The specifics of socio-psychological activity. Specificity of social psychology. Psychological aspects of social work

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Introduction

Chapter 1. Theoretical aspects of studying the socio-psychological characteristics of joint activities.

§one. Analysis of the main theoretical categories and concepts.

§2. The specifics of the socio-psychological characteristics of joint activities.

Chapter 2. Practical study of the socio-psychological characteristics of joint activities.

§one. General characteristics of the study.

§2. Research results.

Conclusion.

Bibliography.

Application.

Introduction

Relevance The theme is that in the process of joint activities, its members need to contact each other to transfer information and coordinate their efforts. The productivity of the group depends entirely on the level of coordination, no matter what type of activity it is engaged in. Because There are few studies on this issue, and this is the reason for the relevance of our study.

An object of our study: 4th year students of KSU, faculty of natural sciences; green farm workers.

Subjectohm research is the specificity of the socio-psychological characteristics of joint activities.

aim research is the study of the characteristics of the socio-psychological characteristics of joint activities.

Tasks 1) study the available literature on this issue; 2) conduct a theoretical analysis of concepts; 3) conduct practical research; 4) summarize methodological recommendations aimed at studying the socio-psychological characteristics of joint activities.

Novelty research lies in the fact that the study using this technique before this work on this group of subjects was not conducted.

Practical significance research: the results of this work can be used by psychologists employed in the field of education, in the labor field, etc., as well as various leaders of some activities.

Research methods literature analysis, testing, comparative analysis.

Hypothesis: both social and psychological characteristics affect joint activities; to determine the level of influence of these characteristics was:

1) a study of the socio-psychological characteristics of joint activities was carried out;

The course work consists of an introduction, 2 chapters, a conclusion, a list of references and an application.

Chapter 1. Theoretical aspects of the studysocio-psychological characteristics of joint activities

§one.Analysis of the main theoretical categories and concepts

The general psychological theory of activity, adopted in the domestic psychological science, also in this case sets some principles for socio-psychological research. Just as in individual activity its goal is revealed not at the level of individual actions, but only at the level of activity as such, in social psychology the meaning of interactions is revealed under the condition that they are included in some general activity.

The specific content of various forms of joint activity is a certain ratio of individual "contributions" that are made by the participants. Three possible forms, or models: 1) when each participant does his part of the common work independently of the others - “joint-individual activity” (for example, some production teams, where each member has his own task); 2) when a common task is performed sequentially by each participant - “joint-sequential activity” (for example, a conveyor); 3) when there is a simultaneous interaction of each participant with all the others - "sports teams" Umansky, 1980. S. 131 ..

The socio-psychological qualities of a person are qualities that are formed in various social groups, in conditions of joint activities with other people, as well as in communication with them. The qualities that are directly manifested in joint activities, in their totality, determine the effectiveness of the individual's activity in the group. The category "performance" is usually used to characterize a group. At the same time, the contribution of each individual is an important component of group effectiveness. This contribution is determined by the extent to which a person is able to interact with others, cooperate with them, participate in making a collective decision, resolve conflicts, subordinate his individual style of activity to others, perceive innovations, etc. in all these processes, certain qualities of the personality are manifested, but they do not appear here as elements from which the personality is “composed”, namely, only as manifestations of it in specific social situations. These manifestations determine both the direction of the effectiveness of the individual and its level. The group develops its own criteria for the effectiveness of the activities of each of its members and, with their help, either positively accepts an effectively acting person (and then this is a sign of favorable developing relations in the group), or does not accept it (and then this is a signal that a conflict situation is brewing). This or that position of the group, in turn, affects the effectiveness of the activities of each individual, and this is of great practical importance: it allows you to see whether the group stimulates the effectiveness of the activities of its members or, on the contrary, restrains it.

Unity of communication and activity. Communication as a reality of human relations suggests that any forms of communication are included in specific forms of joint activity: people do not just communicate in the process of performing various functions, but they always communicate in some activity, "about" it. Thus, an active person always communicates: his activity inevitably intersects with the activities of other people. But it is precisely this intersection of activities that creates certain relations of an active person not only to the object of his activity, but also to other people. It is communication that forms the community of individuals performing joint activities.

Sometimes activity and communication are considered not as parallel interrelated processes, but as two sides. social human being; his way of life Lomov, 1976. S. 130. In other cases, communication is understood as a certain aspect of activity: it is included in any activity, is its element, while the activity itself can be considered as a condition for communication Leontiev, 1975. S. 289. Communication can be interpreted as a special kind of activity. Within this point of view, two of its varieties are distinguished: in one of them, communication is understood as a communicative activity, or the activity of communication, acting independently at a certain stage of ontogenesis, for example, among preschoolers Lisina, 1996. In the other, communication is generally understood as one of the types of activity (meaning primarily speech activity).

In our opinion, the broadest understanding of the connection between activity and communication is expedient, when communication is considered both as a side of joint activity (since activity itself is not only labor, but also communication in the labor process), and as its kind of derivative.

In real practical human activity, the main question is not so much how the subject communicates, but about what he communicates. People communicate not only about the activities with which they are associated.

Through communication activities are organized and enriched. Building a joint activity plan requires each participant to have an optimal understanding of its goals, objectives, and capabilities of each of the participants. The inclusion of communication in this process allows for the "coordination" or "mismatch" of the activities of individual participants Leontiev, 1997. P. 63. Activity through communication is not just organized, but enriched, new connections and relationships between people arise in it.

communication barriers. Under the conditions of human communication, very specific communication barriers can arise. They are social or psychological in nature. Such barriers may arise due to the fact that there is no common understanding of the communication situation, caused not just by the different language spoken by the participants in the communication process, but by the deeper differences that exist between the partners. It can be social(political, religious, professional) differences that give rise to a different worldview, worldview, worldview. Such barriers are generated by objective social reasons, belonging of communication partners to different social groups, to different cultures. Barriers to communication can also be purely expressed psychological character. They can arise either as a result of the individual psychological characteristics of the communicants (for example, excessive shyness of one of them, Zimbardo, 1993, the secrecy of the other, the presence of a trait in someone called "non-communicative"), or due to a special kind of psychological relationship that has developed between the communicants: hostility in relation to each other, distrust, etc.

Action exchange. If the communicative process is born on the basis of some joint activity, then the exchange of knowledge and ideas about this activity inevitably implies that the mutual understanding achieved is realized in new joint attempts to further develop the activity, to organize it. The participation of many people at the same time in this activity means that everyone should make their own special contribution to it, which allows us to interpret the interaction as the organization of joint activities.

During it, it is extremely important for the participants not only to exchange information, but also to organize an “exchange of actions”, to plan a common strategy. With this planning, such regulation of the actions of one individual is possible by “plans that have matured in the head of another” Lomov, 1975. P. 132, which makes the activity truly joint, when it is no longer a separate individual, but a group that will act as its carrier. The concept of “interaction” is the side that captures not only the exchange of information, but also the organization of joint actions that allow partners to implement some common activity for them. Communication is organized in the course of joint activity, "about" it, and it is in this process that people need to exchange both information and the actions themselves.

Social activity is based on interpersonal interactions consisting of single actions. A single action is some elementary act; they subsequently form systems of action.

Cooperation is a necessary element of joint activity, generated by its special nature. A.N. Leontiev named 2 main features of joint activity: a) division of a single process of activity between participants; b) a change in the activity of everyone, since the result of everyone's activity does not lead to the satisfaction of his needs, which in general psychological language means that the "object" and "motive" of the activity do not match Leontiev, 1972. P. 270-271.

How is the direct result of the activity of each participant connected with the final result of joint activity? The means of such a connection are relations developed in the course of joint activity, which are realized primarily in cooperation.

A number of studies introduce the concept of productive competition, characterized as humane, honest, fair, creative Shmelev, 1997, during which partners develop competitive and creative motivation. In this case, although single combat is preserved in the interaction, it does not develop into a conflict, but only provides genuine competitiveness.

There are several degrees of productive competition: a) competition when the partner does not pose a threat and the loser does not die (for example, in sports, the loser does not drop out, but simply takes a lower place in the ranking); b) rivalry, when only the winner is the unconditional winner, the other partner is in absolute loss (for example, the situation of the world chess championship), which means a violation of partnership, the emergence of elements of conflict; c) confrontation, when on the part of one participant in the interaction there is an intention to cause damage to another, i.e. rivals turn into enemies.

Conflict - the presence of opposite tendencies in the subjects of interaction, manifested in their actions. Conflict is a psychological phenomenon, either a form of psychological antagonism (i.e., the representation of a contradiction in consciousness) or it is necessarily the presence of conflict actions Kudryavtseva, 1991. P. 37. Both of these components are mandatory signs of a conflict.

Ways to resolve the conflict - the most important part of the problem. Feedback plays a big role here, i.e. identifying the partner's reaction to the action. Feedback serves as a means of regulating the behavior of the participants in the conflict, which is especially evident in negotiations. The purpose of negotiations is to reach an agreement, the main method of which is a compromise, i.e. the agreement of each side to equally retreat from its previous position in order to bring them closer together.

§2. Specificitysocio-psychological charactercollaborative approach

It is possible to generalize and highlight the main activities that are common to all people. These are communication, play, teaching and work. They should be considered as core activities.

1. Communication is the first type of joint activity that arises in the process of individual development of a person, followed by play, learning and work. All these activities are of a developmental nature, i.e. with the inclusion and active participation in them, intellectual and personal development occurs.

Communication is considered as an activity aimed at the exchange of information between communicating people. It also pursues the goals of establishing mutual understanding, good personal and business relations, providing mutual assistance and teaching and educational influence of people on each other. Communication can be direct and indirect, verbal and non-verbal. In direct communication, people are in direct contact with each other, know and see each other, directly exchange verbal or non-verbal information, without using any auxiliary means for this. In mediated communication, there is no direct contact between people. They exchange information either through other people or through means of recording and reproducing information (books, radio, telephone, etc.).

2. Game - a type of activity that does not result in the production of any material or ideal product (with the exception of business and design games for adults and children). Games often have the character of entertainment, they are aimed at getting rest.

There are several types of games: individual and group, subject and story, role-playing and games with rules. Individual games are a type of activity when one person is occupied with the game, group games include several individuals. Object games are associated with the inclusion of any objects in a person's gaming activity. Story games unfold according to a certain scenario, reproducing it in basic detail. Role-playing games allow a person to behave, limited to a specific role that he takes on in the game. Games with rules are regulated by a certain system of rules for the behavior of their participants. Often in life there are mixed types of games: object-role-playing, plot-role-playing, story-based games with rules, etc. The relationships that develop between people in the game are artificial in the sense of the word that they are not taken seriously by others and are not the basis for conclusions about a person. Play behavior and play relationships have little effect on real human relationships, at least among adults.

Nevertheless, games are of great importance in people's lives. For children, games are primarily of developmental importance, while for adults they serve as a means of communication and relaxation. Some forms of gaming activity take on the character of rituals, sports hobbies.

3. Teaching acts as a type of activity, the purpose of which is the acquisition of knowledge, skills and abilities by a person. Teaching can be organized and carried out in special educational institutions. It can be unorganized and occur along the way, in other activities as their side, additional result. Features of educational activity are that it directly serves as a means of psychological development of the individual.

4. Labor occupies a special place in the system of human activity. It was thanks to labor that man built a modern society, created objects of material and spiritual culture, transformed the conditions of his life in such a way that he discovered for himself the prospects for further, practically inorganic development.

The process of integrating a growing individual into the current system of activities is called socialization, and its gradual implementation involves the gradual involvement of the child in communication, play, learning and work - the four main types of activity.

In the process of development of activity, its internal transformations take place. First, the activity is enriched with new subject content. Its object and, accordingly, the means of satisfying the needs associated with it are new objects of material and spiritual culture. Secondly, the activity has new means of implementation, which accelerate its course and improve the results. Thirdly, in the process of activity development, individual operations and other components of activity are automated, they turn into skills and abilities. Fourthly, as a result of the development of activity, new types of activity can be separated from it, separated and further independently developed.

Dactivitiesb and mental processes. Mental processes: perception, attention, imagination, memory, thinking, speech - act as the most important components of any joint human activity. Without the participation of mental processes, human activity is impossible; they act as its integral internal moments.

But it turns out that mental processes do not just participate in activity, they develop in it and themselves represent special types of activity.

1. Perception in the process of practical activity transforms its most important human qualities. In activity, its main types are formed: perception of depth, direction and speed of movement, time and space.

2. Imagination is also connected with activity. First, a person is not able to imagine or imagine something that has never appeared in experience, was not an element, subject, condition or moment of any activity. The texture of the imagination is a reflection, although not literal, of the experience of practical activity.

3. To an even greater extent, this applies to memory, and to its two main processes at the same time: memorization and reproduction. Memorization is carried out in activity and is itself a special kind of mnemonic activity, which contains actions and operations aimed at preparing the material for better memorization.

Recall also involves the performance of certain actions aimed at recalling the material imprinted in memory in a timely and accurate manner.

4. Thinking in a number of its forms is identical to practical activity (the so-called "manual", or practical, thinking). In more developed forms - figurative and logical - the activity moment appears in it in the form of internal, mental actions and operations.

5. Speech also represents a malfunction of a special kind of activity, so that often, when characterizing it, the phrase “speech activity” is used.

It was experimentally proved that internal, i.e. mental processes, called higher mental functions, are activities in origin and structure. Theories have been developed and proven in practice, stating that mental processes can be formed through external activity organized according to special rules.

Skills, skills and habits. Automated, consciously, semiconsciously and unconsciously controlled components of activity are called skills, habits and habits, respectively.

Skills are elements of activity that allow you to do something with high quality.

Skills are fully automated, instinct-like components of skills implemented at the level of unconscious control. Skills, in contrast to skills, are formed as a result of the coordination of skills, their combination into systems with the help of actions that are under conscious control. Skills, unlike skills, are always based on active intellectual activity and necessarily include thinking processes.

Skills and abilities are divided into several types:

Motor (include a variety of movements, complex and simple, that make up the external, motor aspects of activity);

Cognitive (include abilities related to the search, perception, memorization and processing of information.);

Theoretical (associated with abstract intelligence, expressed in the ability of a person to analyze, generalize material, build hypotheses, theories, translate information from one sign system to another; example: creative work);

Practical (these are exercises; thanks to them, skills are automated, skills and activities are improved in general).

Another element of activity is habit. It differs from skills and abilities in that it is a so-called unproductive element of activity. Habits are an inflexible part of an activity that a person performs mechanically and does not have a conscious purpose or a clearly expressed productive end. Unlike a mere habit, a habit can be consciously controlled to a certain extent. But it differs from skill in that it is not always reasonable and useful (bad habits).

Chapter2. Practical research

§one. General characteristics of the study

Designed to study the ability to influence others (according to A.V. Agrashenkov). Using this technique, 12 people working in the green economy were interviewed; the average age of the respondents is 50 years.

2. Methodology for identifying the ability to manage self-presentation in communication. Diagnostic purpose: The questionnaire allows you to explore the extent to which people exercise control over their behavior and, thereby, can influence the impression that others have of them. This scale makes it possible to distinguish between people who are good at managing the impression they make (“managing people well”) and people whose behavior is determined more by internal attitudes than by self-presentation (“poorly managing themselves”).

The questionnaire was created by M. Snider and adapted by N.V. Amyaga. Self-presentation refers to the various strategies and tactics that a person uses to make a determination on others. The higher the ability to manage self-presentation in communication, the wider the role repertoire of the individual, the higher the ability of the individual to distinguish the specifics of various situations and the more flexible and differentiated behavior in accordance with them. M. Snider, the author of this scale, singled out 2 types of personalities: a “pragmatic” personality and a “principled” personality. A person demonstrates a type of self-presentation corresponding to his personality type, reflecting rather internal characteristics (for a "principled personality"), or tailored more in accordance with situational features (for a "pragmatic" one).

With the help of this technique, 15 students of the 4th year of KSU were interviewed (average age - 20 years).

§2. Research results

1. Method "Do you know how to influence others."

Of the twelve people surveyed, 8 people scored the most points (35-65 points) - these are people who have the prerequisites to effectively influence others. 4 people scored 30 or less points. They are less effective in influencing others. (Annex 6)

No. 1 - 55 points; No. 7 - 45 points;

No. 2 - 45 points; No. 8 - 45 points;

No. 3 - 45 points; No. 9 - 15 points;

No. 4 - 50 points; No. 10 - 20 points;

No. 5 - 40 points; No. 11 - 30 points;

No. 6 - 35 points; No. 12 - 25 points.

2. Methodology of the ability to manage self-presentation in communication.

Of the 15 people surveyed, 6 people have high rates - these are people who "manage themselves well." An average (moderate) level of ability to manage self-presentation in communication was also shown by 6 people. 3 people have a low indicator (“poorly managing themselves”). (Annex 5)

1. Ivanova - 8 points;

2. Kolupaeva - 13 points;

3. Komogorova - 13 points;

4. Dyuryagin - 13 points;

5. Abzaeva - 12 points;

6. Gusakova - 13 points;

7. Ugryumova - 10 points;

8. Rylov - 24 points;

9. Antropova - 15 points;

10. Baitova - 15 points;

11. Gorbunova - 17 points;

12. Savelyeva - 15 points;

13. Vaganova - 15 points;

14. Sipina - 11 points;

15. Starovaitov - 7 points.

The main methods for studying joint activities are:

A natural experiment, the essence of which is to create controlled conditions of activity and change them in the direction of interest to the researcher;

Observation - allows you to capture and describe a qualitative and quantitative picture of joint activities;

The labor method, which involves the study of activities through training and its subsequent implementation by the researcher himself;

The included conversation method is implemented in the very process of activity, as if "in parallel" with the course of activity. This method exists in two main varieties: either the subject in the course of the activity gives verbal explanations to it, or at the same time he answers the questions of the researcher.

Thus, there is a whole system of methods for studying joint activities.

In our work, we used testing methods to study the socio-psychological characteristics of joint activities, and also studied the literature on this issue. These methods made it possible to fully clarify how they influence and what is the significance of the socio-psychological characteristics of joint activities.

Conclusion

Socio-psychological conditions for the development of joint activities are associated with the observance of the basic laws of social interaction. There are five main patterns of conscious or unconscious violation, which can lead to conflicts in joint activities, and, as a result, will be contrary to development:

Each of the partners in the process of interaction plays in relation to the other the role of a senior, equal or junior in their psychological status. If the partner accepts the role assigned to him, then the role conflict does not occur. The most favorable for the prevention of role conflict is interaction with others on an equal footing;

Conflict prevention contributes to the interaction of people and social groups of interdependence in decisions and actions. Too much dependence of a person on a partner limits his freedom and can provoke conflict. In the course of communication, it is necessary to feel what kind of partner's dependence on us is not uncomfortable for him;

In the process of joint activities, members of the group provide each other with personal services in addition to normative assistance. If a person has provided a non-normative service to a colleague, and in return has not received services of approximately the same value over time, this can lead to a disruption in the relationship between employees;

· An important socio-psychological condition for the prevention of conflicts is not causing damage to others in the process of interacting with them. Damage disrupts interpersonal or intergroup interaction and can become the basis of conflict;

In the process of interaction, people constantly evaluate each other.
Assessing himself and the results of his activities, a person more often chooses the positive aspects of his personality and what he managed to do as a result of work as the basis for evaluation. The work of another person is judged on what he or she failed to do compared to the normative requirements.

Thus, taking into account the above, we can draw the following conclusions.

The degree of interconnection of employees in the process of joint activities with other members of the team is different. The individual nature of labor, when everyone is busy with their own business, does not require direct interaction in the process of work. But even in this case, business relations of cooperation and mutual assistance inevitably arise between people, they show interest in each other's affairs, help less experienced workers, rely on the advice and help of more qualified specialists. This type of joint activity is defined as socio-psychological and is distinguished as a special type of relationship. The socio-psychological type of joint activity arises on the basis of people's awareness of their belonging to the same team. In such collectives, mutual assistance and cooperation, collective responsibility for a common cause becomes the norm. The high level of development of these groups is explained by the fact that here the cohesion of the team is based on a moral sense of common purpose, duty, and cooperation.

As a result of practical research, our hypothesis was confirmed; both social and psychological characteristics influence joint activities.

Using the technique of Amyaga N.V. to measure the personal representation of a person in communication (it is communication that forms a community of individuals performing joint activities), it was found that most people manage themselves well, and thus can influence the impression that others have of them. They behave more flexibly and differentiated in various situations that may develop as a result of joint activities.

According to Agrashenkov’s “Can you influence others” method, it was found that most people have the prerequisites (these are both social and psychological prerequisites) to effectively influence others. These people should do something for others, guide them, point out mistakes, teach them, i.e. all those actions that may arise as a result of joint activities.

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Application 1

Test. “Do you know how to influence others”, according to A.V. Agrashenkov.

Someone without much difficulty manages to subordinate more than a dozen people to his influence, but someone is so influenced by other people that he is used to considering someone else's opinion as his own. In order to influence others, self-confidence alone is not enough.

With this test, you can find out if you have qualities that help you influence people.

Answer "yes" or "no" to the following questions.

1. Can you imagine yourself as an actor or a political leader?

A) yes (5 points);

B) no (0 points).

2. Do people who dress and act extravagant annoy you?

A) yes (0 points);

B) no (5 points).

3. Are you able to talk to another person about your intimate experiences?

A) yes (5 points);

B) no (0 points).

4. Do you immediately react when you notice the slightest sign of disrespect?

A) yes (5 points);

B) no (0 points0.

5. Do you feel bad when someone succeeds in the area that you consider the most important?

A) yes (5 points);

B) no (0 points).

6. Do you like to do something very difficult in order to achieve the best result in your business?

A) yes (5 points);

B) no (0 points).

7. Would you sacrifice everything to achieve the best result in your business?

A) yes (5 points);

B) no (0 points).

8. Do you prefer a measured lifestyle with a strict schedule of all business and even entertainment?

A) yes (0 points);

B) no (5 points).

9. Do you like to change the situation in your home or rearrange the furniture?

A) yes (0 points);

B) no (5 points).

10. Do you strive to keep your circle of friends the same?

A) yes (5 points);

B) no (0 points).

11. Do you like to try new ways of solving old problems?

A) yes (5 points);

B) no (0 points).

12. Do you like to tease overconfident and arrogant people?

A) yes (5 points);

B) no (0 points).

13. Do you like to prove that your boss or someone very authoritative is wrong about something?

A) yes (5 points);

B) no (0 points).

Scoring. Sum the results.

35-65 points. You have the prerequisites to effectively influence others, change their behavior patterns, teach, manage, set on the right path. In these kinds of situations, you usually feel like a fish out of water. You are convinced that a person should not close himself in his shell. He must do something for others, guide them, point out the mistakes made, take them into account so that they feel better in the surrounding reality. Those who do not like this style of relationship, in your opinion, should not be spared. However, you need to be very careful not to let your stance become overly aggressive. In this case, you can easily turn into a fanatic or a tyrant.

30 points or less. Alas, although you are often right, you are not always able to convince others of this. You think that your life and the life of those around you should be subject to strict discipline, common sense and good manners, and its course should be quite predictable. You don't like to do anything by force. At the same time, you are often too restrained, not achieving the desired goal because of this, and also often being misunderstood.

Appendix 2

Questionnaire of the ability to manage self-presentation in communication (N.V. Amyaga).

Contingent: the technique is intended for people over 18 years of age without restrictions on educational, social and professional grounds.

Instruction. The following are statements about how you respond to a number of different situations. All statements are different, do not coincide in meaning, so carefully read each of them before answering. If the statement is “true” or “rather true” in relation to you, please put a “plus” mark in the “True” column. If the statement is “false” or “rather false” in relation to you, put a plus mark in the “False” column.

Full name ___________________________________ Age ______

Occupation_______________________________________

Processing of results.

Result processing involves counting results using a key. Each answer that matches the key is worth one point, non-matching - 0 points.

Processing key:

1) “true” answers to judgments with the following numbers: 5, 6, 7, 8, 10, 11, 13, 15, 16, 18, 19, 24, 25;

2) the answer is "incorrect" to judgments with the following numbers: 1, 2, 3, 4, 9, 12, 14, 17, 20, 21, 22, 23.

The overall final indicator of the ability to manage self-presentation in communication is obtained by summing up all the points received. The final indicator can range from 0 to 25. The higher it is, the higher the ability to manage self-presentation in communication.

Interpretation of results

Subjects who have high scores on the questionnaire (15-25 points) are able to regulate their behavior well and make it appropriate to the situation. Their behavior is flexible, and the range of its variability for different situations is wide.

Subjects who have low scores on the questionnaire (0-10 points) pay little attention to information that signals appropriate self-presentation in a particular social situation. Their repertoire of self-presentation is not very wide, their behavior is determined more by internal emotional states and attitudes, and not by the style and features of a particular situation.

The interval from 11 to 14 points is estimated as an average (moderate) level of ability to manage self-presentation in communication.

Application3

Table of results on the methodology for identifying the ability to manage self-presentation in communication.

Application4

67% are people who effectively influence others;

33% are people who ineffectively influence others.

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This issue has been widely discussed in the literature. So, in the works of B. D. Parygin, the model of personality, which should take its place in the system of social psychology, involves a combination of two approaches: sociological and general psychological. Although this idea itself is not objectionable, the description of each of the synthesized approaches seems to be controversial: the sociological approach is characterized by the fact that in it the person is considered mainly as an object social relations, and general psychological - by the fact that here the emphasis is placed only "on the general mechanisms of the mental activity of the individual." The task of social psychology is “to reveal the entire structural complexity of the personality, which is both an object and a subject of social relations...” [Parygin, 1971, p. 109]. It is unlikely that both a sociologist and a psychologist will agree with such a division of tasks: in most concepts of both sociology and general psychology, they accept the thesis that a person is both an object and a subject of the historical process, and this idea cannot be implemented. only in the socio-psychological approach to personality.

In particular, the general psychological model of personality raises an objection, which “is usually limited to the integration of only biosomatic and psychophysiological parameters of the personality structure” [Ibid. S. 115]. As already noted, the tradition of the cultural-historical conditioning of the human psyche is directed directly against this assertion: not only the individual, but also individual mental processes are considered as determined by social factors. Moreover, it cannot be argued that when modeling a personality, only biosomatic and psychophysiological parameters are taken into account here. Accordingly, it is hardly possible to agree with the interpretation of the socio-psychological approach to personality as a simple imposition of “a biosomatic and social program on top of each other” [Ibid.].

It is possible to approach the definition of the specifics of the socio-psychological approach descriptively, i.e. based on the practice of research, simply list the tasks to be solved, and this path will be fully justified. So, in particular, among the tasks are called: the determination of the mental make-up of the personality; social motivation of the behavior and activities of the individual in various socio-historical and socio-psychological conditions; class, national, professional personality traits; patterns of formation and manifestation of social activity, ways and means of increasing this activity; problems of internal inconsistency of the personality and ways to overcome it; self-education of the individual, etc. [Shorokhova, 1975, p. 66]. Each of these tasks in itself is very important, but it is not possible to catch a certain principle in the proposed list, just as it is not possible to answer the question: what is the specificity of the study of personality in social psychology?

Does not solve the issue and the appeal to the fact that in social psychology the personality should be investigated in communication with other personalities, although such an argument is also sometimes put forward. It must be rejected because, in principle and in general psychology, there is a large layer of research into personality in communication. In modern general psychology, the idea is rather persistently held that communication has the right to exist as a problem precisely within the framework of general psychology.

It is possible to formulate an answer to the question posed, based on the accepted definition of the subject of social psychology, as well as on the understanding of personality proposed by A. N. Leontiev. Social psychology does not specifically investigate the question of the social conditionality of the personality, not because this question is not important for it, but because it is solved by the whole of psychological science and, first of all, by general psychology. Social psychology, using the definition of personality given by general psychology, finds out how, i.e. first of all, in which specific groups, the personality, on the one hand, assimilates social influences (through which of the systems of its activity), and on the other― how, in what specific groups it realizes its social essence (through what specific types of joint activities).

The difference between this approach and sociological lies not in the fact that it is not important for social psychology how social-typical traits are presented in a person, but in the fact that it reveals how these social-typical traits were formed, why in some conditions they manifested themselves in full, and in others arose some other despite the individual's belonging to a particular social group. For this, to a greater extent than in sociological analysis, the emphasis is on microenvironment personality formation, although this does not mean a rejection of research and the macroenvironment of its formation. To a greater extent than in the sociological approach, such regulators of the behavior and activity of the individual as the entire system of interpersonal relations and their emotional regulation are taken into account here.

From general psychological approach, this approach differs not in that the whole complex of questions of the social determination of personality is studied here, but in general psychology it is not. The difference lies in the fact that social psychology considers the behavior and activities of a "socially determined personality" in concrete real social groups, individual contribution each individual in the activities of the group, the reasons, on which the value of this contribution to the overall activity depends. More precisely, two series of such causes are studied: those rooted in the nature and level of development of those groups in which the individual acts, and those rooted in the individual himself, for example, in the conditions of his socialization.

We can say that for social psychology, the main guideline in the study of personality is the relationship of the individual with the group (not just personality in the group namely, the result obtained from relationship of an individual with a particular group). On the basis of such differences in the socio-psychological approach from the sociological and general psychological approach, it is possible to single out the problems of personality in social psychology.

The most important thing is to identify those patterns that govern the behavior and activities of an individual included in a particular social group. But such a problematic is unthinkable as a separate, "independent" block of research undertaken outside the group's research. Therefore, in order to realize this task, one must essentially return to all those problems that were solved for the group, i.e. "repeat" the problems discussed above, but look at them from the other side - not from the side of the group, but from the side of the individual. Then it will be, for example, the problem of leadership, but with the shade that is associated with the personal characteristics of leadership as a group phenomenon; or the problem of attraction, considered now from the point of view of the characteristics of certain features of the emotional sphere of the personality, which manifest themselves in a special way when perceived by another person. In short, a specifically socio-psychological consideration of the problems of the personality of races is the other side of the consideration of the problems of the group.

But at the same time, there are still a number of special problems that are less affected by the analysis of groups and which are also included in concept"social psychology of personality". In order to discover that through through which groups the influence of society on the individual is carried out, it is important to study a specific life path personality, those cells of the micro- and macroenvironment through which it passes [Psychology of a developing personality, 1987]. In the traditional language of social psychology, this is the problem socialization. Despite the possibility of distinguishing sociological and general psychological aspects in this problem, this is a specific problem of the social psychology of the individual.

On the other hand, it is important to analyze what is the result, obtained not in the course of passive assimilation of social influences, but during active development its entire system of social ties. How a person acts in conditions of active communication with others in those real situations and groups where his life activity takes place, this problem in the traditional language of social psychology can be designated as a problem social setting. This direction of analysis also quite logically fits into the general scheme of ideas of social psychology about the relationship between the individual and the group. Although both sociological and general psychological facets are often seen in this problem, as a problem it falls within the competence of social psychology.

The result of the study of personality problems in social psychology should be considered the integration of the personality in the group: the identification of those personality traits that are formed and manifested in the group, the feeling of group belonging that arises on the basis of the reflection of these qualities. In the language of traditional social psychology, this problem is called the problem social identity personality. As in the first two cases, despite the presence of sociological and general psychological aspects in the problematic, in its entirety, this is a problem social psychology.

We can agree with the idea that “the social psychology of personality still appears as a rather unstructured area of ​​socio-psychological research, and therefore difficult for any systematic presentation of it” [Belinskaya, Tikhomandritskaya, 2001. P. 24], but nevertheless the less suggested three aspects of the problems may outline its subject matter.

Literature

Ananiev B. G. Problems of modern human knowledge. M., 1976. Asmolov A. G. Personality as a subject of psychological research. M., 1988.

Belinskaya E. P., Tikhomandritskaya O. A. Social psychology of personality. M., 2001.

Kon I. S. Sociology of personality. M., 1967.

Leontiev A.N. Activity. Consciousness. Personality. M., 1975.

Parygin B. D. Fundamentals of socio-psychological theory. M., 1971.

Platonov K. K. Socio-psychological aspect of the problem of personality in the history of Soviet psychology // Social psychology of personality. M., 1979.

Smelzer N. Sociology / Per. from English. M., 1994.

Shorokhova E. V. Socio-psychological understanding of personality // Methodological problems of social psychology. M., 1975.

Yadov V. A. Personality and mass communications. Tartu, 1969.

Chapter 16

Socialization

The concept of socialization. The term "socialization", despite its wide prevalence, does not have an unambiguous interpretation among various representatives of psychological science [Kon, 1988. p. 133]. In the system of domestic psychology, two more terms are used, which are sometimes proposed to be considered as synonyms for the word "socialization": "personal development" and "education". Without giving an exact definition of the concept of socialization yet, let's say that the intuitively guessed content of this concept is that it is the process of "entry of the individual into the social environment", "assimilation of social influences", "introducing him to the system of social ties", etc. . The process of socialization is a set of all social processes, thanks to which the individual acquires a certain system of norms and values ​​that allow him to function as a member of society [Bronfenbrenner, 1976].

One of the objections is usually built on the basis of such an understanding and consists in the following. If there is no personality outside the system of social ties, if it is initially socially determined, then what is the point of talking about its entry into the system of social ties? The possibility of exact dilution of the concept of socialization with other concepts widely used in domestic psychological and pedagogical literature is also doubtful. ("personal development" and "upbringing"). This objection is very important and deserves to be discussed. specially.

The idea of ​​personality development is one of the key ideas of domestic psychology [Development Psychology, 2001]. Moreover, the recognition of the individual as the subject of social activity attaches particular importance to the idea of ​​personality development: the child, developing, becomes such a subject, i.e. the process of its development is unthinkable outside of its social development, and hence, outside of the assimilation by him of the system of social ties, relations, outside of inclusion in them. In terms of the scope of the concept of "personal development" and "socialization" in this case, it seems to coincide, and the emphasis on the activity of the individual seems to be much more clearly represented precisely in the idea of ​​development, and not socialization: here it is somehow muted, since it is in the center of attention - social environment and emphasizes the direction of its impact on the individual.

At the same time, if we understand the process of personality development in its active interaction with the social environment, then each of the elements of this interaction has the right to be considered without fear that the predominant attention to one of the sides of the interaction must necessarily turn into its absolutization, underestimation of the other component. A truly scientific consideration of the issue of socialization in no way removes the problem of personality development, but, on the contrary, suggests that a person is understood as a becoming active social subject.

Several more difficult the question of the relationship between the concepts of "socialization" and "education" [Rean, Kolominsky, 1999. p. 33]. As you know, the term "education" is used in our literature in two meanings - in the narrow and broad sense of the word. In the narrow sense of the word, the term "education" means the process of purposeful influence on a person by the subject of the educational process in order to transfer, instill in him a certain system of ideas, concepts, norms, etc. The emphasis here is on purposefulness, regularity of the process of influence. The subject of influence is understood as a special institution, a person appointed to achieve the named goal. In the broad sense of the word, education is understood as the impact on a person of the entire system of social relations in order to assimilate social experience, etc. The subject of the educational process in this case can be the whole society, and, as is often said in everyday speech, "entire life". If we use the term "education" in the narrow sense of the word, then socialization differs in its meaning from the process described by the term "education". If this concept is used in the broad sense of the word, then the difference is eliminated.

Having made this clarification, we can define the essence of socialization as follows: socialization is a two-way process, which includes, on the one hand, the assimilation of social experience by the individual by entering the social environment, the system of social ties; on the other hand (often insufficiently emphasized in studies), the process of active reproduction by the individual of the system of social ties due to his vigorous activity, active inclusion in the social environment. It is these two sides of the process of socialization that many authors pay attention to, accepting the idea of ​​socialization in the mainstream of social psychology, developing this problem as a full-fledged problem of socio-psychological knowledge.

The question is posed in such a way that a person is not just assimilates social experience, but transforms it into one's own values, attitudes, orientations. This moment of transformation of social experience fixes not just its passive Adoption, but presupposes the activity of the individual in the application of such transformed experience, i.e. in the famous recoil, when its result is not just an addition to the already existing social experience, but its reproduction, i.e. taking it to the next level. This explains the continuity in the development of not only a person, but also society.

The first side of the process of socialization - the assimilation of social experience - is a characteristic of what how the environment affects a person; its second side characterizes the moment human impact on the environment through activities. The activity of the position of the individual is assumed here because any impact on the system of social ties and relations requires the adoption of a certain decision and, therefore, includes the processes of transformation, mobilization of the subject, construction of a certain strategy of activity. Thus, the process of socialization in this sense does not in any way oppose the process of personality development, but simply allows us to identify different angles of view on the problem. If for developmental psychology the most interesting view of this problem is “from the side of the individual”, then for social psychology it is “from the side of the interaction of the individual and the environment”.

If we proceed from the thesis accepted in general psychology that one is not born a person, one becomes a person, then it is clear that socialization in its content is a process of becoming a person, which begins from the first minutes of a person’s life. There are three areas in which this formation of personality is carried out first of all: activity, communication, self-consciousness. Each of these areas should be considered separately. A common characteristic of all these three spheres is the process of expansion, multiplication of the individual's social ties with the outside world.

11 Another principle of revealing the content of socialization is also possible, for example, considering it as enculturation(transmission of culturally assigned values), internalization(learning patterns of behavior), adaptation(ensuring regulatory functioning), constructing reality(building a strategy of "co-owning behavior") [Belinskaya, Tikhomandritskaya, 2001, pp. 33–42].

Concerning activities, then throughout the entire process of socialization, the individual deals with the expansion of the “catalog” of activities [Leontiev, 1975. P. 188], i.e. the development of more and more new activities. At the same time, three more extremely important processes take place. First, this orientation in the system of connections present in each type of activity and between its various types. It is carried out through personal meanings, i.e. means identifying especially significant aspects of activity for each individual, and not just understanding them, but also mastering them. One could call the product of this orientation a personal choice of activity. As a consequence of this, a second process arises: centering around the main, chosen, focusing on it and subordinating all other activities to it. Finally, the third process is the development by the personality in the course of the implementation of activities new roles and understanding their significance. If we briefly express the essence of these transformations, then we can say that we have before us the process of expanding the capabilities of the individual precisely as subject of activity.

This general theoretical outline allows us to approach the experimental study of the problem. Experimental studies are, as a rule, borderline in nature between social and developmental psychology, they study for different age groups the question of what is the mechanism of personality orientation in the system of activities, what motivates the choice that serves as the basis for centering activity. Particularly important in such studies is the consideration of the processes goal setting. Unfortunately, this issue has not yet found much development in its socio-psychological aspects, although the orientation of the individual, not only in the system of connections given to him directly, but also in the system of personal meanings, apparently, cannot be described outside the context of those social “units”. ”, in which human activity is organized, i.e. social groups.

The second area is communication - is considered in the context of socialization also from the side of its expansion and deepening, which goes without saying, since communication is inextricably linked with activity. Extension communication can be understood as the multiplication of a person's contacts with other people, the specifics of these contacts at each age limit. As for grooves communication is, first of all, the transition from monologue to dialogic communication, de-centration, i.e. the ability to focus on a partner, a more accurate perception of him. The task of experimental research is to show, firstly, how and under what circumstances the multiplication of communication links is carried out and, secondly, what a person receives from this process. Studies of this plan bear the features of interdisciplinary research, since they are equally significant for both developmental and social psychology. From this point of view, some stages of ontogeny have been studied in particular detail: preschool and adolescence. As for some other stages of human life, the small number of studies in this area is explained by the debatable nature of another problem of socialization - the problem of its stages.

Finally, the third area of ​​socialization is the development self-awareness personality. In the most general form, we can say that the process of socialization means the formation of the image of his “I” in a person: the separation of the “I” from activity, the interpretation of the “I”, the correspondence of this interpretation with the interpretations that other people give to the personality [Kon, 1978. P. 9]. In experimental studies, including longitudinal studies, it has been established that the image of the “I” does not arise in a person immediately, but develops throughout his life under the influence of numerous social influences. From the point of view of social psychology, it is especially interesting here to find out how the inclusion of a person in various social groups sets this process. Does the fact that the number of groups can vary greatly, and therefore the number of social “influences” also vary, play a role? Or is such a variable as the number of groups irrelevant at all, and the main factor is the quality of the groups (in terms of the content of their activities, their level of development)? How does the level of development of his self-consciousness affect the behavior of a person and his activity (including in groups) - these are the questions that must be answered in the study of the process of socialization.

Unfortunately, it is in this area of ​​analysis that there are especially many conflicting positions. This is due to the presence of those numerous and varied understandings of personality, which have already been mentioned. First of all, the very definition of "I-image" depends on the concept of personality, which is accepted by the author. There are several different approaches to the structure of the "I". The most common scheme includes three components in the "I": cognitive (self-knowledge), emotional (self-assessment), behavioral (attitude towards oneself). Self-awareness is a complex psychological process that includes: self-determination(search for a position in life), self-realization(activity in various fields), self-affirmation(achievement, satisfaction), self-esteem. There are other approaches to what is the structure of human self-consciousness [Stolin, 1984]. The most important fact that is emphasized in the study of self-consciousness is that it cannot be presented as a simple list of characteristics, but as an understanding of the personality itself as a certain integrity, in defining one's own identity. Only within this integrity can we speak of the presence of some of its structural elements.

Another property of self-consciousness is that its development in the course of socialization is a controlled process, determined by the constant acquisition of social experience in the context of expanding the range of activities and communication. Although self-consciousness is one of the most profound, intimate characteristics of the human personality, its development is unthinkable outside of activity: only in it is a certain “correction” of the idea of ​​oneself constantly carried out in comparison with the idea that is emerging in the eyes of others. “Self-consciousness, not based on real activity, excluding it as “external”, inevitably comes to a dead end, becomes an “empty” concept” [Kon, 1967. p. 78].

That is why the process of socialization can only be understood as a unity of changes in all three designated areas. They, taken as a whole, create for the individual an "expanding reality" in which he acts, learns and communicates, thereby mastering not only the nearest microenvironment, but the entire system of social relations. Along with this development, the individual brings his experience, his creative approach into it; therefore, there is no other form of assimilation of reality other than its active transformation. This general fundamental position means the need to identify the specific "alloy" that occurs at each stage of socialization between the two sides of this process: the assimilation of social experience and its reproduction. This problem can be solved only by defining the stages of the socialization process, as well as the institutions within which this process is carried out.

Chapter 1 Social Work System

• 1.1 Features of social work as an activity
• 1.2 Formation of the system of social work in the Russian Federation
• Chapter 2 Relationship between psychology and social work
• 2.1 Psychological aspects of social work
• 2.2 Using psychological methods in social work when interacting with a client
• 2.2.1 Psychological techniques in working with a social service client
• 2.2.2 Psychological theories applied when working with clients
• 2.3 The use of psychological technologies in the practice of social work
• Conclusion
• List of used literature
• ADD HYPOTHESES
• Introduction
• The socio-psychological orientation (personality - society) has evolved throughout the history of professional social work in the 20th century. and led to the emergence of the psychosocial approach. This approach is usually associated with the names of M. Richmond (Mary Richmond) and F. Hollis (Florence Hollis), and in the 1950s-1960s. the psychoanalytic ideas of Freud, then the work of J. Bowlby, had a great influence on its formation.
• In the research devoted to the psychosocial approach, the need to understand the personality of the client in his relationship with the world that surrounds him is substantiated. In other words, one should not separate such concepts as the inner world and external reality in order to understand the integrity of the “person in the situation”, i.e. psychosociality.
• The relevance of the topic is due to the fact that social work and psychology are related sciences. Knowledge of psychology helps the social worker in his daily activities. No wonder the discipline "Psychology" is included in the state educational standard of a specialist in social work.
• In this regard, we have identified the goal of our work:
• 1. Consider (explore) the relationship between psychology and social work in theory.
• The goal defines the following tasks:
• - to define the system of social work;
• - to study (explore) the psychological aspects of social work;
• - consider the psychological methods and techniques used by a social worker in working with a client;
• The subject of our study: the relationship of social work and psychology.
• Object: implementation of psychological techniques in social work
• Research methods used in the work: analysis of documents; method of comparison and comparison; analysis of the current situation based on theoretical and practical data.
• The theoretical basis of this work is the works of domestic and foreign scientists in the field of social work, such as: V.M. Basova, M.A. Gulina, I.G. Zainysheva, A.I. Kravchenko, E.V. Kulebyakin and many others.
• The structure of the work is determined by the purpose and objectives of scientific research. It consists of an introduction, two chapters, including a certain number of paragraphs, a conclusion, and a list of references.
• The practical significance of the course work is due to the fact that the knowledge gained is of interest to workers and specialists in the field of social work, as well as practitioners in this field.

The Constitution of the Russian Federation not only proclaims the right of citizens to social protection, but also clearly defines the ways of its implementation - first of all, this is state insurance for workers, the creation of other funds that are sources of financing social protection of the population, as well as the adoption of federal laws guaranteeing the implementation of these rights.

As a matter of priority, social protection of the population in the Russian Federation is in need of:

Citizens of the elderly, especially lonely and lonely living; disabled veterans of the Great Patriotic War and families of fallen servicemen; disabled people, including from childhood and disabled children; citizens affected by the consequences of the accident at the Chernobyl nuclear power plant and radioactive releases in other places; unemployed; forced refugees and migrants; children with deviant behavior; families with disabled children, orphans, alcoholics and drug addicts; low-income families; large families; single mothers; young, student families; citizens infected with HIV and AIDS patients; persons with disabilities; persons without a fixed place of residence.

The social protection management bodies and their subordinate enterprises, institutions, organizations, territorial bodies of social protection of the population form a unified state system of social protection of the population, providing state support for the family, the elderly, veterans and the disabled, persons discharged from military service, and members of their families, development of the system of social services, implementation of state policy in the field of pension provision and labor relations.

Thus, social protection in any state is a complex system of socio-economic relations designed to provide comprehensive assistance to disabled or partially able-bodied persons, as well as families whose able-bodied members' incomes do not provide a socially necessary standard of living for the family.

Summing up the chapter, we note that the modern concept of social protection proceeds from the fact that it should not be reduced to free assistance and encouragement of its passive expectation. Its essence should be to revive and encourage the feeling of a master in a person, to form motives for highly productive work and involve him in such work; to create relatively equal "starting opportunities" in society for all its members. That is why the most important subject of social protection is the person himself, realizing his potential and strength, protecting his vital needs and interests. Conditions must be created in society - economic, organizational, legal, financial, etc. - for the formation of self-awareness, a system of knowledge and value ideas about the role and place of a person in protecting one's rights and protecting fundamental vital interests, ways of one's own self-realization and self-affirmation, interaction with others subjects and social protection.

Chapter 2 Relationship between psychology and social work

2.1 Psychological aspects of social work

The emergence of social work as a science and specific social activity was due to the aggravation of social conflicts in the 19th century. in connection with the rapid development of capitalism in Western countries - industrialization and urbanization and, as a result, a sharp increase in unemployment, crime, alcoholism, etc.

Already from the very beginning, in the process of formation and institutionalization of social work, it was clear that its organic component is the psychological activity of social workers and psychologists, psychosocial work with an individual and a group.

Within the framework of social work, social individual psychotherapy arose, therefore, in the first period, social work was even reduced to socio-psychological work.

The direct methodological basis of the psychological practice of social work is, undoubtedly, fundamental general psychological doctrines about the personality, its structure; typology and development, the theory of temperament and character, the needs and motivation of behavior, the concept of group psychology and communication, conflict and deviation. However, these psychological concepts and theories were formed and developed by their authors most often (although not always quite consciously), in turn, under the influence of certain philosophical and sociological doctrines about the nature and essence of man. It should be noted that many of the philosophical, anthropological and sociological ideas themselves are directly related to the behavior of the individual and may well be used in the practice of social work. Among the philosophical and sociological teachings and ideas, the most important methodological significance for the practice of social work are the concepts of the essence and nature of man, the relationship between the social and biological in man and his development, the meaning of his life, social action, the interaction of the individual and society, and others. Kulebyakin, E.V. Psychology of social work / E.V. Kulebyakin. - Vladivostok: Publishing House of the Far Eastern University, 2004. - S. 7-8.

Many approaches to social work are based on certain psychological views. Psychoanalysis was the basis for the diagnostic theory of social work, which later determined the method of individual psychosocial work. In recent decades, the provisions of humanistic psychology have become especially important for the strategy of social work (the main ones are about A. Maslow's self-actualization and K. Rogers' personal growth). Firstly, at its core, the essence, content and methods of social work are determined by the principle of humanism and, secondly, these provisions allow us to understand a person as an integral person who is in interaction with his environment.

Both social work and psychology are of an applied nature, and the following areas are of particular importance for the practice of social work: Chernetskaya, A.A. Technologies of social work: a textbook for universities / A.A. Chernetskaya. - M.: Phoenix, 2006. - S. 115

1. Psychodiagnostics - a branch of mental knowledge associated with the formulation of a psychological diagnosis (relevant for social forecasting, counseling and psychotherapeutic assistance, etc.).

2. Psychological counseling - assisting mentally normal people to achieve any goals, more effective organization of behavior.

Modern psychology presents great opportunities for using social work in various ways of interacting with a client: psychodrama, music therapy, role-playing, etc. Romm. M.V. Theory of social work: textbook / M.V. Romm, T.A. Romm. - Novosibirsk: [b.i.], 1999. - S. 15.

If, as a practice, social work arose earlier than the scientific period in psychology - approximately in the 70s. XIX century, the theoretical understanding of its results and the development of skills went under great influence and in parallel with the development of the theory of psychoanalysis (until the end of the 1940s, psychodynamic and ego-psychological approaches were dominant in individual social work, i.e. in with one client, not with a group; "social casework") and later the theory of social psychology, learning theory, stress theory and other psychological concepts. Gulina, M.A. Psychology of social work: a textbook for universities / M.A. Gulin. - St. Petersburg: Peter, 2004. - S. 125.

Thus, social work is not conceivable without knowledge of the basics of psychology. Among other social sciences, the connection between social work and psychology is the most significant. The theoretical foundations of psychology form the basis of social work with a client.

2.2 Using psychological methods in social work when interacting with a client

2.2.1 Psychological techniques in working with a social service client

The study of the client of social work begins at the end of the 19th century. Class approaches to the personality of the needy are gradually giving way to natural-scientific approaches. A serious influence on the development of methods, as well as on the scientific reflection of social work, was made by research in the field of psychiatry, psychotherapy and personality psychology. Methods of psychoanalysis and humanistic psychotherapy are applied to the theory and practice of social work. Schools and areas of social work in explaining individual actions of a person, his behavior, emotional reactions, etc. based on the concepts and ideas of Z. Freud, K. Jung, K. Rogers, A. Maslow, E. Erickson and other psychologists and psychiatrists. Various approaches to personality psychology, developed by these and subsequent researchers, are reflected in approaches to the phenomenon of a social work client, determine one or another strategy for relationships with him, and make it possible to form various interpretive tools for clients' problems and situations. Psychodynamic, humanistic and systemic psychological concepts had a special influence on the approach to the client in the theory and practice of social work. Firsov, M.V. Theory of social work: textbook. allowance for students. higher textbook institutions / M.V. Firsov, E.G. Studenova. - M.: VLADOS, 2001. - S. 265-267.

A social worker needs a certain level of psychological literacy for the effective performance of his professional duties related to the organization and functioning of social services.

If we proceed from the position that among the professional functions of social workers, the most important should be considered the provision of psychological support, the performance of intermediary functions through interaction with specific specialists (psychologists, psychotherapists, psychiatrists, teachers, sociologists, lawyers, etc.), then psychological training should include the study of both general tendencies of mental manifestations and special ones (depending on age, gender, profession, social status, etc.).

The need for a sufficiently high psychological competence is due to the fact that a social worker, firstly, must constantly cooperate with professional psychologists, psychotherapists and find mutual understanding with them; secondly, to distinguish between those cases when a psychological or even psychiatric problem is hidden under the “mask” of a social problem and refer the client to the appropriate specialist; thirdly, to be able to provide primary social support to people in need; fourthly, constantly communicating with people burdened with psychological problems, he must master the principles of psychologically correct communication with them.

In the practice of social work, one of the central places belongs to individual work with the client. Often a social worker is faced with the erroneous actions of people, their confusion, helplessness, painful perception of others not only in extreme, stressful, but also in ordinary situations.

Often, people who cannot solve their problems due to their physical condition (elderly, lonely, sick, disabled) need the help of a social worker. They, as a rule, also have peculiar tendencies in the sphere of the psyche: aggression, depression, autism, etc.

In addition, social assistance is resorted to by people who do not know how or do not know how to choose a path to solve their problems, find the strength to realize their intentions. The object of the activity of a social worker is also persons who are in an altered (but within the limits of the norm) state of mind, where most often the leading role belongs to the psychological component. Kholostova, E.I. Technologies of social work: textbook / E.I. Kholostova.- M.: INFRA-M, 2001. - S. 185-189.

Options for psychological assistance to a person are diverse. But they are only effective when they are applied in combination with the theory, methodology and technology of using psychological knowledge. It is important for a specialist in the field of social work to be able to choose and use in practice methods that correspond to the individuality of a particular person and take into account his social needs and interests.

According to world practice, there are two points of view regarding the use of psychological methods in helping a person. Some believe that only specialists with a special medical education can engage in psychological practice. For example, the American Psychoanalytic Association admits only licensed physicians to its membership. Others believe that the requirements for practicing psychologists should not be so strict. For example, in the UK every third psychoanalyst does not have a medical education. In most Western countries, the role of a social worker in providing psychological assistance to the population is constantly increasing. And in the United States now, the number of social workers employed in the field of mental health care exceeds the total number of psychiatrists and psychoanalysts working in this field. The development of a network of psychological services, as experience shows, is also of great economic importance. According to Western experts, one ruble invested in the development of a system of psychological assistance to the population makes it possible to avoid investing ten rubles in the development of a medical psychiatric service.

Social assistance to the population is provided in the same areas of practical psychology: Kravchenko, A.I. Social work: a textbook for universities / A.I. Kravchenko. - M.: Prospect; Welby, 2008. - p. 120

Providing the client with objective information about his disorders based on psychodiagnostics. The client develops his own attitude to receiving information and decides on its use;

Psychological correction, with the help of which an individual program of a certain type of activity (reading, writing, counting, etc.) is developed for the client in accordance with general requirements;

Psychological counseling, the purpose of which is to help the individual find as many options for behavior, thoughts, feelings, actions as possible for active interaction with people and social groups within society;

Psychoprophylactic work aimed at preventing possible violations in the development of the individual in advance, creating conditions for full-fledged mental development at each age stage.

An important area is psychotherapy - an organized impact on the client's psyche in order to restore or transform it. As a rule, it is carried out by social workers with the assistance of physicians. Therapeutic technology has a large number of psychotechnical, instrumental, training methods of influence. Zainysheva, I.G. Technology of social work: textbook. allowance for students. higher textbook institutions / I.G. Zainysheva.- M.: VLADOS, 2002. - S. 85-89.

Thus, when working with a client, a social worker often has to use various psychological techniques. This is due to the fact that the social worker first of all has to work with the personality of the client. This is especially evident in individual work.

2.2.2 Psychological theories applied when working with clients

Psychodynamic practice is based on the psychoanalysis of Z. Freud. The relationship that develops between client and therapist is the same as between patient and doctor. This is why in psychoanalytic approaches the client asking for help is defined as the patient. Initially, this method rigidly determined the patient's attitudes and the necessary procedures, thus lined up, as in medical practice, directive principles of relationships. Later, Freud came to the conclusion that the relationship between analyst and patient is part of the therapeutic contact and that it can interfere with or help the solution of the patient's problems.

The behavioral practice of working with a client is different from other types of therapy, it is based on behavior, and the feelings and thoughts of the client, even despite the emotional background, are secondary. Behavioral therapy focuses on teaching clients positive behavior patterns.

R. Dustin (R. Dustin) and R. George (R. George) highlight such basic principles of behavioral therapy.

1. The therapist's focus is on the behavior of the client.

2. Conceptualization of therapeutic behavioral goals.

3. Development of a treatment procedure based on the behavioral problems of the client.

4. Objective assessment of therapeutic goals achieved in the course of treatment.

Behavioral therapy allows not only to reflect, but also to measure the changes that occur with the client, to ensure the client's progress towards the goals. In this regard, behavioral therapy enables clients: Safonova, L.V. The content and methodology of psychosocial work / L.V. Safonov. - M.: Academy, 2006. - S. 71

change behavior;

Be involved in the decision-making process;

Prevent possible problems, form the necessary behavior.

Personally-oriented therapy is aimed at the client's self-actualization, his awareness of his attitude to himself, to the world around him, to his behavior. It develops the creative potential of the individual, his ability to self-improvement.

It is based on the understanding that people are able to resolve any conflicts, but they are limited in knowledge about themselves. Conflicts arise as a result of a discrepancy between one's own organismic evaluative process and the evaluative value position of the environment.

Clients are able to overcome the obstacles of perception of both external and internal experience, form ideas about themselves as a fully functioning personality, a self-actualizing individual, if the therapist has the necessary personal qualities. Creating an atmosphere of relationship with the client is one of the main conditions of the therapeutic process. If these conditions are met, then clients can achieve self-actualization, resolve conflict, acquire positive values, and increase the trend of positive personal growth. Firsov, M.V. Psychology of social work: Contents and methods of psychosocial practice: textbook. allowance for students. higher studies, institutions / M.V. Firsov, B.Yu. Shapiro. - M.: Academy, 2002. - S. 80.

Thus, in this section we have considered three types of psychological theories that can be partially applied in the practice of social work: psychodynamic, behavioral and personality-oriented approaches.

2. 3 Appspsychological technologies

in the practice of social work

Social work is aimed at helping a person in his family, social environment, in the correction of his interpersonal relationships and intrapersonal status. Therefore, psychological technologies and techniques are rightly actively used both in the training of a specialist and in his professional activities. The variety of psychological technologies that are being actively developed, the practitioner applies, depending on his basic approach to man and society. Kholostova, E.I. Technologies of social work: textbook / E.I. Kholostova.- M.: INFRA-M, 2001. - S. 187.

For the practice of social work, the following areas are of particular importance:

1) psychodiagnostics,

2) psychological counseling,

3) the use of techniques, methods and techniques of psychological interaction with the client.

Psychodiagnostics is a branch of mental knowledge associated with the formulation of a psychological diagnosis. Modern psychodiagnostics understands the term "psychological diagnosis" not only as the establishment of any deviation from normal psychological functioning or development, but also as the definition of the mental state of a particular object (individual, family, group), one or another mental function or process in a particular person. For example, a diagnosis of the level of mental development of a preschooler, psychodiagnostics of intelligence, voluntary attention, short-term and long-term memory, character accentuations, temperament type, etc. can be carried out. The content and methodology of psychosocial activity in the system of social work: lecture [Electronic resource] // Bibliofond. Library of scientific and student information // Access mode: http://www.bibliofond.ru/view.aspx?id=9577

It is recommended to collect information about the client using one of the methods - the five-step model described by E. Ivey. It is also useful to observe expressions (facial expressions, pantomime, posture, movements), by which one can understand the true experiences, the state of a person, and not evaluate them only by his words. It has been established that it is non-verbal manifestations in communications that most correctly signal the true, and not ostentatious, feelings of a partner. The results of observations should be analyzed according to a special scheme. In addition, special psychodiagnostic methods are common in psychodiagnostics: tests, questionnaires, projective procedures. Noting the need for professionalism in their use and interpretation of the results, experts pay attention to the following advantages of these techniques: Shemet, I.S. Integrative psychotechnologies in social work: scientific publication / I.S. Shemet. - Kostroma: KSU, 2004. - S. 112

1) they allow you to collect diagnostic information in a relatively short time;

2) provide information not about a person in general, but about one or another of his features (intelligence, anxiety, sense of humor, etc.);

3) information arrives in a form suitable for qualitative and quantitative comparison of an individual with other people;

4) the information obtained with the help of psychodiagnostic methods is useful in terms of choosing the means of intervention, as well as predicting the development, communication, and effectiveness of a particular activity of an individual.

The social worker, using simple psychodiagnostic procedures in his practice to obtain a more complete and objective characterization of the client, if necessary, sends him to a professional psychologist, formulating psychodiagnostic tasks for the latter. Particular caution should be exercised against the unskilled use of psychodiagnostic testing.

The test is a very subtle and sometimes insidious tool. It is not enough to have a test in hand, you need to know well its potential, the rules of interpretation, the clarity of the testing procedure, the rules for correlating the results obtained using different tests. Nikitin, V.A. Social work: problems of theory and training of specialists: study guide / V.A. Nikitin. - M.: Moscow Psychological and Social Institute, 2002. - S. 136.

At the same time, the competent use of testing expands the horizons of the psychologist and social worker. However, often the focus on solving obvious, obvious problems leads to forgetting what type of client they are dealing with. How the psychologist and social worker perceives the client often affects their judgment. Tests are a good way to avoid bias. They make it possible to assess the situation in a balanced way.

Psychological counseling of the population is a new type of practical activity of domestic psychologists, and so far, unfortunately, it is developing on a rather modest scale, although in many foreign countries of Europe, America, Asia, a network of municipal, city, district (communal), local psychological consultations has been operating for many years. that have significant practical implications. Basova, V.M. Social work: textbook / V.M. Basova, N.F. Basov, S.V. Boytsova. - M.: Dashkov i K, 2008. - S. 98

It is customary to distinguish between psychological counseling and psychotherapy. Counseling - assisting mentally healthy people to achieve any goals, more effective organization of behavior. A counseling psychologist can help a person look at himself as if from the outside, realize the problems that he does not control, change attitudes towards others and adjust his behavior in accordance with them, etc.

Psychotherapy is a long-term process of personality transformation, characterized by profound changes in its structure. The opinion is often expressed that psychotherapy is work with a pathological personality. But in practice, the concepts of psychotherapy and psychological counseling merge. Counseling psychologists sometimes have many meetings with clients and work deeper than psychotherapists. Kholostova, E.I. Theory of social work: textbook / E.I. Kholostov. - M.: Jurist, 1999. - S. 234.

Thus, various psychological methods and technologies are used in social work. The most frequently used of them are: psychodiagnostics, testing, psychotherapy, psychological counseling.

Conclusion on the second chapter

In the first chapter, we examined the relationship between psychology and social work. Based on the analysis of the texts of the literature used, we were convinced that social work is unthinkable without psychology. Moreover, from the very beginning of its formation, social work relied on psychology. The psychological approach to the practice of social work was especially popular abroad.

At the moment, various psychological methods are widely used in social work with clients.

Conclusion

In the domestic methodology and practice of social work, the idea of ​​synthesis of the psychological and the social can be traced at all levels - in the formulation of the goals and objectives of social assistance to the population, in the qualification requirements and job responsibilities of social workers, in state educational standards for training social work specialists. Accordingly, an integrative approach is actually incorporated in the regulatory documents on the activities of social services and the job responsibilities of social workers. Thus, they include such activities as the provision of qualified socio-psychological assistance to citizens, in particular the provision of counseling; assistance to clients in conflict and psychotraumatic situations; expanding the range of socially and personally acceptable means for clients to independently solve emerging problems and overcome existing difficulties; assistance to clients in actualizing their creative, intellectual, personal, spiritual and physical resources to get out of a crisis; stimulating self-esteem of clients and their self-confidence.

Social workers who deal with people in difficult life situations, in risk groups, therefore, must be quite competent in matters of mental health, the socio-psychological nature of a person, its characteristics in certain groups, in particular, in problems of personality typology, temperament, character, communication, etc.

The main goal of social work is to improve the lives of clients by changing their inner world and external circumstances that affect this world, therefore the psychological foundations of social work include both general theoretical psychological concepts and methods of practical psychology.

The need for a sufficiently high psychological competence is due to the fact that a social worker, firstly, must constantly cooperate with professional psychologists, psychotherapists and find mutual understanding with them; secondly, to distinguish between those cases when a psychological or even psychiatric problem is hidden under the “mask” of a social problem and refer the client to the appropriate specialist; thirdly, to be able to provide primary social support to people in need; fourthly, constantly communicating with people burdened with psychological problems.

All psychological states and behavior patterns of clients are caused, on the one hand, by external social (or natural) causes, in particular, socio-economic difficulties, poverty, unemployment, retirement and its low standard of living, abuse of power and violence by other people and groups (including those associated with crime), failures in personal and family life (divorce or discord in the family, etc.), national-racial conflicts, the consequences of participating in hostilities, being in extreme situations (severe illness, disability, natural disasters, etc.). On the other hand, the psychological problems of clients are due to the peculiarities of the personality structure itself. It is the imposition of the noted objective life situations and the subjective internal characteristics of a given person that ultimately leads to psychological dissatisfaction with his life. From this it is quite clear that the psychosocial worker is obliged in his work with clients to provide him not only with social and organizational assistance within the framework of his abilities, but also be able to quite competently solve purely psychological problems of the client, actively using corrective and rehabilitation methods and means.

Among the numerous methods and means of correction and rehabilitation of clients, psychological counseling and psychotherapy, which is a diverse set of specific techniques, methods, and techniques used in practical work, are of paramount importance in psychological work with clients. It should be noted that both psychological counseling and psychotherapy in solving clients' problems are based on basic principles and therefore include a number of relevant basic approaches: diagnostic (diagnostic scale), functional (functional school), problem solving method, psychoanalytic, cognitive, behavioral (behavioral). ), multimodal (along with the behavioral, it also includes an analysis of the sensory processes of the personality, interpersonal relationships, imagination), existential-humanistic (humanistic and existential psychology), transactional approach (based on the transactional analysis of gestalt psychology), systemic, integrative (based on the principle: for each client has his own psychotherapy), ontopsychological, approach from the standpoint of transpersonal psychology, activity and others.

List of used literature

1. Basova, V.M. Social work: textbook / V.M. Basova, N.F. Basov, S.V. Boytsova. - M.: Dashkov i K, 2008. - 364 p.

2. Gulina M.A. Psychology of social work: a textbook for universities / M.A. Gulin. - St. Petersburg: Peter, 2004. - 352 p.

3. Zainysheva, I.G. Technology of social work: textbook. allowance for students. higher textbook institutions / I.G. Zainyshev. - M.: VLADOS, 2002. - 240 p.

4. Kravchenko, A.I. Social work: a textbook for universities / A.I. Kravchenko. - M.: Prospect; Welby, 2008. - 416 p.

5. Kulebyakin E.V. Psychology of social work / E.V. Kulebyakin. - Vladivostok: Far Eastern University Press, 2004. - 82 p.

6. Nikitin, V.A. Social work: problems of theory and training of specialists: study guide / V.A. Nikitin. - M.: Moscow Psychological and Social Institute, 2002. - 236 p.

7. Romm, M.V. Theory of social work: textbook / M.V. Romm, T.A. Romm. - Novosibirsk: [b.i.], 1999. - 52 p.

8. Safonova, L.V. The content and methodology of psychosocial work / L.V. Safonov. - M.: Academy, 2006. - 224 p.

10. Firsov, M.V. Psychology of social work: Contents and methods of psychosocial practice: textbook. allowance for students. higher studies, institutions / M.V. Firsov, B.Yu. Shapiro. - M.: Academy, 2002. - 192 p.

11. Firsov, M.V. Theory of social work: textbook. allowance for students. higher textbook institutions / M.V. Firsov, E.G. Studenova. - M.: VLADOS, 2001. - 432 p.

12. Kholostova E.I. Theory of social work: textbook / E.I. Kholostov. - M.: Jurist, 1999. - 334 p.

13. Kholostova E.I. Technologies of social work: textbook / E.I. Kholostov. - M.: INFRA-M, 2001. - 400 p.

14. Chernetskaya, A.A. Technologies of social work: a textbook for universities / A.A. Chernetskaya. - M.: Phoenix, 2006. - 346 p.

15. Shemet, I.S. Integrative psychotechnologies in social work: scientific edition / I.S. Shemet. - Kostroma: KGU, 2004. - 226 p.

In our daily life, we are faced with such diverse and important phenomena for us as communication; role, interpersonal and intergroup relations; conflicts; rumors; fashion; panic; conformism. The phenomena listed and similar to them are based, first of all, on the mental activity and behavior of people who interact with each other as social subjects. In other words, we are talking about phenomena generated by the interaction of both individuals and their associations - social groups: this is a family, and a production team, and a company of friends, and a sports team, and a political party, and a whole people that make up the population of a particular another country.

Any of the mentioned social subjects - a specific person or a specific social group - interacts with another social subject (subjects) in accordance with certain patterns that have a psychological and at the same time social nature. However, this psychological is so closely intertwined with the social that an attempt to separate them in a concrete interaction of people is doomed to failure in advance.

For example, the course of a conflict between two students will certainly be influenced by the characteristics of their characters, temperaments, motives, goals, emotions, social statuses, roles and attitudes. But; however, factors of a completely different order will be decisive here, namely: the actual behavior of these persons, their mutual perception, relationships, as well as the social situation in which all this takes place. Even without a deep analysis, it is clear that each of these factors is, as it were, an alloy of the social and psychological. Therefore, the designation "socio-psychological" is best suited to these factors and their corresponding phenomena. In turn, the science that studies such phenomena and their patterns can rightly be called social psychology.

Here it should immediately be noted that social psychology studies not only socio-psychological phenomena. As an applied science, it explores the socio-psychological aspect (or side) of any real phenomena in the life and activities of people in almost all areas. This fully applies to the spheres of economy, politics, law, religion, national relations, education, family, etc.

In order to show how the socio-psychological aspect relates to aspects of other sciences and how these sciences themselves relate in the study of a particular phenomenon, let us take the usual exam as an example. From the point of view of sociology, this is a type of interaction between representatives of two social groups (teachers-students), aimed at realizing their public and personal interests and goals. From the point of view of general psychology, an exam is an episode of mental activity and behavior of a certain individual (subject). At the same time, if a teacher is taken as a subject, then the student here will be nothing more than an object of his activity. If the position of the subject is assigned to the student, then, accordingly, the teacher becomes the object of his activity. From the standpoint of pedagogy, the exam is one of the forms of control over the assimilation of knowledge by students, and from the standpoint of informatics, it is a special case of information exchange. And only from the point of view of social psychology, the exam is considered as a specific communication of individuals within the framework of their specific social roles and interpersonal relationships.

In other words, if the exam interests us as a kind of communication (conflict or contact, role-playing or interpersonal, etc.), during which its participants influence each other, as well as one or another development of their mutual relations, then we must turn to specifically to social psychology. In turn, this will allow the use of theoretical knowledge adequate to the problem being solved, the conceptual apparatus, optimal means and methods of research. At the same time, in order to understand the whole essence of what is happening in the process of a particular exam, in addition to social psychology, certain knowledge in the field of sociology, general psychology, pedagogy and, of course, in the academic discipline in which this exam is taken, will be required.

Social psychology has relatively recently entered the state educational standard for all pedagogical specialties. For a long time, only students of psychological faculties studied social psychology, and most of the domestic textbooks and manuals on social psychology were focused specifically on them. In fact, s.p. as a science and a branch of knowledge, it is relevant for all specialists working in the field of "human-to-human".

(and you will understand this as soon as we touch on the subject of its study)

Social psychology as an independent branch of scientific knowledge began to take shape at the end of the 19th century, but the concept itself began to be widely used only after 1908 in connection with the appearance of the works of W. McDougall and E. Ross. These authors were the first to introduce the term "social psychology" into the title of their works. Some questions of s.p. were set a very long time ago within the framework of philosophy and were in the nature of understanding the features of the relationship between man and society. However, the study of socio-psychological scientific problems proper began in the 19th century, when sociologists, psychologists, philosophers, literary critics, ethnographers, physicians began to analyze the psychological phenomena of social groups and the characteristics of mental processes and human behavior depending on the influence of people around them.

By this time, science was quite "ripe" in order to identify some socio-psychological patterns. But it turned out that the problems posed were very difficult to study within the framework of the then existing sciences. Integration was needed. And above all - the integration of sociology and psychology, because psychology studies the human psyche, and sociology - society.

Regularities are the most significant, recurring phenomena that occur every time, under certain conditions.

G. M. Andreeva defines the specifics of social. psychology as follows: - is the study of the patterns of behavior and activities of people, due to their inclusion in social groups, as well as the psychological characteristics of these groups.

S.P. - This is a branch of psychological science that studies the patterns of emergence and functioning of socio-psychological phenomena that are the result of the interaction of people as representatives of different communities. (Krysko V. G.)

For comparison, the definitions of the American school of social. psychology:

SP is the scientific study of the experience and behavior of an individual in connection with the impact on him of a social situation.

SP is the scientific study of the relationship of individuals to each other, in groups and in society. (from the book by P.N. Shikhirev “Modern joint venture of the USA”)?

SP is a science that studies how people learn about each other, how they influence and relate to each other (David Myers) - he gives this definition based on the fact that SPs, in his opinion, study attitudes and beliefs, conformity and independence, love and hate.

The emergence of social work as a science and a specific social activity was due to the aggravation of social conflicts in the 19th century. in connection with the rapid development of capitalism in Western countries - industrialization and urbanization and, as a result, a sharp increase in unemployment, crime, alcoholism, etc.
At the end of the nineteenth century. social reformers and leaders of charitable organizations have come to the conclusion that to effectively solve these problems, not just philanthropists are needed, but specially trained personnel to provide social assistance to vulnerable, needy sections of the population.
In the 90s. XIX century in England, lectures and practical work were organized related to the activities of the charity society in London. In Germany, at the same time, similar courses are being opened (within the framework of the women's movement). In the USA (in New York) short-term summer courses are based on which the professional training of social workers is organized. In 1899 a group of social reformers from the Netherlands (Amsterdam) founded an institute for the training of social workers. The program of the institute provided for a full 2-year course of full-time theoretical training and practical training for all those who devoted themselves to social work. In 1910 in Europe and America there were 14 schools of social work. In 1920 The first school of social work in Latin America was opened in Chile, thanks to the active work of the outstanding pioneer of social work, René Sanda.
The need to intensify social work increases during crises. Thus, in the United States in 1929-1933, 15 million people lost their jobs, poverty and suffering reached a peak. Therefore, the Franklin Roosevelt government adopted the New Deal, which played a huge role in stabilizing the economy and providing social assistance to the poor. For the first time, unemployment was approached as a social problem, and a special state agency, the Interim Emergency Relief Administration, was created, which brought in well-trained social workers from private services. Franklin Roosevelt believed that government assistance to the unemployed is not a handout or charity, but social justice, which is based on the right of every citizen to expect a minimum standard of living in a civilized society.
These ideas have been developed in modern social work: the state in a civilized society implements an extensive and systematic organized system of social protection, and social workers who provide social services to clients act as its conductors.
Thus, social work includes 2 main elements - social protection and social services.
The objects of social work are an individual, a group, a family, but since success in social assistance to them depends on the social environment - local authorities, the region, social institutions and institutions operating here, then all of them are also the object of social work.
Already from the very beginning, in the process of formation and institutionalization of social work, it was clear that its organic component is the psychological activity of social workers and psychologists, psychosocial work with an individual and a group.
Within the framework of social work, social individual psychotherapy arose, therefore, in the first period, social work was even reduced to socio-psychological work.

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