Determination of the general level of sociability of students (Test V. Ryakhovsky) Test on the topic

The surrender estimation test, communicativeness contains the ability to determine the level of human society. You should answer questions using three options for answers - "Yes", "sometimes" and "no".

Instructions: "A few simple questions are offered to your attention. Answer quickly, unambiguously:" Yes, "no", "sometimes".

Evaluation of answers;

"Yes" - 2 points, "sometimes" - 1 point, "no" - 0 points.

The points obtained are summed up, and the classifier is determined to which category refers to the subject.

Test Classifier

30-31 points. You are clearly noncommunicable, and this is your trouble, since you are most suffering from this you yourself. But close to you people are not easy. It is difficult to rely on you in a case that requires group efforts. Try to be sociable, control yourself.

25-29 points. You are closed, undone, prefer loneliness, so you have few friends. New work and the need for new contacts If you do not entregted you in panic, then it is removed for a long time. You know this feature of your character and are unhappy with themselves. But not limit only to such discontent - in your power to turn these features of nature. Doesn't it happen that with any strong enthusiasm you acquire suddenly complete sociability? It is only worth shaking up.

19-24 points. You are in a certain extent sociable and in an unfamiliar situation feel quite confident. New problems are not frightened. And yet, with new people, go with a loose, in disputes and disputes are reluctant. In your statements sometimes too much sarcasm, without any reason. These shortcomings are fixed.

14-18 points. You have normal sociability. You are inquisitive, willingly listen to an interesting interlocutor, quite patient in communication, defend your point of view without quick-temperedness. We go to a meeting with new people without unpleasant experiences. At the same time, do not like noisy companies; Extravagant antics and verbose cause you irritation.

9-13 points. You are very sociable (sometimes, perhaps, even beyond measure). Curious, conversation, love to speak out on various issues, which, it happens, causes annoying. Fuckingly familiar with new people. Love to go in the spotlight, do not refuse anyone in request, although you can not always execute them. It happens, flare, but quickly move away. What you lack, so it is a perfection, patience and courage in a collision with serious problems. If desired, however, you can make yourself not retreat.

4-8 points. You must have a "shirt-guy". Persistence beats the key. You are always aware of all things. You like to take part in all discussions, although serious topics can cause you migraine or even Handra. Watchfully take a word on any question, even if you have a superficial representation about it. You feel everywhere in your plate. Take a job for any case, although you can not always successfully bring it to the end. For this very reason, managers and colleagues relate to you with some caution and doubts. Think over these facts.

3 points and less.

Your sociability is painful. You are speaking, verbose, interfere in affairs that have nothing to do with you. You take on to judge the problems in which are completely uncommon. Olyu or involuntarily you often have the cause of various kinds of conflicts in your environment. Hot-tempered, offensive, often be unjectary. Serious work is not for you. People - both at work, and at home, and in general everywhere - difficult with you. Yes, you need to work on yourself and your character! First of all, educate patience and restraint, respectfully feel about people, finally, think about your health - this style of life does not pass without a trace.
The text of the questionnaire

You will have an ordinary or business meeting. Does her wait for you?

Do you cause confusion and displeasure instructions to make a report, message, information at any meeting, meeting or like of the event?

Do you post a visit to the doctor until the last moment?

You are offered to travel on a business trip to the city where you have never been. Do you attach maximum effort to avoid this business trip?

Do you like to share your experiences with anyone?

Are you annoying if an unfamiliar man on the street comes to you with a request (show the way, call time, answer some question)?

Do you believe that there is a problem of "fathers and children" and what people of different generations are difficult to understand each other?

Will you be ashamed to remind a friend that he forgot you to return the money that took a few months ago?

In the restaurant, either in the dining room you filed a clearly poor-quality dish. Did you do, only angry with an invalid to the plate?

Once by one with an unfamiliar man. You do not join him in a conversation and will be painful if he speaks first. Is it so?

You are horrified by any long queue, wherever it is (in the store, library, cinema checkout). Do you prefer to give up your intention or wave into the tail and will be all waiting?

Are you afraid of participating in any commission to consider conflict situations?

You have our own purely individual criteria for assessing the works of literature, art, culture and any other opinions on this subject you are not acceptable. This is true?

Hearing anywhere in the sidelines, saying a clearly erroneous point of view on a well-known question to you, do you prefer to keep silent and not join the conversation?

Do you cause you annoyance of someone, please help understand this or another service issue or educational topic

Will you set out your point of view (opinion, evaluation) in writing than in oral?

Methods of studying competence in communication(according to the book "Psychological tests" editedA.A. Parelina, 2001)

1. Number of society (test V.F. Ryakhovsky).

IN possibility to determine the level of communicableof a person. Three options OT.vetov- "Yes," "sometimes" and "no". Answer quickly, unambiguously, write down the answers ("1 yes", "2 No", "3 sometimes", etc.).

You will have an ordinary or business meeting. Does her knock you outwaiting from the rut?

Do you cause confusion and displeasure instructions to speakwith a report, message, information at a meeting, withor like an event?

Do you post a visit to the doctor until the last moment?

You are offered to go on a business trip to the city where you neverwaited. Do you attach the maximum effort to avoid thismanding?

Do you like to share your experiences with anyone?

Are you annoying if an unfamiliar man appeals on the streetto you with a request (show the way, call time, answer somequestion)?

Do you believe that there is a problem "fathers and children" and thatdimes of different generations difficult to understand each other?

Will you send to remind you know that he forgot to youmoney that took a few months ago?

In the restaurant either in the dining room you submitted clearlydish. Did you do, only angry with an invalid to the plate?

Being one on one with an unfamiliar man, you will notpeit with him in a conversation and will be painful if he speaks first. Is it so?

You are horrified by any long queue, wherever she is(in the store, library, cinema checkout). Do you prefer to refusego from your intention or will be in the tail and you will languish inwaiting?

Are you afraid to participate in any compression commissionconflict situations?

You have our own purely individual evaluation criteriathe works of literature, art, culture and any other people's opinions on this subject are not acceptable. This is true?

Hearing anywhere in the sidelines, saying a clearly erroneous point of view on a well-known question for you, do you prefer about silent and not join the conversation?

Does your annoyance cause you anyone, please help figure outtom or other service question or educational topic?

Will you set out your point of view (opinion, assessment) inwriting than orally?

Response Assessment:

"Yes" - 2 points, "sometimes" - 1 point, "no" - 0 points.

The points obtained are summed up, and the classifier is determined,what category refers subject to.

Test classifier.

30-11 points. You are clearly noncommunicable, and this is your trouble, since you are most suffering from this you yourself. But close to you people are not easy. It is difficult to rely on you in a case that requires group efforts. Try to be sociable, control yourself.

25-29 points. You are closed, underwear, prefer otherhonor, so you have little friends. New work and the need for newcontacts If you do not enter you in panic, it is for a long time from equilibrium. You know this feature of your character and are under free to themselves. But not limit only to such discontent - inyour power is reversed these features of character. Doesn't happenthat with any strong passionism you buy suddenlycommunicability? It is only worth shaking up.

19-24 points. You are in a certain extent sociable and in an unfamiliarthe setting feels quite confident. New problems are not frightened. And yet with new people, go with a loaf, in disputes and the display tax participate reluctantly. In your statements sometimes too muchsarcasm, without any reason. These shortcomings are fixed.

14-18 points. You have normal sociability. You are in loveclamps, willingly listen to an interesting interlocutor, enough terpephalov in communication, defend your point of view without quick-tempered.Withoutunpleasant experiences go to a meeting with new people. T.time do not like noisy companies; Extravagant antics and manysummy cause you irritation.

9 - 13 points. You are very sociable (sometimes, perhaps, even overmeasures). Curious, talkative, love to speak differentlyrosam, which happens, causes annoying. Waitally meaningfaith with new people. Love to go in the spotlight, no onedeclare requests, although you can not always execute them. It happens,flash, but quickly move away. What you lack, so it is a perfection,patience and courage in a collision with serious problems.Fordesire, however, you can force yourself to retreat.

4- 8 points. You must have a "shirt-guy". Sociability beats outyou have a key. You are always aware of all things. You like to take part inall discussions, although serious topics can cause you migraine oreven Handra. Watchfully take a word on any question, even if you have a superficial representation about it. You feel everywhere in your plate. Take care of any case, although you can not always successfully bring it toend. For this very reason, managers and colleagues relate to you with some caution and doubts. Think over these facts.

3 points and less. Your sociability is painfulter. You are speaking, verbose, interfere in cases that do not haveany relationship to you. You are trying to judge the problems in whichcompletely incompetent. Free or involuntarily you often visitnumber of different kinds of conflicts in your environment. Hot-tempered, offendedchives are often imbiven. Serious work is not for you. Liudam - and at work, and at home, and in general everywhere - difficult with you. Yes, you need to work on yourself and your character! First of all raised treat patience and restraint, respectpeople finally think about their health - this style of life is notit goes without a trace.

Test on the assessment of self-control in communication. Test 2.

(The test is developed by the American psychologist M. Snider)

Read the ten suggestions that describe the reactions to some situations. Each of them you must appreciate how faithful or incorrect in relation to yourself. If the offer seems to you veror predominantly faithful, put next to ordinal butthe letter "B", if incorrect or mostly incorrect -the letter "H".

It seems to me difficult to imitate the habits of other people.dee.

I would probably send a fool to attract attention oredit others.

From me could get a good actor.

Other people sometimes seem to be worried about something more deepboko than it really is.

In the company I rarely find yourself in the spotlight.

In different situations and in communicating with different people, I often leadyourself completely differently.

I can defend only what I am sincerely convinced.

To succeed in affairs and in relationships with people, I try to beso what is expected to see me.

The Ryakhovsky method is quite simple: it is necessary to answer the following questions. One of the three possible answers: "Yes", "no" or "sometimes". It is important to answer, quickly, thinking little. Questions are simple and do not require comprehension - only honesty is needed.

You will have an ordinary or business meeting. Does you have waiting from the rut?

Do you cause confusion and displeasure instructions to make a report, message, information at any meeting, meeting or like of the event?

Do you post a visit to the doctor to the last?

You are offered to travel on a business trip to the city where you have never been. Do you attach maximum effort to avoid this business trip?

Do you like to share your experiences with anyone?

Are you annoying if an unfamiliar man on the street appealed to you with a request (show the way, call time, answer some question)?

Do you believe that there is a problem "fathers and children", and that people of different generations are difficult to understand each other?

Will you be ashamed to remind your friend that he forgot to return to you the money that took a few months ago?

In the restaurant, either in the dining room you filed a clearly poor-quality dish. Did you do, only angry with an invalid to the plate?

Once on one with an unfamiliar man, you will not join him in a conversation and you will not be mistaken if he speaks. Is it so?

You are horrified by a long queue, wherever it is (in the store, library, cinema checkout). Do you prefer to give up your intention or wave into the tail and will be all waiting?

Are you afraid of participating in any commission to consider conflict situations?

You have our own purely individual criteria for assessing the works of literature, art, culture and any other opinions on this subject you are not acceptable. This is true?

Hearing, somewhere in the sidelines, saying a clearly erroneous point of view on a well-known question to you, do you prefer to keep silent and not join the conversation?

Do you have an annoyance of someone, please help to deal with a particular service question or educational topic?

Will you set out your point of view (opinion, evaluation) in writing than in oral?

Test Ryakhovsky - key

The methodology that Ryakhovsky has developed, like many other tests, requires summarizing the results obtained. For each answer "yes", put 2 points, "sometimes" - 1 point, "no" - 0 points. Fold all the numbers and find your result in the classifier below.

· 30-31 points. You are very non-communicable, and it can bring to you and your loved ones. It is important for you to learn self-control, because in some cases the ability to interact is important than ever.
· 25-29 points. You can be called a closed person without oscillations, you probably have very little friends and in general a narrow circle of communication. Any new communication for a long time withdraws you from balance, and waiting for a meeting with an unfamiliar person and will imagine you in horror. You are probably unhappy with this feature of your character. With a strong passion, you are very communicable, and for you there are simple ways to solve this problem.
· 19-24 points. You are quite sociable, and even in a new setting you will feel very comfortable. However, in various disputes, you do not rush. In your expressions sometimes there is too much irony and sarcasm, but such a lack you themselves are easy to correct.
· 14-18 points. Your sociability within the normal range. You are curious in measure, know how to listen, you can defend your point of view, do not see once again. Meeting with new people does not oppress you, but noisy companies you carry insanely. As a rule, extravagant antics and verbose people are annoyed, seeking to attract attention.
· 9-13 points. You are very sociable, talkative and inquisitive. You love to express your opinion on various issues that it sometimes repels more closed people from you. You are easily familiar with and communicate, do not like to refuse request. Hot-tempered, but depart. As a rule, it is not enough to solve problems to solve problems, but it is easily corrected.
· 4-8 points. About such as you, say "shirt-guy". You are overly sociable and always aware of all events. Despite the love of conversations, you do not like to discuss any major topics. You are ready to speak even about what you hear for the first time in my life. Despite the fact that you everywhere feel great, others treat you with caution, as you are not the most reliable person. Trust your mystery or convince you to bring the started thing until the end is sometimes impossible. You should develop an effortfulness and relate to the information more seriously.
· 3 points and less. You are painful sociable. You often interfere with other people's affairs, judge about what you do not know, quick-tempered and easily offended. Serious work is clearly not for you - you often are too superficial. As a rule, an ordinary person is difficult with you. You should work on your character, learn to be more restrained and tolerant person. Perhaps it is worth even chatting with a psychologist on this topic, because because of this style of life you are likely to have problems at work and in personal life.

1. General level of sociability (Test V.F. Ryakhovsky)

2. Methods of studying communicative and organizational inclinations (KOS).

The methodological basis of the study is the principles of a personal approach (B.G. Ananev) adopted in domestic psychology; system campaign (E.G. Yudin); Objectivity of research and determinism (A.N. Leontiev, S.L. Rubinstein).

Lomova B.F., Leontiev A.A., Parygina, Labunskaya V.A., Tolstoy A.V., Gorelova I.N., R.S., Nemova, E.I. Head, L.P. Grimac and others.

Experimental base: Students of universities in Yoshkar-Ola, in the amount of 10 people took the research.

Chapter 1. The problem and styles of communication in modern psychology 1.1 Concept and main characteristics of communication

Communication as a specific social attitude has long attracted the attention of philosophers and representatives of other regions of public thought. Nowadays, communication has become a subject of special study in the whole group of sciences - first of all, in general and social psychology, in sociology, pedagogy, in ethnography, in ethics and aesthetics and other sciences. Of course, each of these sciences considers communication within its specific scientific issues.

It would seem that the meaning of the concept of communication is clear and special clarifications do not require. There is, however, a lot of concepts whose value in everyday speech and in scientific use does not quite coincide. It also happens that in the science itself, the term is used in different values. This applies to the concept of "communication." In psychology there are different approaches to understanding communication.

In the psychological dictionary, communication is defined as follows: "Communication is the interaction of two or more people, consisting in the exchange between them with the information of a cognitive or affective-assessment."

V.N. Pafenov, considering the epistemological formula of communication, "which involves the consistent dependence of the following phenomena: a person - a channel - a sign - meaning - meaning - the ratio - behavior - personality," believes that this chain determines the "main problem moments of the communication process that arise in the context of all Levels of interaction of people with differentiation of them according to the main functions of the subject of communication. " Allowing that all human functions are its functions as a subject of mental activity, it proposes to include communicative, information, cognitive, emotive, conmature and creative functions in the number of basic functions. Since these functions also occur in human interaction processes with a person, and in the processes of human interaction with objects, the author believes that they can be considered universal functions in the structure of a holistic shared act.

Obviously, communication is the most important factor in the formation and development of the personality. When moving from a general philosophical to other levels of analysis, it is concreted by ideas about the communication process, the content of all the new faces of this phenomenon is revealed.

The study of communication as a personality development factor in socio-psychological analysis suggests, first of all, the search for transitions of objective relations into subjective, as well as the objectification of subjective relations in the communication process.

Categories "Communication", "Public Relations", "Activities" are in an inseparable relationship, and "the necessary mediated link between the categories of" public relations "and" communication "is an understanding of a person as a subject of activity."

Analyzing the interaction of categories "Public Relations" and "Communication" in the general philosophone level, it is possible to provide dialectics of their relationships, as a dialectic of the essence and phenomenon, content and forms, universal, special and single. At this level, communication acts as a process of actualization of all relations of public individuals. The human relation itself is considered here as a certain integrity, in the unity of subjective and objective moments. Communication acts as an extremely widespread concept as the process of actualization of all human relations, being, in fact, the attribute of the very being of people.

Theoretical issues of the general relationship the theory of communication are raised in the works of S.S. Battenina, G.S. Batischeva, L.P. Buva, M.S. Kagana, V.M. Sokhnina. The importance of learning the category of communication and all the qualities of the person necessary for its success, filed by A.A. Brudny, was marked still in ancient times.

Conceptual development of the problem of communication in domestic psychology, first of all, "knitted with the names B.G.ananiev, L.S. Vygotsky, A.N. Leontiev V.M. Meatsishcheva, S.L. Rubinstein, who considered communication as an important condition for the mental development of a person, its socialization and individualization, the formation of a person.

The study of the genesis of communication abroad was engaged in J. Bowlby, R. Space, A. Freud and many others.

The 13th early 60s of the XX century, a wide study of the genesis of communication was launched in domestic psychology. So, for example, the problems of the interaction of the adult and the child are reflected in the works of N.M. Slikovanova, N.A. Ascarina, V. Tonkova-Yanpolskaya. Thanks to this scientist, a scientific school of the normal physiology of childhood was created. M.I. Lisin and A.V. Zaporozhets subjected to a systematic and in-depth study of the genesis of communication in children of the first years of life.

E.G. Horbon sought to build a philosophical theory of communication, relying on the psychological concept of communication, presenting it as spiritual interpersonal contact, as "personification of social relations." Other researchers, considering communication, rely in its understanding of these sciences, which often leads to a one-sided interpretation of communication. So, in the work of B.A. Rodionova Communication is identified with communication.

Development in the 60s of the 20th century of social psychology as a scientific discipline at the junction of sociology, psychology and philosophy gave impetus to the consideration of communication under a new angle of view. In the book published in 1965, B.D. Parygin "Social psychology as a science" The problem of communication was allocated as one of the items of studying this science. Under the communication here is a mental interaction of people in all its forms, including informational and communicative, and recipe, and opposite. The author of the next monograph came to communicate as a subject of socio-psychological research even greater importance, recognizing it with one of the main objects of analysis. At the same time, communication was still interpreted as a purely psychological phenomenon, as a "complex and multifaceted process, which can act at the same time and as the process of interaction of individuals, and as an information process, and as a relationship of people to each other, and how The process of their mutual influence on each other, and as the process of empathizing and mutual understanding of each other. " Having allocated in communication, the content (communication) and the form (interaction or interaction), then, on the basis of these structural components again allocates content and form. Thus, the definition of B.D. Parygina focuses on a systematic understanding of the essence of communication, its multifunctionality and activity nature.

In the work of E.S. Kuzmina "Basics of Social Psychology" Communication is considered as the basis for building a system of socio-psychological knowledge: "In social psychology, all subjectively psychological qualities: installations, values, motives, group norms are considered by themselves, in their maintenance and mechanisms, as a result Direct communication of people through the prism of which the entire system of social relations is affected. " Such an understanding of communication laid the basis for the idea of \u200b\u200bits integrity, since it was not a simple sum of different forms of mental contacts of individuals, but the main phenomenon of individual and collective psyche. There is no doubt that the study of the social psychology of communication of people was of great importance to deepen the general scientific understanding of human, life, culture. With differences in a specific interpretation of communication within the framework of social and psychological theory, as well as its place in the subject of science, communication was recognized by all representatives of this science with a necessary object of research, and it brought many valuable and practically important results.

As part of research on children's and general psychology, communication is traditionally considered as a condition for the development of a person in the works of V.N. Panferova, B.F. Lomova, M.I. Lisina, L.I. Bozovic.

A.N. Leontyev considered communication and labor with two main types of human activity. This is the essence of its concept and analysis of communication as the activity he identified as "communicative activities."

At the same time, in the work "Man: Activities and Communication" L.P. Bueva interprets communication as something fundamentally different than activity: "Activities and communication are two interrelated, relatively independent, but not the equal aspects of a single (individual and public) process of life."

B.G. Ananya also recognizes communication with one of the three main types of human activity, along with difficulty and knowledge.

B.F. Lomoms in their research claims that "incorrectly considering the problem of communication only as extremely belonging to social psychology", because within the complex of psychological sciences, this problem is also interested in the psychology of labor, and the psychology of management, and engineering psychology, and medical, and pedagogical, "in which The problem of communication is one of the central ", and psycholinguistics, and, finally, the general theory of psychology."

B.F. Lomov argued that communication cannot be determined as a form of human activity that it is something fundamentally different from the activity, because it connects the subject not with the object, but with another subject.

By definition G.M. Andreva "Communication is the process of establishing and developing contacts between people, which includes the exchange of information, the development of a single interaction, perception and understanding by the person of another person."

Trying to overcome the one-sidedness of various interpretations of this problem, G.M. Andreeva proposed a wider understanding of the coupling and communication, "when communication is considered and as a side of joint activities (since the activity itself is not only labor, but also communication in the labor process), and" sak its peculiar derivative ". G.M. Andreeva considers the main processes of communicative activity: actually communicative (providing information sharing), interactive (regulating partners' interaction) and perceptual (organizing mutual perpetration, mutualization and reflection in communication).

M.I. Lisin As a result of many years of experimental studies of communication processes in children, its components allocate such: subject to communication, the need for communication, communicative motives, communication, communication tasks, communications, communication products:

The subject of communication is another person, a partner for communicating as a subject;

The need for communication is the desire of a person to know and evaluate other people, and through them with their help - to self-knowledge, to self-assessment;

Communicative motifs - this is why communication is being made;

Communication actions are units of communicative activities, a holistic act addressed to another person;

Means of communication are those operations with which communication actions are carried out;

The product of communication is the formation of a material and spiritual nature, as a result of communication.

Based on the principles of system analysis, Kagan M S. allocates the following communities:

1) the purpose of communication is outside the interaction of subjects,

2) the purpose of communication is concluded in it itself

3) The purpose of communication is the acquisition of a partner to the experience and values \u200b\u200bof the initiator of communication,

4) The purpose of communication is the acquisition of its initiator himself to the values \u200b\u200bof the partner.

Productive development of the problem of classification of communication functions is contained in the works of B.F. Lomova. In them, according to his own assessment, an attempt was made yet an incomplete classification of some of the basic functions of communication, in particular two rows of functions on different bases. The first includes three classes of the following functions: information and communicative, regulatory - communicative, affective-communicative; The second is determined by another base system and includes the organization of joint ventures, the knowledge of each other, the formation and development of interpersonal relations.

The formation of communication needs may also be considered in terms of determining the patterns inherent in the formation of any communicative need for the inclusion of an individual into the system of interpersonal relations. An analysis of the development of communication needs in ontogenesis allows us to consider through the prism of the evolution of the communicative need for the formation of the personality and its development, shows the general role of communication as one of the most important factors of socialization.

In the scheme of the evolution of communication needs proposed by M.I. Lisina, there is an emergence of a new need - in understanding, in emotional empathy, because only subject to the satisfaction of these needs, the formation of adequate self-assessment and mutualization is possible.

Newcom divided social needs that determine the interaction and communication into three main types: 1) the needs oriented need or the purpose of interaction; 2) the needs oriented of the Communicator himself; 3) Needs focused on the interests of another person or society as a whole. In real social behavior of a person, all three types of needs are always performing, which, however, hierarchworms in different ways.

In motivation, V.G. notes Leontyev, there is a "coordination of external influences, key, restoration, launch stimuli with the internal state of a person, with his needs and other mental formations, which is acquired and innate experience." Motivation is an active process that comes to meet exposure from the outside. It directly opposes the "external" person through his behavior and activity.

Researchers allocate voice (verbal) and non-verbal (non-verbal) means in communication.

In particular, the richest range of non-verbal funds, embodied in the peculiarities of rituals, greetings, farewell, is used in communication; in the emotional tone of communication, depending on the situation, reflecting national, professional or other features of communicating; Conventional gestures, known only to a social group, and many others. The behavior of a person is based on the actions and actions surrounding him, and communication in itself is self-effect.

On the basis of the study of communication, such a personality feature is considered as sociable manifested in communication. Comparison of literature data allows you to characterize sociability as a relatively sustainable individual property, which develops during communicative activities and manifests itself in it. Persistence as an identity property includes the following signs: the desire to communicate, the initiative to communicate, the ease of entry into contact, the stability, the breadth of communication, the expressiveness of communication and the signs of the extracerted orientation. Sociability in the broadest sense is the mental readiness of a person to organizational and communicative activities.

In psychology, three functions of communication are distinguished (sometimes they are called parties, aspects), which allow you to more clearly strudule this process. Among them are allocated: communicative, including information exchange; interactive, providing for the organization of interaction; Perceptive, reflecting the process of perception and forming the image of another person and establishing interaction. Consider each of them.

Communicative communication function provides that people in joint activities are exchanged by various ideas, ideas, feelings, moods, etc. This is the information of human communication, during which information is not simply transmitted, but is formed, specified, develops.

Communicative function has its own specifics. First, communication is not just an exchange or motion of information. Here we are dealing with the attitude of two individuals, each of which acts as an active subject. Schematically, communication can be represented as an intersublectic process (S \u003d S), as "subject-subject relationship of active exchange of information, during which the subject of communication is jointly comprehended.

Secondly, the exchange of information provides for the mutual influence of subjects, implies the psychological impact on the behavior of a partner in order to change it.

Thirdly, the communicative effect is possible only when subjects have a uniform or similar coding and decoding system, i.e. They speak in the same language when the signs and the values \u200b\u200battached to them are known to everyone.

Fourthly, communication barriers wearing social or psychological character are characterized to communicate. On the one hand, this is a different globility, a worldview, world-up -ring, generating different interpretation of the same concepts. On the other hand, barriers can wear a purely psychological nature due to individual identity features (shyness, secrecy, distrust, incompatibility, etc.).

The interactive function of communication is associated with the development of strategy, tactics and techniques of the interaction of people, the organization of their joint activities to achieve certain goals. Such communication involves the achievement of mutual understanding, the application of joint efforts to further organize activities, in the final results of which are interested in communicating. The specificity of the interaction is that it fixes not only the exchange of information, but also the main thing, the organization of joint actions, and, therefore, produces their forms and norms.

The multiplicity of the structure of the interaction caused various approaches to its description. The theory of social action analyzes the components of the interaction of people, their connection, interaction and their changes. Other scientists consider interaction as a process passing through certain stages: spatial, psychological, social contacts, interaction and, finally, social relations.

The original approach to the description of the interaction is presented in the Transactional Analysis by E. Burna - the direction offering to regulate the positions of participants in the interaction (for example, the parent, adult person or child) and take into account the nature of the situation and the style of interaction.

Possible types of interaction are usually divided into two opposite groups: positive (cooperation, consent, adaptation, association) and negative (competition, conflict, opposition, dissociation). In the first case, interaction contributes to the organization of joint activities. In the second - it creates obstacles on it. For a deeper understanding, we consider two categories: cooperation and conflict.

Cooperation is an ordering, coordination of partner efforts. A.N. Leontyev in this case allocated two features of joint activities: 1) separation of a single activity process between participants; 2) Changing the activities of each of them. It is important that the result of the activities of each person is connected to the final result of joint activities through the development of interpersonal relations.

Unlike cooperation, the phenomenon of conflict is that it can lie two signs: psychological antagonism and conflict actions. Destructive conflicts lead to inculcation, loosening interaction. They are characterized by an expansion of the number of participants and their conflict actions, an increase in negative installations and severity of statements, the growth of tension and prejudice, an increase in the number of lighted perceptions of the features and the qualities of the personality of another person.

At the same time, not any conflict has a negative meaning. For example, the productive conflict is generated by various points of view on the problem, to solve it. There is no incompatibility of individuals. Such a conflict contributes to a comprehensive understanding of the problem and cooperative interaction within it.

The perceptual function of communication explains the perception and understanding of another person and himself, establishing mutual understanding and interaction on this basis. All mental processes are included in the act of communication. With their help, individual features of the psyche and behavior of people are perceived and evaluated. Social perception implies not only an understanding and acceptance of goals, motifs, partner of communication partner, but also considers how it is perceived. In the process of interpersonal perception, we, according to S.L. Rubinstein, as if "read" the thoughts of another person. This is on the one hand. On the other hand, the more fully the other person is revealed, the more complete the idea of \u200b\u200bitself becomes. In the course of the knowledge of another person, several processes are simultaneously carried out: and its emotional assessment, and an attempt to understand the system of his actions, and based on this strategy of its own behavior.

As mechanisms of social perception, identification, empathy and reflection are identified. Identification means identifying, the likelihood of oneself to others. Identify yourself with subordinates - it means, firstly, to unite themselves with them on the basis of the established emotional communications and include in their own world of their standards and values; Secondly, this is a presentation, a vision by an officer of his subordinates as a continuation of himself (projection), empowering them with their features, features, feelings, desires; Thirdly, setting yourself to the place of the subordinate, which manifests itself in the form of immersion, transfer themselves to the field, the space, the circumstances of the subordinates and leads to the assimilation of their personal meanings.

The rational comprehension of the partner's situation is enhanced by an emotional experience, i.e. Empathy (enforcing). Empathy allows you to take into account the line of behavior of another person. On the basis of its emotional assessment, the corresponding attitude is formed: sympathy is a positive image of another, antipathy - negative. Empathy can manifest itself in such forms: empathy - the experience of the same emotional states as another person, through identifying with him or sympathy - the experience of its own emotional states about the feelings, another person. An important characteristic of empathy is the closure within the framework of the direct emotional experience and the weak development of the reflexive side.

The next perception mechanism is reflection. Under it, social psychology is understood as awareness of the current individual of how it is perceived by a partner for communication. In other words, understanding the interlocutor by reflection for him. Mutual perception in the process of reflection involves the following positions: the subject itself, what it is in activities, and the subject, which he seems to be different. In these positions both are both subject of communication. Therefore, reflection is a peculiar process of double mirror mapping by entities of each other.

So, there are different approaches to understanding the category of communication and, accordingly, various interpretations of relationship of communication and activities.

In the meaning of our work, communication is an independent category that has its own internal laws of development and acts as:

First, the interaction of subjects;

Secondly - the basis of interpersonal relations;

Thirdly - as the exchange of information.

1.2 Individual styles of communication and their place in the style of the student's personality, the future psychologist

It is determined by the specifics of its activity itself, the individual psychological characteristics of its subject (I.V. Strakhov, N.D. Levitov, B.C. Merlin, E.A. Klimov, etc.).

This definition is especially emphasized that this is "an individual peculiar combination of techniques and methods that ensures the best performance" (B.C. Merlin). The style of activity includes its Operational Composition, skills and skills (V.E. Chimunsky), revealing the abilities of the object itself and, aligning it with individual psychological and personal features.

The style of activity is associated with the style of self-regulation. Both are considered as two interrelated parties of the holistic individual style of activity, human activity (V.I. Morosanova, G.A. Berulava). In the last decade, this formation includes the concept of cognitive style that determines the characteristics of cognitive activity and characterized by polysyncence, differentiation, analyticality. Currently, the concept of "style" is interpreted in a very wide context, as a style of behavior, activity style, leadership style (leadership), style of communication, cognitive style, etc.

As emphasizes G.M. Andreeva, determined by K. Levin styles of behavior treated, above all, to the type of decision by leaders. Three style of leadership were marked: authoritarian, democratic and consigning. In subsequent studies, its definitions were introduced as a directive, collegial and permits. However, as applied to activities (behavior), interaction, communication is most often used by the designations proposed by K. Levin. The style of two sides are distinguished: substantive and technical, i.e. Formal (techniques, methods). Below is the complete characteristics of the formal and meaningful sides of three styles in Moscow. Andreeva

Authoritarian style
Formal side	Substantive side
1. Business, brief orders. Bans without refusal, with a threat. Clear tongue, intense tone. Praise and the censure is subjective. Emotions are not taken into account. Display shows - not the system. The position of the leader is outside the group. Instructions in the form of proposals.	2. Cases in the group are planned in advance (in all their volume). Only direct goals are defined, distant - unknown. Events are planned not in advance, but in the group. Everything is responsible for the implementation of proposals.
Democratic style
Not dry speech, but a friendly tone. Praise and censure - with tips. Order and bans with discussions. The position of the leader is inside the group.	All sections of the work not only are offered, but also discussed.
Connorative style
Tone - conventional. Lack of praise, censures. The leader does not give instructions. No cooperation. The position of the leader is imperceptible in side of the group.	Cases in the group are coming by themselves. The work sections are made up of individual interests or proceed from the new leader.

Researchers determine various style functions:

instrumental

compensatory

system-forming

integrative.

Individual style of activity, by E.A. Klimov, has a certain structure, in the core of which includes individual-psychological features that either contribute, or counteract the success of the activity.

Determining the common styles of behavior, researchers note that in situations of difficulties, conflict, people reveal up to ten individual behaviors: conflict, confrontational, smoothing, collaborative, compromise, adaptable, style of avoidance, suppression, rivalry and protection (G. B. Morozova). It is essential that these styles of behavior always accompany one or other individual style of activity, making up its background and giving it an appropriate emotional color. They determine the overall emotional background of the style of pedagogical activity, pedagogical communication.

In conclusion, we can say that in relation to behavior, activities, communication the most common is the definitions of style types (in the aggregate of its formal and meaningful parties) proposed by K. Levin. Style differentiation associates with the specifics of the nature of the interaction of people and their individual psychological features, such as an accentuation of character.

Activities, reflecting its specificity, includes the management style, and the style of self-regulation, and the style of communication, and the cognitive style of the psychologist. The style of activity identifies the impact of at least three factors: a) the individual psychological characteristics of the subject of this activity - teachers (teacher), including individual-typological, personal, behavioral features; b) features of the activity itself and c) characteristics of students (age, gender, status, level of knowledge, etc.). In pedagogical activities, which is characterized by the fact that it is carried out in subject--subject interaction in specific learning situations of the organization and management of educational training activities, these factors also relate: a) with the nature of interaction; b) with the nature of the organization; c) with the subject-professional competence of the teacher; d) with the nature of communication. In this case, under the style of communication, according to V.A. Kan-Kalika, the individual-typological features of the socio-psychological interaction of the teacher and students are understood.

Types of styles. Communication styles are primarily divided into three common species: authoritarian, democratic and liberal-consistent, foliating at the same time in fact "pedagogical" content. We present their description, this A.K. Markova.

Authoritarian style. Opponent is considered as an object of communicative impact, not an equal partner. The communicator solely decides, makes decisions, establishes a harsh control over the fulfillment of the requirements that prevent them, uses its rights without taking into account the situation and opinions of students, does not justify its actions before students. As a result, activity is lost or only the leading role of the psychologist is carried out, low self-esteem, aggressiveness. With an authoritarian style of force, for example, students are aimed at psychological self-defense, and not to absorb their own development. The main methods of impact are the order, a teaching. For a teacher, the character-l is low satisfaction with profession and professional sustainability. Teachers with this style of leadership the main attention to the methodological culture, in the pedagogical team often leading.

Democratic style. Opponent is considered as an equal partner in communication, a colleague in a joint knowledge of knowledge. The teacher attracts students to making decisions, takes into account their opinions, encourages the independence of judgments, takes into account not only the performance, but also the personal qualities of students. The methods of impact are the urge to action, the Council, please. Teachers with a democratic style of leadership schoolchildren more often experience calm satisfaction, high self-esteem. Teachers with this style more pay attention to their psychological skills. For such teachers, great professional sustainability is characterized, satisfaction with their profession.

Liberal style. The teacher leaves decision-making, transferring to the initiative to students, colleagues. The organization and control of students' activity carry out without a system, shows indecision, oscillations. In the classroom an unstable microclimate, hidden conflicts. "

Each of these styles, detecting attitudes towards the partner of interaction, determines its character: from submission to partnership - to the absence of aimed exposure. It is essential that each of these styles implies the dominance of either the monologic or dialogical form of communication. More detailed in the nature of the inclusion in the activities of the teacher of communication Differentiation of styles is proposed by V.A. Kan-Kalika:

the style of passionateness of the teacher joint with students with creative activity, which is an expression of the teacher's relationship to its work, to his profession;

the style of friendly location, which serves as a common background and the prerequisite for the success of the teacher's interaction with the class. V.A. The Can Calik draws attention to the danger of the transition of a friendly location in the familiarity, Panibrate, which can adversely affect the pedagogical activity as a whole. "The friendliness must be pedagogically appropriate, do not contradict the general interaction system of the teacher with children";

the style of communication is a distance that is an expression of an authoritarian style, which favorably affects the external indicators of the discipline, the organization of students, can lead to personal changes - conformism, frustration, inadequacy of self-esteem, reduce the level of claims, etc.;

the style of communication is frightening and flirting, which indicates the professional imperfection of the teacher.

Based on the analysis of the dominance of each of the above styles in the behavior (activity) of the teacher V.A. Can Calik considers eight models.

Styles of activity depending on its nature

The most complete actual idea of \u200b\u200bthe styles of pedagogical activity was proposed by A.K. Markova, A.Ya. Nikonova As these authors note, the following foundations are based on the acquisition of the teacher's work: the meaningful characteristics of the style (the preferential orientation of the teacher on the process or the result of their work, deploying a teacher of the estimated and assessment stages in its work); dynamic style characteristics (flexibility, stability, switching, etc.); Performance (level of knowledge and skills of teachings from schoolchildren, as well as the interest of students to the subject). On this basis, the authors highlighted four types of individual styles that characterize the modern teacher.

Emotional-improvisational style (EIS). Eis teachers distinguishes a predominant orientation to the learning process. An explanation of the new material is such a teacher builds a lot, interestingly, however, in the process of explanation, he often does not have feedback with students. During the survey, the teacher turns to a large number of students, mainly the strong who are interested in it, polls them in a rapid pace, informal questions, but little gives them to speak, does not wait until they formulate the answer independently. For a teacher with characteristic not enough adequate planning of the educational process: to work out in the lesson, he gets the most interesting educational material; Less interesting, although important, leaves students for independent work. The teachers are distinguished by high anxiety, the use of a large arsenal of a variety of teaching methods. He often practices collective discussions, stimulates spontaneous statements of students. The teacher is characterized by intuitiveness, expressing in frequent inability to analyze the features and performance of its activities in the lesson.

Emotional-methodical style (EMC). For a teacher with EMC, the orientation of the process and the results of training, adequate planning of the educational process, high efficiency, some predominance of intuitiveness over reflexiveness. Focusing on both the process and the results of training, such a teacher adequately plans an educational process, stages to work out all the educational material, closely monitors the level of knowledge of all students (both strong and weak), and repetition and repetition educational material, knowledge control of students. Such a teacher is distinguished by high efficiency, it often changes the types of work in the lesson, practicing collective discussions. Using an equally rich arsenal of methodological techniques in the development of educational material as a teacher with EIS, a teacher with EMC, unlike the latter, seeks to intensify children not by external entertainment, and firmly interest the features of the subject itself.

Reasoning-improvisational style (Fig.) For a teacher with rice, the orientation of the process and the results of training, adequate planning of the educational process. Compared to emotional style teachers, a teacher with rice shows less ingenuity in the selection and varying methods of training, it is not always able to provide a high pace of work, less often practices collective discussions, the relative time of spontaneous speech of his students during lessons is less than that of teachers with emotional style. A teacher with rice speaks less, especially during a survey, preferring to influence students in an indirect way (through prompts, clarifications, etc.), giving an opportunity to queurate in detail.

Reasoning and methodical style (RMS). Focusing mainly on the results of training and adequately planning an educational process, the teacher with the RMS exhibits conservatism in the use of funds and methods of pedagogical activities. The high methodology (systematics of fixing, repeating learning material, knowledge control) is combined with a small, standard set of learning methods used, preference for reproductive activities of students, rare collective discussions. In the process of the survey, the teacher addresses a small number of students, giving everyone a lot of time to answer, paying special attention to weak students. The teacher is characterized in general reflexiveness. "

So, communicative activities, like any other activity, is characterized by a certain style. In the broad sense of the word, the style of activity (for example, a managerial, industrial, pedagogical) is a steady system of methods, techniques that manifests itself in different conditions of its implementation.

Chapter 2. Diagnostic study of the individual style of communication in students, future psychologists 2.1 Organization and methods of research

To study the level of sociability, we conducted an experimental study, in which 10 students from universities of Yoshkar-Ola took part.

The study used a method for determining the overall level of sociability V.F. Ryakhovsky and methods for assessing communicative and organizational inclinations (Kos) (applications 1-2)

Methodology V.F, Ryakhovsky explores the level of sociability, communicativeness, students studied by us participated in it. We have proposed a test that contained the ability to determine the level of human society. To answer questions to students, it was necessary to use three options for answers - "yes", "sometimes" and "no". The results we received were summed up, and the classifier was determined which category the subject refers (see Appendix 1).

Students willingly took the participation of this study .. they were responsible for the preferential issues in the methods, wanting to identify their level of sociability

The CBO technique determines the level of development of communicative and organizational inclinations (Appendix 2). The "KOS" methodology is also based on the principle of reflection and evaluating the subjects of some features of their behavior in various situations. Elected situations familiar to the subject for his personal experience. Therefore, the assessment of the situation and behavior in its conditions is based on reproducing the tests of its real behavior and the real, experienced in his experience. Based on this principle, a projective questionnaire has been created, which allows to identify sustainable indicators of communicative and organizational inclinations.

In our study, the tests of the questionnaire were distributed to the tests, forms for answers, and instructions were read. Everyone was actively involved in the study, tried to answer as much as much as possible to the questions of the methodology, and then shared their impressions.

2.2 Analysis and processing of research results

The results of sociability in Table 1 and in a diagram 1.

Table 1

Results of the study of the level of sociability according to the method of V. Ryakhovsky

№№	Point	General conquerness
1	16	understated
2	19	understated
3	13	oh / low
4	19	understated
5	11	oh / low
6	12	oh / low
7	19	understated
8	14	oh / low
9	22	middle
10	11	oh / low

Fig. 1. Analysis of the results of the study of the level of sociability according to the method of V. Ryakhovsky

So, according to the results of this study, it is seen that students are mainly observed an underestimated and low level of sociability.

Nobody showed a high level of sociability (0%), Middle -1 people, understated - 4 people, very low - 5 people.

From the data of Chart 1, it can be seen that the average level of sociability of managers is 10%, high level - 0%, underestimated - 40% and very low - 50%

Analysis of the results of the development of communicative and organizational tenders according to the COP methodology is presented in tables 2-3 and in diagrams 2-3.

table 2

Results of the study of the level of communicative skills (kU) at social teachers according to the method of brass

№№	Point	General conclusion about the level
1	0,95	very tall
2	0,85	very tall
3	0,15	low
4	0,8	very tall
5	0,5	below the average
6	0,55	below the average
7	0,85	very tall
8	0,2	low
9	0,35	low
10	0,35	low

Table 3.

Results of the study of the level of organizational skills (OU) at social teachers according to the method of Kos

№№	Point	General conclusion about the level
1	0,95	o / High
2	0,85	o / High
3	0,15	low
4	0,8	tall
5	0,5	low
6	0,55	low
7	0,85	o / High
8	0,2	low
9	0,35	low
10	0,35	low

Chart 2. Results of the study of the level of communicative skills (KU) in managers on the method of brass

Chart 3. Results of the study of the level of organizational skills (OU) in managers by the method of brass

So, according to the results of this study, it can be seen that 40% of students have a very high level of communicative skills, a 20% level of communication skills are below average and 40% - low levels of skills.

A high level of organizational skills showed only 1 student psychologist (10%), 60% of students demonstrated a low level, and 30% are a very high level of organizational skills.

To increase the level of development of sociability, communicative and organizational skills, we have developed a system of classes (Appendix 3) on the formation of communicative and skills of students and communication styles. The program was based on A.S. Prutchenkova and F. Bournard.

The program is the development of classes for increasing the level of communication, communicative and organizational skills, the style of communication of students.

The occupy system is built at the rate of 10 classes of 2 exercises of 1.5- 2 hours a week on weekends. In the group - 10 people.

Conclusion

In conclusion, conducting theoretical and practical studies, it is necessary to draw the following conclusions:

The problem of human communication and its place in the development of human ideas about itself is one of the most up-to-date in a number of those who work psychological science.

Concepts consider communication as an independent category, which has its own internal laws of development and acts as the interaction of subjects; as the basis of interpersonal relations and the condition of personality development; as an exchange of information. Communication unfolds in the conditions of having a communicative need, initiative and the activity of the subject. Communication is a complex, multi-level and multifunctional social phenomenon. From the standpoint of the modern concept, we described three interrelated parties: informational (communication), interactive and perceptual.

In communication, both in the process of consistent actions, behavioral acts (both verbal and non-verbal) information, its interpretation, mutualization, mutual understanding, mutualization, empathy, formation of sympathies and antipathies, the nature of relationships, psychological impact, resolution of contradictions, implementation and regulation Joint activities. In business communication, people unite the interests of the case and joint activities aimed at achieving common goals. The basic principle of business relationships is rationality, search for means of improving cooperation efficiency.

Communicative activity, like any other activity, is characterized by a certain style. In the broad sense of the word, the style of activity (for example, a managerial, industrial, pedagogical) is a steady system of methods, techniques that manifests itself in different conditions of its implementation.

It is determined by the specifics of the activity itself, the individual psychological characteristics of its subject.

In the actual psychological, narrow sense, an individual style - "This is due to typological features a steady system of methods, which develops in a person who seeks to the best implementation of this activity, ... a personally-peculiar system of psychological means, which is consciously or spontaneously resorted by a person in order to best The balancing of its (typologically conditional) individuality with the subjects in the style of communication is primarily divided into three common types: authoritarian, democratic and liberal-connoisseurs, filling at the same time, the actual "pedagogical" content of the external conditions of activity

A empirical study of communication on the example of a group of students, future psychologists has been carried out. The overall level of sociability, the level of development of communicative and organizational inclinations is determined.

For students, well-developed communicative skills is greater importance, the desire to expand the sphere of contacts, the ability to convince and achieve their goals.

Analysis of the results of an empirical study showed that students have a low level of sociability and low levels of communicative and organizational skills.

In 40% of students, a very high level of communicative skills was revealed, a 20% level of communication skills - below average and 40% is a low level of skills.

A high level of organizational skills was shown only 10% of the studied, 60% of students demonstrated a low level, and 30% are a very high level of organizational skills.

To increase the level of development of sociability, communicative skills and communication style, we have developed a system of classes for the formation of empathy, communicative and organizational skills of managers. The program was based on A.S. Prutchenkova and F. Bournard. The program is a system of classes for increasing communication, empathy, communicative and organizational skills of managers.

Training training contributes to the development of communication skills, the development of optimal communication style, more efficient communication with clients and partners, operational solving issues and, ultimately, to improve the efficiency of work.

Thus, the hypothesis is proved, goals are achieved, the tasks are solved.

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Attachment 1

Methods "Definition of a general level of sociability"

Instructions: "A few simple questions are offered to your attention. Answer rating:" Yes "- 2 points," sometimes "- 1 point," no "- 0 points.

The points obtained are summed up, and the classifier is determined to which category refers to the subject.

Test Classifier

3 points and less. Your sociability is painful. You are speaking, verbose, interfere in affairs that have nothing to do with you. You take on to judge the problems in which are completely uncommon. Olyu or involuntarily you often have the cause of various kinds of conflicts in your environment. Hot-tempered, offensive, often be unjectary. Serious work is not for you. People - both at work, and at home, and in general everywhere - difficult with you. Yes, you need to work on yourself and your character! First of all, educate patience and restraint, respectfully feel about people, finally, think about your health - this style of life does not pass without a trace.

The text of the questionnaire