent communication, participants are asked to look for inconsistencies (differences) by acting out scenes: for example, say the words "I want to help", "I love you" with a frown and clenched fists (inconsistency between verbal expression and "body language"). It is then explained that the incongruence may or may not be conscious. For example, a person at a party was bored all evening, but in parting, smiling, says to the hostess: “How nice it was to spend the evening with you ...” He deliberately says not what he feels, not wanting to offend the hostess. Another example is when a person, not realizing his own anger and aggressive tendencies, speaks politely, but his posture and tense facial expressions do not match the words. In this case, the incongruence is unconscious.
Exercise "Drawing on the back"
Participants are randomly divided into three teams and lined up in three columns in parallel. Each participant looks at the back of his friend. The exercise is performed without words. The facilitator draws some simple picture and hides it. Then the same picture is drawn with a finger on the back of each last member of the team. The task is to feel and convey this drawing as accurately as possible further. At the end, those who stand first in teams draw what they felt on sheets of paper and show it to everyone. The presenter takes out his picture and compares.
Participants are invited to discuss in teams the mistakes and findings that were made during the exercise. Draw conclusions, then, taking into account these conclusions, repeat the exercise. In this case, the first and last members of the teams change places.
Discussion
Discussion in a general circle. What helped to understand and convey feelings? How did the first and last members of the teams feel in the first and second cases? What prevented you from doing the exercise?
The psychological meaning of the exercise
Development of communication skills, responsibility, cohesion within the team. Realize how important it is to tune in to understanding another person, as well as the very desire to understand another. Demonstration of the possibility of an adequate exchange of information without the use of words, development and skills of non-verbal communication
Exercise Thank you!
See activity 1
Lesson 4 Teambuilding
At the beginning of the lesson, everyone tells what mood they came in and what they expect from the lesson.
Exercise "Find and touch"
The facilitator suggests moving around the room and touching different objects and things with his hands. For example, find and touch something that is cold, rough, something that is about 30 cm long, something that weighs half a kilogram, the word "Forget-me-not."
The psychological meaning of the exercise
Warm up exercise. Develops sensitivity to others, but at the same time activates both observational and analytical abilities. Participants contact each other, paying attention to different aspects of reality.
Exercise "Puzzles"
The group is randomly divided into teams of 5 people and each team member is given a puzzle. (The facilitator cuts a sheet of paper in advance, with some bright large picture into pieces, and thus puzzles are obtained for this exercise). The task of the team is to collect the picture as quickly as possible.
Discussion
Discussion in a general circle. Each team tells what helped or, conversely, interfered with the task.
The psychological meaning of the exercise
Development of communication skills, cohesion within the team, the ability to coordinate their actions with others, and solve assigned tasks
Exercise "Bumps"
Each participant is given a sheet of A4 paper. Everyone gathers at one end of the room and the leader explains that ahead is a swamp, the sheets are bumps, all the participants are frogs, and the leaders are crocodiles. The task of the group is to get to the opposite end of the room without losing a single frog. You can only step on bumps. Crocodiles can drown (pick up) bumps left unattended. You can only step on bumps. If the frog stumbled, or not all the frogs were able to cross to the other side, because there were no bumps left, then the crocodiles won, and the game starts all over again.
Discussion
Discussion in a general circle. Participants talk about what helped or, conversely, interfered with the task. What did those frogs who went first feel, and what did those who closed the chain feel.
The psychological meaning of the exercise
Development of communication skills, cohesion of group members;
Awareness of the importance of these qualities for the effective work of the group;
Develops the ability to make concessions, cooperate and act together.
Exercise "Balls"
The participants, united in triplets, receive the task: first, inflate 3 balloons as quickly as possible, and then make them burst, squeezing them between their bodies. At the same time, you can not step on them, use any sharp objects, nails, clothing details.
The psychological meaning of the exercise
Cohesion, breaking of spatial barriers between participants.
Discussion
A short exchange of impressions will suffice.
Lesson 5 Collage on the theme "Friendship"
At the beginning of the lesson, everyone tells what mood he came to class with and whether something has changed in his relationship with his classmates and in general the atmosphere in the class after our classes.
Exercise "Steam Train"
The facilitator invites all participants to stand in front of each other, putting their hands on the waist in front of the one standing. The first in the column is a locomotive. Everyone except the "engine" close their eyes. The task of the "Engine" is to lead the whole group, so that no one stumbles and does not hurt anything. The trajectory of the movement of the locomotive is set by the leader (right, straight, left, etc.)
The psychological meaning of the exercise
Warm up exercise. Develops contact between team members, cohesion, trust.
Exercise collage "Friendship"
The group is randomly divided into teams of 5 people and each team is given a piece of paper. Also issued a pack of magazines, brochures, postcards, suitable for the subject. The facilitator announces the topic of the lesson and explains what is meant by collage.
Discussion
After the teams have completed their collage, each team presents it to everyone else. The facilitator praises each team, sums up and offers to combine all the works in order to create an overall picture of the friendship of the class, which would become a kind of class mascot.
The psychological meaning of the exercise
Expressing feelings, expanding the idea of oneself and others as talented, unique individuals, establishing closer emotional contact, developing cohesion, the ability to coordinate one's actions with other team members, as well as comprehending and consolidating the experience gained during the training.
Completion of the training
Appendix II
Diagnostic results
Fig. 1. Results of the Sociometry methodology
Fig.2. What repels you in those classmates with whom you do not want to communicate?
Fig.3. The results of the Shmishek character accentuation questionnaire.
Fig.4. Comparative diagnostics. Sociometry methodology.
"Problems of rejection in the children's team"
Tolochko Elena,
YaNAO, Nadym,
MOU "Secondary school No. 2 of Nadym", grade 11
annotation
The need for communication with peers is determined by the specific genetic program of human development. With age, the need for peers is steadily increasing. In every children's team there are popular children and not so. There are active, sociable children, and there are quiet, loners. Some children are so eager to be in the center of attention of their classmates, to take a leadership position, not knowing how to behave at the same time, choosing inadequate ways of behavior, that they seek attention "with a minus sign" - they become an object of ridicule and contempt.
Ostracism is present in all children's groups, even in the younger groups of the kindergarten. Most often, outcasts are children with poor social skills or suffering from some kind of physical disability - "not like everyone else." At the same time, the question of what personality traits are provocative and prevent a child from becoming one of his own has been studied very little. How to avoid bullying from classmates and what to do if they reject?
aim
tasks
object
Subject studies have become children's opinions about their peers rejected by them.
base studies are students of the MOU "Secondary School No. 2 of Nadym" from 9 to 17 years old.
Output: the problem of the situation of rejection exists both among those who are rejected and those who reject.
|
I |
Introduction……………………………………………………………………… |
1 |
|
II |
Theoretical and psychological aspects of the problem of rejection..... |
3 |
|
2.1 |
Studying the causes of rejection………………………………………….. |
5 |
|
2.2 |
Types of rejected children ………………………………………………....... |
7 |
|
2.3 |
Consequences of rejection……………………………………………………… |
8 |
|
III |
Conclusion………………………………………………………………….. |
9 |
|
IV |
Bibliography……………………………………………………….… |
10 |
|
V |
Appendix………………………………………………………………… |
11 |
"The problem of rejection in the children's team"
Tolochko Elena,
YaNAO, Nadym,
MOU "Secondary school No. 2 of Nadym", grade 11
Introduction
Is it easy to be rejected?
But life's conclusions are simple ...
You can also become an outcast.
Valova G.V.
When we begin to talk about "worldly society," we must proceed from the fundamental spiritual principle that a person lives on earth in order to become an angel in eternity; the aggregate of angels forms Heaven; Consequently, each of us is meant to be part of(grain, atom) of this immense universal whole; therefore, our eternal life will not be spent alone, but in the company of other angels, where each performs his proper function for the benefit of his neighbors, his angelic society, and, finally, all Heaven as a whole. That's why man was created to live in society - but not in any, but in a society of his own kind, and this is a caveat that people almost always forget.
The need for communication with peers is determined by the specific genetic program of human development. With age, this need, especially from 4-5 years old, is steadily increasing. In every children's team there are popular children and not very popular ones, there are active, sociable, and there are quiet, loners. Some are satisfied with a secondary role in the class, others suffer from such a situation, and do not know and do not know how to change it. Some children are so eager to be in the center of attention of classmates, to take a leadership position, that they seek attention "with a minus sign" – become the object of ridicule and contempt.
Ostracism is present in all children's groups, even in the younger groups of the kindergarten. According to statistics, every 5th child in the team is a loner, every 3rd one tries to change his status in society and takes various ways to gain the respect of others, and every second child who was rejected by his peers resigns himself to his fate and tries to remain in the status loners.
In all cases of rejection, the problems lie not only in the team, but also in the characteristics of the individual, the behavior of the rejected. Research by psychologist Rosalind Weissman shows that bullying is primarily triggered by the victim's provocative behavior. Most often, outcasts are children with poor social skills or suffering from some kind of physical disability - "not like everyone else." The second reason most often leading to isolation is the aggressiveness of the child. However, very little research has been done on the question of what kind personality traits are provocative. Does age affect reason rejection? How avoid bullying from classmates what what to do if rejected?
aim This work is to study the psychological aspects of the problem of rejection in the children's team.
The skill of collectivism is the most important quality, without which a person cannot live normally in society. After all, on how strong and strong the collective charge
in the personality, his whole future life depends both in the family and in the student (labor) team.
This target setting predetermined tasks research and the content structure of the work itself:
to determine the psychological aspects of the problem of rejection in the children's team;
study the methodology of sociometric survey;
reveal the causes and consequences of ostracism, analyze the relevance of this problem among the rejected;
create a bank of exercises and games for team building.
object studies are personality traits with low social status in the team.
Subject research - children's opinions about rejected peers.
Base
research - students of the MOU "Secondary School No. 2
Nadym" from 9 to 17 years.
Research methods - observations, psychodiagnostics (questionnaire survey); data processing (qualitative and quantitative analysis).
practical significance We see our work in generalizing the features of ostracism in the children's team, in revealing the reasons for rejection at various age stages and in creating preventive recommendations.
II. Theoretical and psychological aspects of the problem of rejection
Biographies of famous people, examples from fiction, own observations suggest that any children's team has its own outcasts. In every person there lives such a feeling as rejection. We reject someone or someone rejects us. Almost always people reject each other forcibly (resentment, withdrawal, closeness from others and secrecy).
In the psychological dictionary rejection
is a psychological syndrome that develops in adolescence and manifests itself in a hostile attitude
in relation to society, deviant behavior, gross violations of communication as
with adults as well as with peers. The basis for the formation of rejection is often social disorientation. The interpersonal situation of development in case of rejection is determined by the opposition of a teenager to society, covering all the main life spheres: family, school, educational, communicative. The confrontation is active and mutual. The psychological profile with rejection is characterized by the idea of an unfair structure of the world and the self-consciousness of an outcast rejected by society. rejection
- "a pronounced psychopathic psychological syndrome that seriously disrupts the social adaptation of a teenager"
(A.L. Wenger).
From a very young age, the child begins to reach out to communicate with peers. Emotional exchange in play and communication, and closer to school age, the establishment of stable friendly attachments allows the child to solve important developmental tasks: to master communication skills, to explore himself and his own characteristics, opportunities, to receive recognition from others. At school age, when a child begins to form conscious ideas about himself, "feedback" from peers, their reaction to it becomes one of the factors of self-esteem. The child also begins to feel the need for affection, community and mutual understanding, not only with parents, but also with friends. But in the lives of many children there are situations when they feel
not accepted in the team and are deeply affected by either hostile or indifferent attitude towards themselves on the part of the group of peers, and this is confirmed by our psychological study.
In total, the study involved 267 people: 124 people - schoolchildren 9-10 years old; 88 people - schoolchildren aged 11-14; 55 people are schoolchildren aged 15-17 (Table 1).
Table 1
resultsstudy of social status in class groups
|
Class/ number of respondents |
|
Class/ number of respondents |
Number of children with signs of rejection |
Class/ number of respondents |
Number of children with signs of rejection |
|
2a - 25 |
1 - rejected, 6 – partially rejected, 2 –
ignored |
6a - 25 |
2 - rejected, 1 - partially rejected, 3 - ignored |
9g - 19 |
1 - rejected, 1 – partially rejected, 2 –
ignored |
|
2b - 25 |
0 - rejected, 1 - partially rejected, 10 - ignored |
6c - 13 |
1 - rejected 0 - partially rejected, 0 - ignored |
10a - 15 |
1 - rejected, 5 – partially rejected, 0 –
ignored |
|
3b - 16 |
0 - rejected, 1 - partially rejected, 3 - ignored |
6g - 9 |
0 - rejected 3 - partially rejected, 1 - ignored |
10b - 21 |
0 - rejected, 5 - partially rejected, 0 - ignored |
|
4b - 21 |
1 - rejected, 2 - partially rejected, 5 - ignored |
7a - 23 |
2 - rejected 5 - partially rejected, 1 - ignored | ||
|
5a - 14 |
2 - rejected, 1 – partially rejected, 1 –
ignored |
7b - 18 |
1 - rejected, 3 - partially rejected, 0 - ignored | ||
|
5b - 23 |
1 - rejected, 3 - partially rejected, 0 - ignored | ||||
|
Total 124 |
5 - rejected, 14 - partially rejected, 21 - ignored |
Total 88 |
6 - rejected, 12 - partially rejected, 5 - ignored |
Total 55 |
2 - rejected, 11 - partially rejected, 0 - ignored |
Output:
In the study groups, most participants have a more or less favorable status. The average level of relationship well-being means the well-being of team members in the system of interpersonal relations, their satisfaction in communication, recognition by peers. Studies show the presence in each classroom team, on average, 1-2 leaders, 5-6 ignored and partially rejected. Analyzing the results of social status, we came to the conclusion that in the middle school age there are more ignored and rejected than in the senior,
but less than in the younger. This suggests that, compared with the junior team, adolescent teams are much better structured, the existing system of relations is more stable and constant.
2.1 Exploring the causes of rejection
According to many psychological studies, a child can be rejected by peers for various reasons:
External untidiness. In people with physical disabilities, this problem is worth
at the first place. Such people are rejected not only by the society in which they live, they also reject themselves. Many people with physical disabilities are closed, their world is closed. And as a result - such people remain lonely for life. The thought that no one needs them corrodes them from the inside, and this is ordinary self-pity, which turns into chronic rejection.
Ignorancestereotypes and unspoken rules specifically for children's communication, adopted
in this community. Children who have grown up among adults and spend virtually all their lives among them are sometimes unfamiliar even with the vocabulary and terminology used by their peers, and literally cannot find a common language with them.
Disorientationin social relationships. The child does not understand the correlation of social roles in the team, it is not clear to him why it is not always possible to express his opinion, he sees no reason to follow the orders of the "leader" and, most importantly, has no idea what it threatens him with. And when ridicule or aggression falls upon him, he does not catch the connection between his actions and the reaction of the children around him. It's just a lack of social experience.
Gap in family education. A child who is not accepted into the game calls
parents have only irritation, even some shame for him. Often the parent's reaction
on the child's failures in communication - this is care and avoidance of a problem situation. They take him away from the company that did not accept him home, where there are toys, books, a computer, coloring books, mom - only there are no friends there, and it will never be as fun as playing together.
and social immaturity, unwillingness to play together. But the rest to teach him
they won’t, the law here is simple: if you don’t know how, leave.
In 1981 American psychologists Achenbach and Edelbrock conducted a study, the results of which showed that the reasons for rejection can be:
significant cultural, social, national differences between the child
and surroundings;
low self-esteem, expectation of rejection by others;
insufficiently developed social skills;
reproduction of the victim's behavior model;
spontaneity and impulsivity.
in certain personal characteristics of a person, features and traditions of family life, low self-esteem caused by negative past communication experience, etc.
Exploring this aspect, we developed a questionnaire and interviewed 260 people: 70 people - schoolchildren 9-10 years old; 76 people - schoolchildren aged 11-14; 64 people are schoolchildren aged 15-17, 50 are adults (Table 2).
table 2
about the reasons for the rejection of the individual in the team
|
Questions |
Answers |
|||
|
Pupils 9-10 years old |
Pupils 11-14 years old |
Pupils 15-17 years old |
adults |
|
|
Yes - 70 (100%) No - 0 |
Yes - 70 (92%) No - 6 (8%) |
Yes - 58 (91%) No - 6 (9%) |
Yes - 42 (84%) No - 8 (12%) |
|
19 |
14 |
9 | |
|
||||
|
26 |
10 |
4 | |
|
35 |
39 | ||
|
- | |||
|
- |
6 |
27 |
16 |
|
- |
42 |
22 |
|
|
13 |
28 |
||
|
Behavior, Attitude towards learning |
Character, style, behavior, be more fun lie less, |
To be easier attitude towards people be more patient To be youreself, character, interests. |
attitude towards people self attitude, become confident. |
Output:
The older the age, the greater the differences between one and the other reasons for rejection. It was revealed that the internal need for communication, the motives of affiliation
(from the English afiliation - connection, connection) - the desire to be in the company of other people, a person's need to create warm, emotionally significant relationships with other people.), psychological defenses determine the specifics of interpersonal communication. All these phenomena are interconnected, have a gender determination and dynamically change with age.
So, for example, in the age category from 9 to 10 years and from 11 to 14, behavior, poor academic performance and external data dominate.
An analysis of the results of the causes of rejection and isolation of the older age group indicates the relevance of the life position and vital activity.
Respondents of the "adult" group confirm the importance of the personal "I-concept", adequate self-esteem. It can be argued that the reasons for rejection are related
with age-specific individual characteristics and depend on the dominant type of activity.
2.2 Types of rejectedchildren
Observations of rejected children show that they themselves do a lot to become victims of attacks. As already mentioned, they can be intrusive, inadequate, easily succumb to the provocations of classmates, give out the expected reactions. Naturally, it is interesting to offend someone who rushes with his fists
on others after any innocent remark addressed to him, who starts to cry if he is teased a little, etc. (Attachment 1)
In any group, at any age level, there is a social situation of development in which everyone, playing his role, chooses the tactics of behavior. It is important to realize possible mistakes in behavior at different age stages in order to correct them. The results of the survey of respondents are shown in Table 3.
Table 3
The result of a survey of respondents of different age groups
about the characteristics of rejected people
|
Questions
|
Answers |
|||
|
Pupils 9-10 years old |
Pupils 11-14 years old |
Pupils 15-17 years old |
adults |
|
|
With classmates who are sneaking around tease study poorly, does not listen to the teacher. |
With classmates who are bored, not interested, who are very smart not like everyone else, humiliate others, who have bad behavior. |
With classmates who have different interests, who uncommunicative, inactive, closed selfish, arrogant.. |
With the arrogant not reliable, which can be called weak, callous, cruel, liars, traitors. |
Output:
Rejection is a relationship barometer, not how people treat you, but how you treat people yourself. You will not be rejected by other people and lonely if you learn to be an interesting, smart and funny person, learn to be compassionate and communicate, change your behavior and learn to respect others and yourself.
2.3 Consequences of rejection
The desire to become one's own in the team, to win the respect of classmates can push the child to obscene acts. The rejected person is able to come up with anything to attract attention to himself. He boasts of non-existent relatives, they invent their relationship with some famous person. In most cases, others require proof, and the child begins to "get out", he has to lie more and more, and he is completely confused.
The lack of social recognition and communication is compensated by the search for an out-of-school circle of peers, which is characterized by illegal behavior. Bad relationships in the classroom lead to various negative consequences. The absence of peer society has a negative impact on the development of communication skills and self-awareness of the individual.
In addition, the difficulty of relationships with peers that appeared in childhood is often a harbinger of emotional distress in the future. At the same time, outcast children often develop psychological trauma, and academic performance falls. Research by Professor Eric S. Buhs has shown that:
children who are rejected by the collective in the kindergarten are also ostracized at school;
children between the ages of 5 and 11 who are rejected by their peers receive lower scores on academic tests than their classmates. Their performance in subjects such as reading and arithmetic leaves much to be desired.
The worst thing is that regular bullying (Appendix 2) can provoke a suicide attempt or an attempt on one of the persecutors. Problems in communicating with peers, rejection at an early age later manifests itself in delinquency, or emotional disturbance.
No less harmful is the situation of harassment affecting the psyche of persecutors and observers. They run the risk of remaining weak-willed pawns in the hands of the stronger and more enterprising. And the decision made under the influence of the majority, contrary to the voice of conscience, and the constant fear of being in the place of the victim contribute to a decrease in self-esteem, a loss of self-respect.
Of practical interest is the question of group members' perception of their status, that is, their objective position in the system of group preferences.
In total, 240 people took part in the study: 50 people - schoolchildren 9-10 years old; 90 people - schoolchildren aged 11-14; 70 people are schoolchildren aged 15-17, 30 are adults.
Table 4
|
Questions |
Answers |
|||
|
Pupils 9-10 years old |
Pupils 11-14 years old |
Pupils 15-17 years old |
adults |
|
|
Yes - 12 (24%) No - 38 (76%) |
Yes - 65 (72%) No - 25 (28%) |
Yes - 32 (46%) No - 38 (54%) |
Yes - 0 (-%) No - 30 (100%) |
|
Yes - 56 (80%), No - 14 (20%) |
Yes - 47 (62%), No - 29 (38%) |
Yes - 18 (28%), No - 46 (72%) |
Yes - 9 (18%), I don't know - 34 (68%), No - 7 (14%) |
Output:
the least adequate perception and assessment of their group role are the extreme status categories: "stars", on the one hand, "outcasts" and isolated ones, on the other. Average-status people often have inadequate perception, which is explained by protection, low social reflection and low self-esteem.
IIIConclusion
There are different children, with different needs for communication. For one, a single friend is enough, with whom they see once a week, so as not to feel lonely and proudly considers: "I have a friend." And it’s bad for another if around him
a whole noisy company does not swirl, where everyone obeys his word and even gesture.
In those children who are not perceived by their peers, there is always something that can alienate others, provoke attacks from them. Rejected children are not like the rest, most often children with obvious problems in behavior and character become rejected. The situation of rejection is conditioned by two positions of the one who rejects and the one who is rejected.
In the first case, the rejection of the position of the other arises due to the low plasticity of communicative functions in certain age periods and due to an unresolved intrapersonal conflict between the conscious and the subconscious, between the "I-real" and "I-ideal" (which you accuse of guilty).
Position failure rejected due to its negative social and ego-identification (difficulties in finding one's "I": "I" - physical, "I" - mental, "I" - social, etc.).
Our hypothesis: causes and consequences of child rejection depend on
from the most rejected and its provocative behavior
in
During the course of the study, it was fully confirmed: the outcasts were primarily children who had poorly formed self-esteem and communication skills.
In addition, research has shown the presence of other causes of the situation of rejection: problems in the failure of the personality of those who reject. They made accusations
in dullness, uninterestingness, aggressiveness, conflict and others, that is, in those qualities that are the causes of their intrapersonal conflict between the conscious and the unworked subconscious.
It can be concluded that the problem of the situation of rejection exists both among the rejected and
and those who reject. Therefore, our recommendations will be addressed to both the first and
and to the second group of opponents.
Bibliography
Akimova G.E., How to help your child: A guide for caring parents. - Yekaterinburg: U-Fraktory, 2004;
Zavyalova N.A. Your children are among peers. - M .: Knowledge, 1981;
Zimbardo F., Leippe M. Social influence - St. Petersburg: Piter Publishing House, 2004 reasons for rejection:
Popov V.S. Soul awakening. - M.: Knowledge, 1990;
Starobinsky E.E., “How to manage a team”, - M .: 1995
Helen Bee Development of the child. – 9 edition. - St. Petersburg: Peter, 2004
Chufarovsky Yu.V. Psychology of communication in the formation and formation of personality. - M., 2002.
Schneider L.B. Identification. Reader - M .: Publishing house of the Moscow Psychological and Social Institute; Voronezh: NPO MODEK Publishing House, 2003.
www.gorod-psy.ru
www.abcwoman.ru
www.effecton.ru
www.michaelglebov.ru Mikhail Glebov Relations between the team and the individual
http://adalin.mospsy.ru Outcast children: psychological work with the problem
Types of rejected children who are most often attacked.
"Beloved". Janusz Korczak wrote: “Children do not like those peers who are singled out by teachers. Especially if they can't figure out why "favorite" is better than them." Adults, knowing about the difficult fate of their ward, pity and take under their protection and patronage, thereby dooming them to complete loneliness and endless insults from classmates who do not know the reason for such an attitude towards him.
"Stuck." American psychologist Violet Oaklander believes that such importunity is the result of a child's feeling of insecurity. Such children literally hang on people, grabbing them physically in order to feel more secure.
"Jester". A child who has chosen such a tactic of behavior, as it were, prevents attacks from others. He is no longer taken seriously and therefore is not particularly offended. Such a child, even hearing the laughter of peers, does not feel lonely.
does not tease, they are not bullied, but they are rejected, they become lonely in the circle of classmates.
Embittered – children who fail to establish contact with their peers begin to behave as if they are taking revenge on others for their failures.
Unpopular – not able to initiate communication, shy, do not know
how to attract the attention of classmates, so they are not noticed. Often this happens when a child has come to an already established team or often skips school.
Types of rejection
There are different children, with different needs for communication. A single friend is enough for one, with whom they see once a week, so as not to feel lonely and proudly consider: "I have a friend." And it’s bad for the other if a whole noisy company does not swirl around him, where everyone obeys his word and even gesture.
It is possible to single out several types of rejection, all of which, to a greater or lesser extent, make the school life of the rejected child unbearable.
Bullying - the child is not allowed to pass, they are called names, beaten, persecuted. Purpose: revenge, fun and more.
Active rejection - arises in response to the initiative coming from the rejected child, they make it clear that he is nobody, his opinion means nothing.
Passive rejection- arises in situations when you need to choose someone for the team, accept into the game, sit down at the desk, in such cases, the children usually refuse, saying: “I won’t be with him!”.
Ignoring- they simply do not pay attention to the child, do not communicate, do not notice, have nothing against, but are not interested either.
moral violence- Verbal attacks from peers. Moral violence can include threats of physical violence, blackmail. Blackmail is most often associated with a threat to tell adults about something, to give them some offense of the victim if she does not comply with the requirements of the persecutor.
Name calling - psychologist M.V. Osorina writes: “Name calling is always a test of the child’s “I” for psychological strength.” It is the name-calling from peers that most often complain of outcast children.
Nicknames and teasers - Why do children so willingly and often repeat hurtful words? Firstly, they are attracted by the emotionality with which these words are pronounced by the people around them. A swearing person usually “radiates” boundless self-confidence, his gestures are very expressive, a certain excitement and tension arise around him. Secondly, seeing that such words shock, anger and upset the person to whom they are addressed, children begin to use them to annoy and tease others.
Dear Respondent,
please take part in our scientific research and answer the questions honestly
We guarantee the anonymity of the survey
Are there students in your class with whom you do not communicate? NOT REALLY
Why don't you communicate with them?________________________________________________
Would you like to exclude them from the class? NOT REALLY
What repulses you about them (select):
Would you be able to befriend him if he changed? NOT REALLY
What would you suggest that they change in themselves? ______________________________________________
If you were rejected and knew the reasons for this, would you change your character traits, principles? NOT REALLY
Does the child's social status affect the reason for his rejection? NOT REALLY
Stock
"Let's be friends"
Questionnaire and diagnostics
students
Appendix 4
Team building games
Game "Raft"
Target: team building.
Equipment: whatman.
Instruction: the facilitator invites the participants to go on a trip along the fast river. Whatman is a raft. All participants stand on paper, supporting and helping each other. Suddenly, on the way, the travelers come across a large stone, on which the raft falls and breaks in half. The leader breaks the raft into two parts. The task of the guys is to stand on one half of the drawing paper, helping each other. This combination with tearing paper in half continues several times.
Discussion:
Guys, was it difficult for you? What were your difficulties? Would you like to help and support everyone? Could you leave your classmate? And if you didn't talk to him, what would you do?
Game "Brook"
Target: activation of communication skills
Instruction:
Children line up in pairs in a column, holding hands with a partner, facing the leading pair. The leading couple turns, stands in front of the entire column and begins to move deeper into the stream. The first pair passes the raised hands going through the gates, and the next one, on the contrary, itself passes through the gates of the pair going deeper into the stream, etc. The leading pair, which has reached the end of the stream, turns along the line, becoming its completion. Each next couple, being in the place of the leader, in turn, turns to face the line and begins to move deeper into the stream. The movement is repeated until the leading couple is in their place, waiting for everyone else to come to their places. Then the next figure begins.
Game "Mountain Pass"
Target: cohesion of the children's team.
Instruction:
The facilitator divides the guys into two groups so that the rejected guys are in both groups. I group of guys joins hands and makes "obstacles". Group II also joins hands and overcomes obstacles without breaking hands and helping each other.
Game "Suitcase"
Target: developing the ability to find positive qualities in others.
Instruction:
all participants sit in a circle. One of them goes to the center,
and the rest on small pieces of paper write one positive quality of the participant and a compliment standing in the center of the circle.
Most managers, when asked about their attitude to conflicts in the team, will answer that the latter are undesirable for the manager and the organization. However, you can look at this problem from the other side: such clashes, reflecting the principle of the struggle of opposites at the level of individuals, social groups and the team as a whole, help the institution to develop. What are the causes of disagreements and how to resolve them?
Today, each institution is striving to increase the effectiveness of its activities, and for this, in particular, it is necessary to perform a number of actions in relation to the personnel: to establish a workflow, competently select a team and ensure that there are no disagreements and psychological tension in it. That is why it is important to prevent or minimize conflict situations in the institution. If this is unattainable, it is advisable to use conflict as a management tool, achieving positive results with its help.
Classification of conflicts
There are many classifications of conflicts. The grounds for comparison here may be the source of the conflict, the form of its expression, the method of resolution, the type of relationship in the conflict, the subsequent socio-psychological effect, etc. Let us consider some key characteristics of such clashes.
By direction, conflicts are divided into horizontal, vertical and mixed. The first type includes disagreements in which the persons involved in them are not subordinate to each other. Accordingly, the second type covers employees included in the vertical hierarchy. The third type combines the features of the first two. According to psychologists, conflicts with a vertical component (that is, vertical and mixed) account for a share of 70-80%.
According to their meaning, conflicts are divided into constructive (creative, positive) and destructive (destructive, negative). You can’t leave the first, but you need to leave the second.
By the nature of the causes, objective and subjective conflicts are distinguished. The former are often resolved constructively, the latter destructively.
Conflicts are also classified as official (formal) and informal (informal), which, as a rule, is associated with the organizational structure of the institution. This is where the “horizontality” or “verticality” of disagreements manifests itself.
In turn, the socio-psychological effect of conflicts can be as follows:
— develops and activates each of the conflicting individuals and the group as a whole;
- one of the conflicting personalities (or a group) asserts itself or develops and the other person (group of persons) is suppressed, limited.
From the point of view of social interaction, conflicts are intergroup, intragroup, interpersonal and intrapersonal.
In the first case, the parties are social groups pursuing incompatible goals and hindering each other with their practical actions (for example, ordinary and administrative personnel). Socio-psychological studies show that one's own group in any situation looks better than another. This is the source of intergroup tension and conflict. The main conclusion that social psychologists make is: If you want to remove intergroup conflict, you should reduce the differences between groups.(for example, to ensure the absence of privileges, fair wages).
The second situation most often occurs in weakly cohesive and value-disparate groups. Relationships within the group, manifested in freedom and openness of communications, mutual support, friendliness and trust towards the other side, increase the resistance of such a group to conflicts and help to avoid them.
If such a regulatory mechanism does not work, and the conflict develops slowly, conflict in the group becomes the norm of relations. If the conflict progresses quickly and the group still remains fragmented, destructive consequences occur: general dissatisfaction of the team members, a decrease in the level of cooperation, strong devotion to “one’s own” in unproductive competition with “others”, etc. In this case, the other side quite often introduces himself “ enemy", their goals are seen as positive, and the goals of "others" as negative, the importance is attached to winning the conflict, and not solving the real problem.
The third case (interpersonal conflicts) is the most common. Such disagreements arise because of the personal characteristics of people and their attitude to the situation. In particular, the features of a conflict personality are intolerance to the shortcomings of others, reduced self-criticism, emotional restraint, ingrained negative prejudices and prejudices, aggressiveness, anxiety, and a low level of sociability.
Main causes of conflicts
One of the professional qualities necessary for a leader is the ability to prevent conflicts, extinguish them at the stage of their inception. This is facilitated by understanding the causes of disagreements.
So, Objective reasons include the following listed in the table.
| Activity aspect | Causes |
| Institution management | - imperfection of the organizational structure; — unclear distribution of rights and obligations between employees; — disproportion of rights and responsibility for the results of activities; - contradictions between the functional responsibilities enshrined in job descriptions and the requirements for the employee |
| Workflow organization | - unsatisfactory organization of work; - violation of the regime of work and rest; - low level of labor and performance discipline; - excessive workload of the employee, leading to constant haste in completing tasks; - the vagueness of tasks, which makes it difficult to choose the means of their implementation and leading to the employee's uncertainty in actions |
| Staff professionalism | - low professional level of subordinates, slowing down the execution of tasks; - imperfection of the system of selection and placement of personnel; — uncertainty of prospects for professional and job growth |
| Economic component | - imperfection of the system of remuneration and bonuses; - salary arrears |
| Material and technical equipment | - lack of necessary funds and equipment; - outdated and worn out equipment |
| Sanitary and hygienic conditions | - unfavorable working conditions; - violation of the operating mode |
Work in these areas will allow not only timely resolution of emerging conflicts, transferring them into a constructive direction, but also improving the management system in the institution as a whole.
Subjective reasons are associated with the personality of the leader or employees. For example, managers can perform such actions leading to conflicts:
1) violation of official ethics (disrespectful attitude towards subordinates, imposing one's opinion, failure to fulfill promises and obligations, intolerance of criticism, inability to correctly criticize the actions of employees, suppression of information necessary for the performance of subordinates of their duties);
2) violation of labor legislation;
3) unfair assessment of subordinates and the results of their work.
Conflict Strategies
There are five main strategies for dealing with conflict. Which of them is better to use in a given situation and with a certain warehouse of the leader's personality?
Style of competition (rivalry) suitable for a person with a strong will and authority, not very interested in cooperation with the other side and striving Satisfy your own interests first. This style can be used under the following circumstances:
- the outcome of the conflict is very important for the leader and he makes a big bet on his solution to the problem that has arisen;
- the manager has sufficient power and authority, and it seems obvious to him that his decision is the best;
- there is no choice when making a decision;
- it is necessary to make an unpopular decision, and the manager has enough authority for this;
- in relation to subordinates with whom the leader interacts, the authoritarian style of management is most effective.
This style is not used in close personal relationships, because it does not cause anything but a feeling of alienation. Also, the style of competition is inapplicable in a situation where a person does not have sufficient power, and his point of view on the issue under discussion diverges from the point of view of a superior leader.
Collaboration Style suitable in cases where, in defending their own interests, the leader must take into account the needs and wishes of the other side. This path, the purpose of which is Development of a win-win solution, requires long-term work to resolve differences. And for this, the parties to the conflict need to be able to explain their intentions, listen to each other and restrain emotions. Otherwise, cooperation will be ineffective.
You can apply this style in such situations:
- a common solution is required, and each of the approaches to resolving the problem is important and does not allow for compromise;
- the leader (or institution) has developed a long-term, strong and interdependent relationship with the other party;
– the main goal is to acquire joint work experience;
- the parties are able to listen to each other and state the essence of their interests;
- it is necessary to combine different points of view and increase the involvement of employees in activities.
Compromise style is that the parties seek Resolve disagreements with mutual concessions. It resembles the collaborative style, but is applied at a more superficial level, as the parties are somehow inferior to each other. Style is most effective when the parties strive to achieve their goals, but know that at the same time this is unattainable. For example:
- the parties have equally convincing arguments and have the same power and authority;
- the solution of this problem is not very important for the leader;
- a manager can arrange a compromise, since there is no time to develop a different solution or other approaches to solving the problem have proven to be ineffective;
- a compromise will allow the leader to get at least some benefits, otherwise you can lose everything.
Evasion Style usually implemented when the problem under discussion is not so important for the manager, he Not collaborating to come up with a solution. This style can be applied in the following cases:
- the source of disagreement is insignificant against the background of solving other more important tasks, so the manager believes that this problem is not worth wasting energy on;
- the manager knows that he cannot resolve the issue in his favor;
— there is not enough authority to solve the problem in a way that is desirable for the manager;
– it is necessary to buy time to study the situation and obtain additional information before making any decision;
- it is not advisable to try to solve the problem immediately, since the recognition and open discussion of the conflict can only worsen the situation;
- subordinates can successfully resolve the conflict themselves.
It should not be thought that the use of this style is always an escape from a problem or an evasion of responsibility. In fact, avoiding confrontation or postponing conflict resolution may be a very appropriate response, since the problem can resolve itself or will be resolved later, but already with the necessary resources.
Fitting style means that the leader, acting jointly with the other party, Not trying hard to defend their own interests. This style of behavior is most effective in cases where the outcome of the case is extremely important for the other side and not very significant for the leader, or when the latter sacrifices his interests in favor of the other side. For example:
- restoring calm and stability is a more important task than the content of the conflict;
- the subject of disagreement is not important for the leader;
- the position of the leader is erroneous;
- the manager does not have enough authority or chances to defend his interests.
Note that none of the considered styles of conflict resolution can be called the best. The head and employees of the institution should use all models of behavior, choosing from them depending on the specific circumstances.
Conflicts in medical institutions
In healthcare settings, disagreements tend to be Occur not between employees, but between them and service recipients. Conflicts can involve, on the one hand, health workers and medical teams as a whole, and on the other hand, patients and support groups taking their side. The level of conflict in the relationship between a health worker and a patient depends on many things: the qualifications of the medical staff, the material and technical base of the medical institution, the quality of the services provided and their cost (if they are provided on a paid basis), the patient's assessment of the objective (organizational, technical and financial side) and subjective components medical care (for example, the level of diagnosis and treatment).
Conflict behavior is often inherent in patients of pre-retirement or retirement age, as well as low-income citizens, limiting their ability to receive paid (or partially paid) types of medical care and treatment with the most modern medicines.
The causes of controversy will vary for different types of medical activity. In particular, in the polyclinic, the main provoking factor is the reduction in the duration of the doctor's appointment, and in the dental clinic, the discrepancy between the price and quality of the service (with a paid form of its provision).
Most often, conflicts with patients are resolved already within the walls of the institution - at the level of the doctor, head of the department, management. However, there is also a judicial upholding by the patient of his position.
When discussing disagreements, much depends on the behavior of the health worker. On the one hand, complete avoidance of conflicts is wrong and practically unrealistic. On the other hand, when getting into a conflict situation, an employee needs to remember its positive side (the ability to identify a problem and improve work as a whole) and build a partnership model of relationships with the patient.
Conflicts in educational institutions
Participants in conflict situations in schools are teachers and management of the institution, as well as students and their parents. Here we can distinguish the following types of disagreements.
1. Motivational conflicts arise between teachers and schoolchildren due to the fact that the latter either categorically do not study, or study without interest, under duress. Based on personal motivation (its absence), such conflicts can grow and eventually lead to confrontation between the teacher and the student.
2. Conflicts between the teacher (parents) and the student related With the organization of training, especially pronounced in four time periods. So, when a child enters the first grade, he changes his leading activity (from playing to learning), new responsibilities appear. When moving from elementary school to secondary school, the student no longer studies with one teacher, but with different subject teachers, new school disciplines are added. When studying in the 9th grade, the student faces the problem of choosing: to go to a secondary specialized educational institution or continue his studies in the 10th-11th grades. Finally, during the period of graduation, the future profession is determined, exams are taken at the university.
3. Conflicts in the interaction of students among themselves, teachers and schoolchildren, teachers with each other, teaching staff and school administration arise Due to the personal characteristics of the conflicting, their attitudes and values. Thus, leadership conflicts are common among students, and in the middle classes, confrontations between groups of boys and girls are added to them. The reasons for disagreement between teachers can be very different - from school timetable issues to a mismatch of personal attitudes. Conflicts between teachers and school management can be caused by problems of power and subordination.
Mediation of the leader as an effective method of conflict resolution
In their practice, leaders must have encountered the need to resolve conflicts. This is where a special mediation technique. The mediator in a conflict situation develops and strengthens the constructive elements in communication and interactions, he does not join the point of view of any of the parties, he maintains neutrality regarding the subject of the conflict.
The technique consists of four steps.
First step - Find time to talk. At this stage, the mediator helps the parties to agree on the time and place of negotiations, while the following conditions must be met:
1) the conversation should be long (two to four hours);
2) the room is chosen so that external interference is excluded (telephone conversations, door opening, etc.);
3) the time of the conversation is determined in such a way that none of the participants is limited by it;
4) in the negotiation process, one should not use pressure techniques (to force another person to give in, give up);
5) if negotiations have begun, it is forbidden to leave the room before the end of the set time.
Second step - Plan an event. At the very beginning of the conversation, it is important to “start” it correctly. The leader may give an introductory speech. The attitude that he must convey is that he does not force any of the parties to the conflict to completely abandon their own position. Together with the participants, the leader will develop a new position that will take into account the positive elements of all conflicting opinions.
Third step - let me talk. At this stage, you need to identify the subject of disagreement and formulate the problem. This will be facilitated by the fact that the parties will fully express their position and listen to someone else's.
Fourth step - Come to an agreement. At this stage, the negotiators are psychologically ready for reconciliation. And the leader, as a mediator, must objectively make a decision that will suit all the conflicting parties and lead them to an agreement.
In conclusion, we note that in practice there is no universal method for resolving conflicts that arise in an organization. The effectiveness of the chosen strategy directly depends on the situation itself. Therefore, the results in eliminating disagreements are achieved by those leaders who own the entire arsenal of behavioral strategies and change them in a timely manner depending on the specific circumstances of the conflict.
36 interpersonal relationships in a group
The system of interpersonal relations includes a set of likes and dislikes, preferences and rejections of all members of the group.
sociometric status
Each individual in the group has a sociometric status, which can be defined as the sum of preferences and rejections received from other members. Sociometric status may be higher or lower depending on what feelings other members of the group experience in relation to this subject - positive or negative. The totality of all statuses defines status hierarchy in the group.
The highest status are the so-called sociometric stars- members of the group having the maximum number of positive choices with a small number of negative choices. These are the people to whom the sympathy of the majority, or at least many, of the members of the group is directed.
Next come high-status, middle-status and low-status group members defined by the number of positive choices and not having a large number of negative choices. There are groups in which there are no sociometric stars, but only high, medium, low status.
At a lower level of intergroup relations are isolated- subjects that do not have any choices, both positive and negative. The position of an isolated person in a group is one of the most unfavorable.
Outcasts are those members of the group who have a large number of negative choices and a small number of preferences. At the last rung of the hierarchical ladder of social preferences are neglected or outcast- members of the group who do not have a single positive choice in the presence of negative ones.
Often the position of a sociometric star is considered as a position of a leader. This is not entirely true, since leadership is associated with intervention in the process of action, and sociometric status is determined by feelings. It is possible to meet subjects who are both sociometric stars and leaders, but this combination is rare. A person often loses the sympathy of others, becoming a leader. A sociometric star causes a good attitude, primarily because other people feel psychologically comfortable in the presence of this person. As for the leader, his socio-psychological function is connected with management.
The problem of combining a leader and a sociometric star in one person is extremely acute both for the individual and for the group as a whole. Sometimes, in critical social situations, this can provoke some tendencies of fanatical behavior of group members. In an ordinary family, roles can be distributed as follows: the father is the leader, the mother is the sociometric star. The high-status, middle-status, and low-status members of a group usually make up the majority.
Isolated, rejected and neglected members of the group are at risk according to the criteria of interpersonal relationships. Particular attention should be paid to the position of the isolated person. In many cases, it turns out to be more unfavorable than the position of the outcast or even the neglected. A negative attitude towards a person in a group is a more favorable social factor than the absence of any attitude, since a negative incentive is better than its absence. Sometimes the transition of a person from a position of neglect to a position of isolation is considered a great punishment. The phenomenon of boycott influence is known - the termination of relations with a person, the lack of response to his words and deeds and the manifestations of various feelings towards him. With a boycott, a person finds himself not in the position of the neglected, to whom the negative feelings of those around him are directed, but in the position of the isolated, to which those around him are completely indifferent. Changing the sociometric status of a group member is an important issue. A person's status is often a relatively stable quantity. However, from the point of view of personality development, the immutability of the sociometric status is considered as a risk factor, even if it is a high status.
The need to change the sociometric status dictated by human needs to develop flexible behavioral strategies for social adaptation in different groups. Therefore, it is advisable to go through the various statuses. The complexity of the problem also lies in the fact that people perceive and relate to their status differently. Most have an idea of what status they hold in the primary group. Average-status members of the group, as a rule, perceive their position adequately. But the extreme status categories, due to the action of psychological defenses, often perceive the attitudes of other people towards themselves inadequately. Most often it is sociometric stars and neglected members of the group who are not aware of their position in the system of interpersonal relations in the group.
The stability of sociometric status is determined by many factors, among which are the following:
appearance (physical attractiveness, the leading modality of facial expressions, appearance design, non-verbal language);
success in leading activities;
some character traits and temperament(tolerance, sociability, goodwill, low anxiety, stability of the nervous system, etc.);
correspondence of the values of the individual to the values of the group of which he is a member;
position in other social groups.
To change the status of a person in a group, sometimes it is enough just to work with one or another status factor.
Reciprocity of emotional preferences
Knowledge of the sociometric status does not provide complete information about the position of a person in the system of interpersonal relations. It is necessary to know about such a phenomenon as reciprocity of emotional preferences group members. Even a sociometric star will feel disadvantaged if her choice is not reciprocated. Conversely, a neglected member of the group may feel quite well if his choice was mutual. The more mutual choices a group member has, the more stable and favorable his position in the system of interpersonal relations will be. Groups differ considerably in the reciprocity of the choice of their members. If there are few mutual choices in the group, then there will be a weak coordination of actions and emotional dissatisfaction of its members with interpersonal relationships.
Interpersonal relationships in a group include relationships of interpersonal preference.
small group is divided into microgroups, and the larger the small group, the greater the number of microgroups in it. Each microgroup has its own sociometric structure. Often a microgroup is a group of friends with common interests. Sometimes the association of people into microgroups can be caused by other reasons, for example, belonging to a certain social stratum, etc.
Revealing the rejection system in a group is necessary to predict its actions in a situation conflict. Rejections in a group can be grouped into three types.
The first type is normative, indicating the well-being of relations in general, when rejections are not pronounced, there are no persons who received a large number of negative choices, and all rejections are distributed relatively evenly. There are no people whose rejections would prevail over preferences.
The second type is the polarization of rejections, in which two main microgroups are distinguished that reject each other.
The third type is the most unfavorable for the group, when there will be only one outcast, acting as a defendant for all misunderstandings, the so-called "switchman". Sometimes in a group, a negative attitude towards one person on the part of the majority can be quite justified. However, such cases are considered exceptional. If the group always chooses the switchman, then we can conclude that the nature of interpersonal relations in it is unfavorable. Even if the rejected person leaves the group, a new "guilty" person will be found for the appropriate role.
Group habits in the system of interpersonal relations are formed in the same way as any other group actions.
Habit refers to a form of social control and directs the behavior of specific individuals and the group as a whole.
The most important characteristics of the system of intragroup preferences are: sociometric status, reciprocity of choice, the presence of stable groups of interpersonal preferences, and a system of rejections. Despite the equal importance of all characteristics, special attention is paid to the status of the subject. This is due to the fact that, firstly, the status has a relative social stability, and the subject often transfers it from one group to another. Secondly, it is the dynamics of the status hierarchy that entails the corresponding changes in the system of rejections and relations between microgroups. In addition, a person's understanding of his status in the system of interpersonal relations has a significant impact on the self-esteem of the individual.
In the context of the process of group pressure, one usually speaks of conformity, which is understood as behavior individual in relation to the position of the group, the measure of his "submission" to group pressure, his acceptance or rejection of group norms and rules. The opposite concepts of conformity are independence of behavior, independence of views, resistance to group pressure, etc.
Conformity manifests itself most prominently in conditions of open conflict between the opinions of the group and the individual. The extent to which the individual is ready to follow the opinion of the group (even if it is obviously wrong), and determines the degree of its conformity.
The mechanism of group pressure was clearly demonstrated in the well-known experiments of S. Ash. A group of subjects of 7-9 people who were in a common room were asked to compare two cards proposed by the experimenter. On one card there was one vertical line, on the other - three, but of different lengths. One of the lines on the second card was identical to the one on the first.
The difference in the length of the three lines was quite obvious and, acting independently (outside the group), only one percent of the subjects could occasionally make a mistake in identifying the lines. In accordance with the instructions, the subject had to say out loud which of the three lines on the second card corresponded to the line shown on the first card.
Ash wondered what would happen if all members of the group began to give incorrect answers, if in this case group pressure could force an ignorant (i.e. unaware that the group deliberately distorts their estimates) subject to change his mind. The procedure was designed in such a way that in each of the groups there was only one ignorant subject and his turn to answer the question of the experimenter was the last.
The experiment began with several trial series. Here, all subjects gave the correct answers. Only after that the first subject, and after him all the others, began to give an obvious wrong answer. The “naive” subject answered last, and the experimenter got the opportunity to check whether he “stands” in his own, completely correct opinion or “succumbs” to the pressure of the group. The uninformed subject thus faced a dilemma: either to believe his own eyes and give an obvious and correct answer, or, following the opinion, to say what everyone says.
Numerous experiments conducted by Ash showed that about 35% of the subjects demonstrated conformal behavior, i.e. preferred to the obvious truth agreement with the group, i.e. every third gave a deliberately false answer, unable to resist the consensus omnium. In subsequent interviews, all subjects, including those who did not succumb to group pressure, reported that the opinion of the majority had a very strong effect on them, causing even the "persistent" to doubt the correctness of their answers. It is curious that, as a rule, the subjects associated their conformity not with objective processes within the group, but exclusively with their personal characteristics.
Intra-group conflicts The parties to an intra-group conflict are either individual members of the group, or individual groups within it, or a member of the group and the rest of it. The main criterion for the presence of an intragroup conflict is the destruction of intragroup ties. The main positive functions of such conflicts are those that do not affect the foundations of the existence of the group, contributing only to the reorientation of norms and relations according to the need that has arisen.
The conflict within the group can be a mechanism for the transformation of norms in relation to new conditions. Conflicts often lead to the creation of associations and coalitions within groups, which ensures interaction between members of the entire association, reduces isolation, creates the ground for the implementation of individual activity of group members Donchenko, E.A. Personality: conflict, harmony. / E.A. Donchenko, T.A. Titarenko - Kyiv, 1989 - P.48-55.
The most important factor determining the frequency of conflicts in groups is the general level of tension in which a person or group exists. Whether a particular event will lead to conflict depends crucially on the level of tension or social atmosphere in the group.
The main causes of most conflicts in groups, including organizations, are the distribution of resources, which are always limited; the interdependence of the tasks of a person or group; differences in goals, ideas and values, in behavior and life experience; and poor communications.
Every conflict has its consequences. Thus, several functional consequences of the conflict are possible. One of them is that the problem can be solved in a way that is acceptable to all parties, and as a result, people will feel more involved in solving this problem. This, in turn, minimizes or completely eliminates the difficulties in implementing decisions - hostility, injustice and compulsion to act against the will. Another functional consequence is that the parties will be more willing to cooperate rather than antagonize in future situations that may be fraught with conflict. In addition, conflict can reduce the possibility of groupthink and submissiveness syndrome, when subordinates do not express ideas that they believe do not correspond to the ideas of their leaders. Through conflicts, team members can work through performance issues before the solution is even implemented.
On the other hand, it is difficult to avoid dysfunctional consequences: dissatisfaction, less cooperation in the future, strong loyalty to one's group and more unproductive competition with other groups, perception of the other side as an "enemy", curtailment of interaction and communication between conflicting parties, increased hostility between conflicting parties, a shift in emphasis: giving more importance to "winning" the conflict than solving the real problem.
