Characteristics of conversation as a research method in psychology

Conversation

• Introduction to the experimental situation. This species is most often used for laboratory research. Establishing contact with the subject is the main goal of this type of conversation. An important role is played by creating motivation to participate in the experiment. During the conversation, the necessary instructions are given. Conversation in the structure of laboratory research is an important auxiliary technique that follows the experiment;
• Experimental conversation. It is necessary to test research hypotheses and has a strictly defined topic. In this type of conversation, two types of questions are used: direct ones, for example, “do you like studying at school?” and indirect, for example, “Where do you want to study more - at school or at home?” By comparing direct and indirect answers, one can identify the motives for learning and the actual attitude of children towards learning and school. This serves as the basis for making judgments about the specifics of educational motivation;
• Diagnostic interview. This type is most common in psychological practice.

The purpose of the interview is to obtain a variety of data, both about personality traits and characteristics of mental development. The interview includes test survey techniques. Thus, combining all methods, conversation not only performs its own functions, but also serves as a natural background;

• Psychotherapeutic conversation. This is the most difficult type of conversation that is used to provide psychological assistance.

The psychologist, through this conversation, which is also called a clinical interview, helps a person to understand internal problems and restore the internal integrity of the “I”. Psychotherapeutic conversation is very specific and solves complex problems. Psychoanalytic sessions are long and sometimes require several years. And, conversely, contacting a psychologist via a helpline operates according to the laws of short-term intensive therapy.

The division of the listed types of conversations is quite arbitrary, because they are all interconnected;

• Standardized and free conversation. The degree of standardization of the conversation depends on how detailed the preliminary conversation plan is developed and how accurately its implementation is carried out. A standardized interview is essentially a hard-coded questionnaire-type interview. The opposite is a free conversation, during which the researcher, depending on the situation, can freely change tactics. More common in practice is a partially standardized conversation. It combines a clear strategy and relatively free tactics. It should be noted here that both high and low levels of standardization have their advantages and disadvantages.

Because a standardized interview ensures that all relevant questions are asked, it provides the opportunity to obtain comparable data. In addition, it is not very sensitive to the level of qualifications of the researcher and does not require much time. Based on this, such a conversation can be used in mass surveys, when a large amount of data needs to be obtained in a short period.

A strictly regulated standardized conversation does not take into account the individual uniqueness of the situation, so schoolchildren may perceive it as an examination procedure. Free conversation allows for greater flexibility in the form and sequence of questions, makes it possible to individualize the interview situation, maintain naturalness and emotional contact. It is free conversation that is more preferable when working with children;

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• Guided and unguided conversation. The degree of controllability on the part of the researcher may vary depending on the goals and content of the conversation. The psychologist has complete control over the content in a fully guided conversation. He keeps the conversation within the necessary structure and guides the child's responses. On the contrary, in an uncontrolled conversation, the initiative passes to the child. An uncontrolled conversation is more often typical of a situation of psychotherapeutic interaction, because it often takes on the features of a “confession.”

The level of standardization and controllability of the conversation are directly related to each other. A highly standardized conversation is at the same time controlled and vice versa.

Characteristics of conversation as a research method in psychology

1. Compared to a questionnaire, a conversation presupposes greater freedom for the respondent in the formulation of answers, their greater detail and breadth.

2. Conversation as a research method has structure and purpose.

3. Research involves direct interaction between the respondent and the researcher.

4. The conversation is not a conversation between equal partners, since the researcher determines and controls the situation.

6. The central point of the method and its main tool is the question.

7. Questions asked in a conversation can be like tasks aimed at identifying the qualitative uniqueness of the process being studied, but at the same time such tasks should be as natural and non-standard as possible.

8. Being such, the conversation should not be of a template-standard nature; it should always be as idealized as possible.

The conversation is based on the following diagram: S

®
R
.
In a conversation situation, the stimulus S
is a question, and the response
R
is the respondent’s answer.

Appointment of the conversation. The conversation method is used in the work of a school psychologist when studying the child’s personality, his past life, his interests, home environment, his parents, friends, etc.

Conversation as a research method is used in the work of an organizational psychologist during professional selection.

The conversation is used in psychological counseling at the stage of collecting data about the client.

In scientific research, conversation is used during the initial encounter when any research begins; when it is necessary to obtain information directly from the respondent; when using other research methods to obtain additional data (confirmation, clarification of what was revealed).

Types of conversation. Today in psychology there are standardized, partially standardized and free conversation.

Standardized (formalized) conversation

involves standardized formulation of questions and recording of answers to them. This form allows you to quickly group and analyze the information received.

This type of conversation does not require specific training of a psychologist.

Partially standardized conversation

- This is a conversation that involves freely asking questions, but in strict accordance with the plan. This form helps the researcher adapt to the respondent, making the conversation more constructive.

As a rule, this type of conversation is resorted to if the psychologist has already established cooperation with the interlocutor, the problem under study is simple and is rather partial in nature.

Free (unformalized) conversation

involves avoiding standardized forms of interaction between the researcher and the respondent, avoiding formal questions, which makes it possible to consistently pose additional questions based on the current situation. During a conversation of this type, as a rule, closer contact is achieved between the researcher and the respondent, which contributes to obtaining the most complete and in-depth information, the program and strategy are not determined in advance or only in basic terms, the tactics are completely free.

A free-type conversation is always focused on a specific interlocutor. It allows you to obtain a lot of data not only directly, but also indirectly, maintain contact with your interlocutor, has a strong psychotherapeutic content, and ensures high spontaneity in the manifestation of significant signs. This type of conversation is characterized by particularly high demands on the professional maturity and level of the psychologist, his experience and ability to creatively use the conversation.

The conversation method is based on questions. With their help you can:

- conduct the processes of information transfer by the interlocutor in a certain direction corresponding to the program of the conversation;

- take the initiative in the conversation; activate the interlocutor in order to move from monologue speech to dialogue;

- give the interlocutor the opportunity to express himself, prove his knowledge, demonstrate his opinions, assessments, views and positions.

The main problem when using conversation in research is how to obtain reliable and valid knowledge of the social world based on the different views of people interacting with each other.

In the process of research using conversation, the following stages can be distinguished:

1) determination of the purpose of the study, selection of respondents;

2) drawing up a conversation plan, formulating questions;

3) directly conducting the conversation;

4) interpretation of the results.

The purpose of the conversation depends on the place of the conversation in the study. If conversation is used as an introductory method, the goal is to get to know the respondents and identify personal characteristics; If conversation is one of the data collection methods, the goal is to collect information in accordance with the objectives of the study as a whole.

The selection of respondents is based on the objectives of the study.

Despite the obvious variety of types of conversation, they all have a number of constant structural blocks, consistent movement along which provides complete integrity to the conversation. In particular, in the structure of the conversation one can distinguish introductory, main and concluding parts.

Introductory part of the conversation

plays a very important role in the composition. This is where it is necessary to interest the interlocutor, attract him to cooperation, i.e. configure it to work together.

The important thing is who initiated the conversation. If it occurs on the initiative of a psychologist, then its introductory part should interest the interlocutor in the topic of the upcoming conversation, awaken the desire to participate in it, and make clear the significance of his personal participation in the conversation. Most often, this is achieved by appealing to the past experience of the interlocutor, showing friendly interest in his views, assessments, and opinions. Accordingly, the psychologist must have this information. If the initiator of the upcoming conversation is not the psychologist himself, but his interlocutor, who addresses him about his problems, then the introductory part of the conversation should clearly demonstrate mainly the following: that the psychologist treats the positions of the interlocutor tactfully and carefully, he does not condemn anything, but also not justifies, accepting him as he is.

Information is also taken into account about the approximate duration of the conversation, its anonymity and, if possible, its purpose and further use of the results.

When planning the introductory part, you need to think about stylizing the conversation: a set of expressions and phrases depending on the age, gender, social status, living environment, and level of knowledge of the respondents.

It is also necessary to prepare general open-ended questions on the topic of the conversation, eliciting as many free statements as possible from the interlocutor, expressing his thoughts and experiences. This tactic allows the psychologist to accumulate certain factual event information.

When preparing the main part

you need to think about the construction of questions. The purpose of this part of the conversation is to obtain basic information. Accordingly, questions are of fundamental importance in preparing the main part of the conversation.

It is known that there is quite strict semantic and formal coordination between question and answer. The question is structured depending on the potential answer.

When building a conversation, it is advisable to use different types of questions. For example, you can use the following types of questions.

Closed questions are questions to which an answer of “yes” or “no” is expected. Example: “Does the vocational guidance system for high school students work in our city?”

Closed questions can lead to the creation of a tense atmosphere in a conversation, since they sharply narrow the interlocutor’s “room for maneuver” and can easily disrupt the speaker’s train of thought. Consequently, the use of this type of questions is not carried out accidentally, but only with a strictly defined purpose - to expand or narrow the speaker’s initial message, to aim directly at making a decision,

Open questions

These are questions that require some kind of explanation. For example: “What is your opinion on the issue of vocational guidance for high school students?”

Thanks to the use of open questions, the interlocutor is in a more active state; he has the opportunity, without preparation, to construct the content of the answers at his own discretion. Open questions can also be turning points in their function, i.e. to move from one already fully revealed semantic topic to another.

Clarifying questions

These are questions asking the speaker for clarification. They force the interlocutor to think, carefully consider and comment on what has already been said. For example: “Is this the problem of organizing vocational guidance, as you understand it?”

When formulating clarifying questions, the technique of paraphrasing is used. When paraphrasing, only the main, essential points of the message are selected, otherwise the answer, instead of clarifying the understanding, may cause confusion.

Alternative questions

contain the possible choice that the interlocutor has to make. The answers to them will cover only part (more or less) of the meaning contained in the questions. For example: “Are high school students’ choice of profession influenced by external or internal factors?”

Electoral issues

they specify a certain range of “objects”, without naming them specifically, from which a choice can be made. This choice is contained in the answer to the election question. For example: “Which university would you like to study at: humanities or technical?”

X questions

- questions that do not prompt an answer. For example: “What do you say?”

A question of this type can be answered by any answers that are not clearly related to the semantic guidelines contained in the question.

Direct questions

- these are those questions in which an attempt is made to characterize the subject. Direct questions can be formulated in a personal manner. For example: “Did you know...?”

Indirect questions

indirectly relate to the subject under study, leaving the subject with a fairly wide choice of answers, for example: “What do you do when you need to make a choice?”

Regardless of the specific type of questions and their classification, there are a number of general rules regarding types of statements that are unacceptable in a conversation. In particular, when building a conversation, you should avoid leading questions:

- by their very wording suggesting the answer. For example: “Of course, you will choose a humanitarian university to study?”;

- the first part of which contains any evaluative position or point of view of the experimenter: “I know that self-confident people like you easily make choices. Is not it?";

- of an arbitrary, untested, alternative nature: “Is it easy for you to choose your future profession or is it difficult for you to do?” (the subject may adhere to a third point of view, which is not asked at all by this question, and therefore may remain unspoken);

- too broadly formulated regarding the subject of discussion: “How do you feel about choosing a profession?”

The transition to the final part occurs after successful and fairly complete planning of the previous stage of the study. When constructing the final phase of the conversation, it is necessary to design actions aimed at easing the tension that arises during the conversation, and do not forget to express gratitude for the cooperation. If the conversation involves subsequent continuation, then in its final part it is necessary to maintain the interlocutor’s readiness for further joint work.

The described stages of the conversation do not have strict boundaries. The transitions between them are gradual and smooth. However, skipping over individual phases of a conversation can lead to a sharp decrease in the reliability of the data received and disrupt the process of communication and dialogue between interlocutors.

When conducting a conversation

The greatest difficulties arise when trying to control the process of dialogue itself. The task is to reduce the subjectivity of the results introduced by the subjects, the participants in the conversation.

Usually the conversation process is not accompanied by recording. However, the researcher can, if necessary, make some notes for himself that will allow him, after finishing his work, to completely reconstruct the entire course of the conversation. The protocol, or diary, as a form of recording the results of the study, is best filled out after the end of the conversation. In some cases, technical means of recording it can be used - a tape recorder or a voice recorder. But at the same time, the respondent must be informed that the conversation will be recorded using appropriate technology. If it fails, the use of these funds is not recommended.

In general, the procedure for conducting a conversation presupposes the possibility of including various modifications into it - tactical techniques that make it possible to especially enrich its content. So, in conversations with children, dolls, various toys, paper and pencil, and dramatic scenes work well. Similar techniques are possible in conversations with adults, it is only necessary that they organically enter into the conversation system. Presentation of specific material (for example, a scale) or discussion of the content of the drawing just completed by the subject becomes not only a “hook” for the further course of the conversation, but also allows us to obtain additional indirect data about the subject.

The conversation is based on direct communication between the researcher and respondents. When conducting a conversation, the psychologist should pay attention to the use of verbal and nonverbal means of communication.

Verbal communication

in the process of conversation, in a general sense, it involves the ability to correctly address your interlocutor, ask questions and listen to his answers.

Non-verbal communication

includes forms of self-expression that do not rely on words and other speech symbols. Nonverbal communication contains enough elements that make it possible to verify the authenticity of what is said in words.

When conducting a conversation, the psychologist must control both his own nonverbal manifestations and monitor the respondent’s nonverbalism in order to obtain more complete and reliable information. In particular, facial expression, intonation and timbre of voice, postures and gestures, and interpersonal distances should be subject to special control.

When organizing research through conversation, visual contact is an extremely important element of communication. Easily maintains eye contact when discussing a pleasant topic; interlocutors avoid it by discussing confusing or unpleasant issues. Eye contact helps regulate conversation. At the end of his statement, the psychologist should look directly into the eyes of the interlocutor, as if inviting him to enter into a conversation.

In the practice of psychological research, certain rules for using the conversation method have been developed:

- talk only on issues directly related to the problem under study;

- formulate questions clearly and clearly, taking into account the degree of competence of the interlocutor in them;

— select and pose questions in an understandable form that encourages respondents to give detailed answers;

— avoid incorrect questions, take into account the mood and subjective state of the interlocutor;

- conduct the conversation in such a way that the interlocutor sees in the researcher not a leader, but a comrade who shows genuine interest in his life, thoughts, and aspirations;

- do not conduct a conversation in a hurry, in an excited state;

- choose a place and time for the conversation so that no one interferes with its progress, maintain a friendly attitude.

Interpretation of the results is the final stage of the study. When working with the results, you first need to select the most frequently given answers, summarizing them, move on to individual answers, analyzing them.

When analyzing the conversation, you also need to pay attention to the following.

— Did the conversation work out, if not, then why?

— What techniques were used: encouragement, nods, voice changes, drawings, etc.?

— Features of the respondent’s behavior, his facial expressions, gestures, intonation of speech, slips of the tongue?

— Which questions did the interlocutor answer most actively and why?

— Were there any questions left unanswered and why?

— Which questions achieved the goal and why?

— The nature of the end of the conversation?

— What problems were solved as a result of the conversation?

Conversation as a method of psychological research has both advantages and disadvantages.

The advantages of the conversation include the versatility of the method, low material costs, establishing personal contact with the object of research, the ability to obtain data quickly and clarify it in the form of an interview.

The main disadvantages of a conversation include difficulties in designing a conversation and a large investment of time.

Questions and tasks for self-test

1. What is called conversation as a method of psychological research?

2. What is the specificity of conversation as a method of psychological research?

3. List the areas of application of the conversation.

4. Name the types of conversation. Give them a brief description.

5. List the main stages of the research procedure. Give them a brief description.

6. Name the main types of questions used in a conversation. Give examples.

7. Describe the structure of the conversation.

8. What are the advantages and disadvantages of conversation?

Practical tasks

1. How can the outcome of the conversation be affected by the respondent’s lack of response?

2. Using a specific example, show the danger of distortion caused by the wording of questions.

3. Compare the advantages and disadvantages of conducting research through questionnaire and interview methods.

4. Think about in which studies it is more appropriate to use a questionnaire, and in which a conversation?

5. Determine the topic of conversational research. Design the conversation. Do your research.

Recommended reading: [5–7, 15].

8. Testing as a method of psychological research

Psychological testing

– study of certain psychological qualities and personality traits through the use of psychological tests.

Psychological test -

a standardized task, based on the results of which the psychological and personal characteristics, knowledge, skills and abilities of the subject are judged.

The emergence of testological procedures was due to the need for comparison (comparison, differentiation and ranking) of individuals according to the level of development or degree of expression of various psychological qualities.

Basic methods and types of psychological conversation

We have already mentioned two types of interview “techniques”: guided

and
uncontrollable.
It should be noted that the division according to the “controllability” criterion is not very accurate here. Rather, we should talk about the degree of verbal complicity in the conversation between the “leader” and the “follower,” since in any case the researcher is obliged to control the conversation and actively influence its course. Another question is how he does this. Conversation can be controlled by speech and silence. Both are art and professionalism. In the first case, they talk about conducting a conversation using reflective listening, in the second - non-reflective listening. Let's start with the second one.

Non-reflective listening is “the ability to remain silent attentively.” It can express approval, understanding, support, and sympathy, since a lot can be communicated with a minimum of words coupled with nonverbal communication. Often this “interview” technique is very productive, and in some cases the only one possible for effective communication and obtaining psychological information, since, despite the truths discovered by Zeno, most people prefer to talk rather than listen. I. Atwater cites the following typical situations in which the use of non-reflective listening is especially useful:

1. The interlocutor is eager to express his attitude towards something or express his point of view. And this should be encouraged at the beginning of a psychotherapeutic conversation for diagnostic purposes, during interviews, during a professional selection interview.

2. The interlocutor wants to discuss pressing problems. It is important for him to “speak out” himself, what others say to him is indifferent. Such release is especially advisable in tense situations, which is typical for psychotherapeutic sessions.

3. The speaker has difficulty expressing his problems. Non-interference in his speech makes it easier for him to express himself. In this case, they say that “a tape recorder is better than any interlocutor.”

4. Emotional restraint of the interlocutor, caused by the superiority of the partner’s position. This superiority may stem from differences in social status, from losing to a partner in some quality that is dominant for this person, accompanied by a “halo effect,” from a perceived asymmetry of function in a conversation, etc.

All these situations are associated with a person’s desire to find a listener, a kind of “resonator”, and not an adviser. However, unreflective listening is a subtle technique. It should be used carefully, as it is easy to make mistakes and overdo it in silence.

One common mistake is to believe that others are ready to talk whenever we are ready to listen. More often the opposite happens: people want to tell us when it is convenient for them, not for us. Unreflective listening poses two additional dangers for the researcher. Firstly, if the listener does not share the views and opinions of the speaker, but shows him interest, then he can be accused of hypocrisy.. Especially if the speaker was initially convinced of the commonality of their positions, mistaking understanding for agreement and sympathy, and subsequently realized his mistake . Therefore, in order not to violate the ethics of the psychologist, the researcher, as soon as he realized that his partner was misinterpreting his position, should immediately explain himself. Even if this threatens the deterioration or cessation of communication. The second danger lies in the possibility of the listener slipping into the position of a “sufferer”, enduring all the utterances of the speaker. For one, the conversation turns into torture, and his participation and understanding develop into hostility, while for another, this procedure gradually turns into one-sided chatter with a high probability of realizing one’s ridiculous situation with subsequent resentment.

To prevent such consequences in an uncontrolled conversation, in order to avoid the talkative interlocutor from abusing the attention of the presenter, the latter must still optimize his non-interference. This is achieved both by minimal speech inserts and by means of non-verbal communication. The simplest neutral remarks like “yes?”, “really?”, “this is very interesting!”, “I see,” “so-so,” “a little more detail” contribute to the development of the conversation, especially at the very beginning. They stimulate and inspire the speaker, relieve tension, maintain his interest, and demonstrate the understanding and goodwill of the listener. In short, these are reinforcements that ensure the maintenance of the required level of speech activity of the interlocutor. If such surrogate remarks are not enough, so-called “buffer phrases” are introduced such as: “Is something bothering you?”, “Did something happen?”, “You look good,” “You look like a happy person,” etc. .

The arsenal of non-verbal influences during unreflective listening is usually even richer. Here, the presenter has at his disposal both kinetic means (postures, gestures, facial expressions, eye contact), and paralinguistic (vocal additions to speech cues - intonation, volume, timbral play), and extralinguistic (non-vocal additions to speech: speech rate, arrangement of logical accents and pauses, sound inclusions in speech such as coughing, chuckles and laughter, sobs, groans, crying, etc.).

Finally, the capabilities of proxemic means of communication, i.e., spatio-temporal indicators of the communicative process, cannot be neglected. A well-chosen distance between interlocutors promotes conversation, while excessive proximity or distance from each other hinders its development. A face-to-face position is one thing, but a half-turn position is another. Talking while standing or sitting can produce different results. It is unlikely that the conversation will be productive if for a long time one partner sits and the other stands, one is located higher, the other lower. The purpose of the conversation and the situation can determine its optimal duration and the need for breaks. The nature of the conversation and its results can be strongly influenced by such spatio-temporal parameters as cramped space - space, rush - leisurelyness, the presence of furniture separating the interlocutors, comfort - inconvenience of the environment, lateness - accuracy, etc.

A guided conversation involves more active verbal intervention by the researcher in the process of communication with the respondent. And then they resort to reflective listening. In addition to the functions of non-reflective listening, it also performs the function of monitoring the accuracy of perception of what is heard. The need for such control may arise for various reasons. The main ones are the following.

Polysemy of words. It is necessary to clarify in what meaning the speaker used the word. This category also includes the frequent discrepancy between the meaning of a word and the meaning put into it by the speaker or listener. Another reason lies in the “encoded” nature of many messages. This encryption may be due to a reluctance to offend or a desire to hide true motives, a desire to play a joke, etc. But the meaning put into these allegories by the speaker is not always captured by the listener. To understand it or dispel doubts, clarification is required. A striking example of such situations is the misunderstanding of witticisms by a person without a sense of humor.

Another reason is the difficulties of open self-expression caused by certain conventions and traditions. Let us at least remember the well-known proverb: “The word is tin, and silence is gold.” The taciturnity and laconicism of some nationalities (for example, the Indians of North America) are well known. Many canons of politeness limit people's speech activity. In most social groups, it is not customary to “pour out your soul” in public, especially in an unfamiliar environment. Psychologists have noticed that during interviews, people usually begin their presentation with a short introduction that does not reflect their main concerns, from which their true intentions are not clear. Talking “about the weather” is a common way to avoid long-winded communication and frank conversation.

pose no less of a problem for the effectiveness of a conversation :

shyness, timidity, depression, inability to express one’s thoughts, defects in diction, etc. The less self-confidence, the longer a person speaks; beats around the bush before getting to the main point.

The technique of reflective listening includes four main techniques for revealing the speaker and controlling the information coming from him [19]. These are: elicitation, paraphrasing, reflecting feelings and summarizing.

Clarification is an appeal to the respondent for clarification! helping to make the message more understandable. In these appeals, additional information is obtained or the meaning of what was said is clarified. In no case should you pay attention to the presence of the speaker in these requests. They should focus on its message or the process of communication. For example: “What do you mean?”; “I didn’t understand the last sentence”; “Explain this to me.” It is preferable to address requests that require a free explanatory response rather than a forced simple answer like “yes” or “no.” Appeals of the first kind approach the so-called “open” questions, and the second kind – to “closed” questions. The advantages and disadvantages of these questions will be discussed later when describing the survey method.

Paraphrasing is the formulation of the speaker’s statement in a different form. The speaker's message is redirected to him, in the words of the listener. The purpose is to check the accuracy of the interlocutor’s understanding. There is some risk here of distorting the original meaning of the statement, but it is all the more important to eliminate this distortion in the mind of the listener. It is important to select what is most essential in the message to avoid explanatory details that add confusion rather than clarification. Returning the thought with the same words is undesirable, since the literal repetition of the interlocutor may arouse suspicions in him of inattentive listening. Paraphrasing, in other words, convinces him that he is being listened to and understood, and if he is misunderstood, then he strives to correct the situation in time.

Reflection of feelings is a verbal expression by the listener of the current experiences and states of the speaker. It is desirable that the statements are not trivial, reflecting attention to the interlocutor and empathy for him. Nevertheless, it is also acceptable to use standard introductions such as: “It seems that you feel this way”; "Don't you feel..." At the same time, you should take into account the intensity of the interlocutor’s feelings and states, using the appropriate gradation of evaluative adverbs: “Are you somewhat (slightly, completely, strongly, excessively) upset?”

Summarizing is summing up the speaker's thoughts and feelings. Such statements help to combine individual fragments of a conversation into a single whole and present the entire conversation in its semantic and emotional unity. The listener gains confidence in the adequacy of his perception and understanding of the conversation, and the respondent realizes how much he was able to convey his thoughts and experiences. Often, such summaries begin with typical introductions like the following: “So, the main idea is...”, “What you said today could mean...”, “As I understand it, your main idea is...”. It is especially useful to summarize when resolving any problems or conflict situations in a conversation, during a multifaceted conversation.

No less than non-reflective and reflective listening, a conversation technique called empathic listening is known. Empathy

there is the ability to emotionally respond to other people's experiences.
This is sensitivity towards others. There are usually two forms of empathy: empathy
and
sympathy.
The first is understood as the subject experiencing the same feelings and emotional states as the communication partner.
Second, empathy is the experience of one’s own emotions and feelings about the affective experiences of another. Empathic listening, then, is about picking up on the speaker's feelings, empathizing or empathizing with him, and informing him of your empathy.
Elements of emotional participation in a conversation are inherent in both unreflective and reflective listening.
The specificity of empathic listening is not in the methods of receiving, transmitting and controlling information (including emotional), but in the setting and goal.
If the goal of reflective listening is to accurately understand the thoughts and feelings of the speaker, to capture their meaning, then the goal of empathic listening is to penetrate into his inner world, sharing his value system with him. In reflective listening, the emphasis is on the intellectual component of communication, in empathic listening - on the emotional. Empathic listening is the most intimate type of communication, the most intimate type of conversation. It is here that we can say that when I listen to my interlocutor, I hear not only what he is telling me, but also him himself. I understand his personality. The already mentioned classic of humanistic psychology K. Rogers wrote about this: “When they deeply understand me and share my feelings, without showing a desire to analyze my behavior or judge me, this creates conditions for self-expression and development as a person” [473, p. 90].

Using a conversation as a method of getting to know people, a psychologist can choose any of the methods of conducting it. Moreover, in one interview, depending on the situation, he can move from one form to another or even combine them.

The conversation may be accompanied by simultaneous recording of the information received, but more often it is done without it in order to emancipate the partner. If the researcher nevertheless decides to record data accompanying the conversation, then the dilemma usually consists of choosing between written and audio recording forms. It is believed that written recording is preferable, since it contributes to a greater extent to maintaining the naturalness of the situation and is less distracting and constrains the interlocutor. To register nonverbal data, special abbreviations, ciphers, and codes are usually used, which each psychologist develops for himself as he gains experience in conducting a conversation [105].

The specific types of conversation are:

1) therapeutic (clinical) conversation as a method of providing psychological assistance to those in need (patients, clients);

2) “introduction to the experiment” - attraction to cooperation;

3) an experimental conversation in which working hypotheses are tested;

4) autobiographical conversation, which allows us to identify the life path of a person (or the history of a group);

5) collection of subjective history (information about the personality of the interlocutor);

6) collection of an objective history (information about the interlocutor’s friends); 7) telephone conversation (“helpline”) as emergency counseling and psychological assistance;

Interview is a method transitional between conversation and survey. The combination of the features of a conversation and a survey in an interview provokes discrepancies in the relationship between different types of verbal communication methods in the psychological and sociological literature. Thus, the conversation is sometimes so close by the authors to the interview that it is either considered as one of the survey options along with surveys and questionnaires [105], or, on the contrary, “overlaps” the interview, acting in relation to it as a generic concept that includes both the conversation itself and interview [214]. Sometimes an interview, separated from a conversation, is identified with the survey method as a whole [389].

The listed types of conversation are the leading ways to implement the corresponding empirical methods - rational psychotherapy, experiment, testing, biographical method.

All the previous presentation regarding the conversation was conducted for an individual option, that is, for a one-on-one conversation. But the conversation can also take place in a group form. Firstly, as a conversation between one specialist and several people at once. This type of conversation is very common in psychotherapy [100, 330, 333]. Secondly, a conversation between one subject and several specialists at the same time can be considered as a group conversation, which, of course, is much less typical for psychological practice.

Pedagogy

Conversation, a method of verbal discussion of the material being studied, is the most common in teaching. Its task is, firstly, to update the knowledge known to students with the help of targeted and skillfully posed questions, and secondly, to ensure that they acquire new knowledge through independent thinking, generalization and other mental operations.

Main types of educational conversation:

introductory (as a rule, it is carried out before the start of academic work in order to find out students’ understanding of the planned educational activities and check their readiness for certain educational and cognitive actions);

conversation-message (based on observations, some documents, etc.);

conversation-repetition (conducted to consolidate educational material);

control test (used to test acquired knowledge);

reproductive (used to reproduce material that was previously learned);

catechism (aimed at reproducing answers that require memory training);

heuristic (the teacher, with the help of skillfully posed questions, directs students to form new knowledge, conclusions, rules, laws, logical justifications based on existing knowledge and experience).

The conversation method is used when the problems to be discussed are overly complex and students are unable to understand them on their own and during lessons using other methods. Conversation can be used as a separate teaching technique during a lecture for a more intelligible explanation or after a lecture to deepen knowledge that requires additional independent work, as well as for the purpose of discussing and monitoring the level of mastery of the material.

Regardless of the purpose, the conversation technique consists of the following parts:

introductory (reminders and presentation of basic information regarding the methodology and content of the conversation);

main (familiarization with new problems, their connection with previous knowledge, their appropriate discussion and analysis, joint justification);

final (summary of the results of the discussion, analysis and evaluation of student answers, tasks for independent work and recommendations for applying the acquired knowledge in practical activities). The effectiveness of the conversation and

active participation of students in it ensures a clear clarification by the latter of its purpose and content, emphasis and repetition of its key problems and methods for solving them, connection with previous knowledge and practice, application

special techniques for enhancing educational and cognitive activity.

The effectiveness of the conversation directly depends on the teacher’s ability to correctly formulate the question. K. D. Ushinsky wrote: “The ability to pose questions and gradually increase the complexity of answers is one of the main and necessary pedagogical habits.” The content of the questions should “touch” the emotional and motivational sphere of students.

From a didactic point of view, the most effective is a pedagogical situation in which students themselves formulate questions, determine their attitude towards them and take an active part in solving them. Such questions have a number of advantages over teacher questions:

– they are the result of students’ mental activity during a conversation;

– such questions are closely followed by other students and, accordingly, they are actively discussed;

– they have a much more effective impact on the sensory sphere of the individual and have significant educational significance;

– help the teacher better understand the students’ level of mastery of the problem that is being studied;

– contribute to teachers’ knowledge of the individual mental characteristics of students and, accordingly, more targeted individualization of educational activities.

Of course, the didactic value of a conversation depends not only on the content and the ability to pose questions, but also on the content and way of formulating answers. Therefore, the teacher must carefully monitor the students’ answers, their completeness, correctness, validity and emotional coloring. When the answer is wrong, the teacher should not say so directly. It is advisable to ask, for example, the following questions: “Who has a different opinion on solving this problem?” or “Who wants to add?” The content and form of such questions stimulate the active mental work of students. Only after this should the teacher state the correctness of the answer if it is justified, complete and, conversely, give the correct answer himself when it is false or incomplete, while simultaneously pointing out the mistakes made.

The effectiveness of the conversation depends on the teacher’s ability to manage its course, carefully monitor the time that was planned for considering the relevant problem, pose main and additional questions without being distracted by secondary ones, listen carefully to the students’ answers, monitor their emotional state, depending on the content and nature of the answers ask the next question.

So, the effectiveness of conversation in the didactic process is determined by its comprehensive preparedness, the teacher’s ability to creatively manage its course, and actively involve students in discussing its problems.

The educational significance of conversation and its place among other methods of work

Olga Rukavishnikova

The educational significance of conversation and its place among other methods of work

A conversation is a purposeful, pre-prepared conversation between a teacher and children on a specific topic. Conversation is a complex teaching method . Its course depends on the preparation of the teacher , as well as on the level of development of the children, on the degree of their activity and independence, on their knowledge. E. I. Radina in her research revealed in detail the importance of conversation for the mental and moral education of children . In some conversations, the ideas received by the child in the process of his daily life, as a result of observations and activities, are systematized and clarified. Through others , the teacher helps the child to perceive reality . As a result, the child’s knowledge becomes clearer and more meaningful.

The value of the conversation is that an adult teaches a child to think logically, helps him think, and raises him from a specific way of thinking to a higher level of simple abstraction. In conversation, speech develops along with thinking. Dialogue and monologue forms of coherent speech, and above all colloquial speech, are formed: the ability to listen and understand the interlocutor , not to be distracted, not to interrupt, to restrain one’s immediate desire to immediately answer a question, to give clear answers to questions, to speak out in the presence of other children .

When speaking in a conversation , the child formulates his thoughts not in one, but in several sentences. The teacher’s questions require a more detailed description of what he saw and experienced and encourage him to express his assessments and personal attitude to the topic under discussion. When giving an answer, children use conjunctions and a variety of vocabulary to connect words. A child’s speech activity in a conversation differs from a conversation primarily in internal programming, in thinking about his statement.

Conversation is an effective teaching method if done correctly. An important methodological issue is the choice of conversation topic . Topics should be accessible and interesting to children and reflect facts and phenomena of social life.

Conversation as a teaching method is a purposeful, pre-prepared conversation between a teacher and a group of children on a specific topic.

Conversation is an active method of mental education . The question-and-answer nature of communication encourages the child to reproduce not random but the most significant , essential facts, to compare, reason, and generalize. In unity with mental activity in conversation, speech is formed : coherent logical statements, value judgments, figurative expressions. Such program requirements are reinforced as the ability to answer briefly and broadly, accurately following the content of the question, listen carefully to others , supplement and correct the answers of comrades, and ask questions yourself.

Conversation is an effective method of activating vocabulary , since the teacher encourages children to look for the most accurate, successful words to answer. It is desirable that the teacher’s account for only 1/4 -1/3 of all statements, and the rest falls on the children.

Conversations also have an educational value . The moral charge is carried by the correctly chosen content of the conversation: “What is our city famous for?”

,
“Why can’t you talk loudly on the bus?”
.
The organizational form of the conversation educates - children’s interest in each other , curiosity and sociability develop, as well as qualities such as endurance and tact.
When leading the conversation , the teacher needs to take into account the individual characteristics of preschoolers. For children who are slow to understand and less developed, it is advisable to pre-prepare them for the lesson and equip them with ready-made material with which they could speak during the conversation . Children who are less confident and have more limited knowledge should be asked additional questions that are relatively easy to answer. If preschoolers have speech deficiencies, it is necessary to work on correcting them ; in this case, contact specialists: speech therapists, psychologists.

In a conversation, the teacher unites children around common interests, arouses their interest in each other , the experience of one child becomes common property. They develop the habit of listening to their interlocutors , sharing their thoughts with them, and speaking out in a group. Consequently, here the child’s activity develops, on the one hand, and the ability for restraint, on the other .

Thus, conversations are a valuable method not only of mental education (communication and clarification of knowledge, development of thinking abilities and language, but also a means of social and moral education .

In conversations , children acquire knowledge, skills and abilities that are necessary for learning at school. The content of the conversations is program material to familiarize children with the surrounding reality: everyday life, people’s work, events in social life, the life of nature, as well as the activities of children in kindergarten (games, work, mutual assistance, etc.)

.

2. Types, topics and content of conversations in different age groups.

Conversation is just one of the means of teaching children . Its role can be fulfilled if it relies on other methods of getting to know the environment (excursions, observations, walks, if children have knowledge and experience that require streamlining. E. A. Flerina identified three types of conversations :

1. Introductory conversation , organizing children for one or another type of activity.

2. Conversation accompanying the activities and observations of children.

3. Final conversation , clarifying and expanding the children’s experience.

Introductory conversation . Its purpose is to identify disparate experiences and create interest in upcoming activities. In order to prevent this type of conversation from turning into a story, it is necessary to prepare in advance those questions that the children can answer and that will help activate thought, support attention and interest in the story. Introductory conversations are successful if they are: short, emotional, conducted in a relaxed atmosphere, do not go beyond the child’s experience, a number of questions remain unresolved (we’ll see, sit... check)

.

A conversation that accompanies the acquisition of new experience. It is carried out in the process of children's activities, excursions, and observations. Its purpose is to stimulate and direct children’s attention to a richer and more expedient accumulation of experience. The content of the conversation is determined by the observation process. During the conversation, the teacher’s word plays an explanatory role, revealing the content of the material that children perceive . Such a conversation takes place at ease, children can move freely and move from one place to another .

This type of conversation is characterized by the participation of different analyzers: vision, hearing, touch, muscular-motor sphere, motor activity.

Final conversation , it is usually called generalizing. The purpose of the general conversation is to systematize , clarify and expand the experience of children gained in the process of their activities, observations, and excursions. This type of conversation contributes to the development of dialogical speech, primarily due to the question-and-answer form of communication. V.I. Radina highlighted the structural components of the conversation , such as: evoking a living image in the minds of children at the beginning of the conversation based on memories of close life experiences, analyzing these phenomena during the conversation , highlighting the most significant details leading to conclusions; an elementary generalization that clarifies children’s ideas, contributes to the development of an appropriate attitude towards phenomena and stimulates children to engage in certain behavior in the future.

The topics of the conversations are determined by the specific objectives of educational work with children , their age characteristics, the stock of knowledge acquired during excursions and observations, as well as their immediate environment.

1. Topics reflecting phenomena of social life:

- about my hometown,

- about preparing for the holidays,

"Our kindergarten"

,
“Moscow is the capital of our Motherland
,” about school, about their hometown, about what they saw at the post office, etc.

2. Topics of work:

A) the work of parents , kindergarten employees, the work of a postman, a builder: the results of labor, labor processes (how clothes are sewn, fruits and vegetables are grown)

; housework of mothers and grandmothers.

B) conversations reflecting the work of the children themselves: “We are on duty”

,
“How we help mom
,
“What we grew in our garden
.

C) conversations about the use of technology in household work: “What machines help you do in kindergarten”

,
“How cars help build a house”
,
“What people drive and transport goods”
,
“What river transport we saw on our river”
.

3. A series of conversations on everyday topics : about toys, dishes, clothes, school and washing supplies, household items, about favorite fairy tales and books, about school, about themselves.

4. Conversations about nature : (season, work, plants, animals) “Our park in spring”

,
“Wintering and migratory birds”
,
“Seasons”
,
“Fruits and vegetables”
.

5. Conversations on moral and ethical topics: about the culture of behavior, “Respect the work of your elders”

,
"Be a good friend"
.

The content of the conversations is program material to familiarize children with the surrounding reality: everyday life, people’s work, events in social life, the life of nature, as well as the activities of children in kindergarten (games, work, mutual assistance, etc.)

.

The program material, which is the content of the conversations , will make it possible to carry out not only cognitive tasks (expanding the horizons of children, but also educational ones ( cultivating a correct attitude to reality, diverse interests).

When selecting program material for conversations , it is necessary to take into account the personal experience of the children in the group, the stock of their ideas and knowledge, because children can take an active part in the conversation when they have some more or less clear and varied ideas about the subject of the conversation .

Conducting a conversation requires preparation from the teacher . You need to think about how to start a conversation in order to quickly gather the attention of children and arouse their interest in the upcoming lesson, active mental activity, and influence their feelings. As such an emotional means, you can use a picture, a riddle new to children, a poem that is directly related to the content of the conversation .

In some cases, it is advisable to start a conversation with a question that should evoke in children’s memory impressions of facts or events related to the content of the conversation . During the conversation, the teacher’s questions , which are the main methodological technique in this lesson, reveal the content of the intended topic and, guiding the children’s thoughts, teach them to answer correctly. The teacher must think through the content and wording of his questions so that they are understandable to all children.

When conducting a conversation , depending on the children’s answers, sometimes it becomes necessary to ask additional questions, but you should not move away from the content of the main topic of the conversation .

The methodology determines in which age groups the classes and conversations .

In relation to younger preschool age, conversation in the process of gaining experience. The conversation is accompanied by looking at toys, pictures, and living objects. In the younger group, classes are practiced in the form of a game, where children’s speech activity (answering questions)

occupies the main
place .
In middle preschool age, conversations , which accompany the acquisition of new knowledge and accompany observations (what objects are made of, our clothes, washing utensils)

and excursions
(what the postman does)
.

In older preschool age, all types of conversations .

3. Structure of a general conversation .

The main one in kindergarten is the concluding conversation , it is usually called generalizing.

The purpose of the general conversation is to systematize , clarify and expand the experience of children gained in the process of their activities, observations, and excursions. It should be noted that this type of conversation, to a greater extent than the previous two, contributes to the development of dialogic speech, primarily due to the question-and-answer form of communication.

E. I. Radina identified such structural components of the conversation as:

1. evoking a living image in the children’s minds at the beginning of a conversation based on memories of phenomena close to life experience;

2. analysis of these phenomena during the conversation , highlighting the most significant details leading to conclusions;

3. an elementary generalization that clarifies children’s ideas, contributes to the development of an appropriate attitude to phenomena and stimulates children to engage in certain behavior in the future.

The beginning of the conversation should be figurative, emotional, restore in children images of those objects , phenomena that they saw, and evoke a desire to participate in the conversation .

In the main part of the conversation, during the analysis of phenomena, its content is revealed. To this end, children are consistently asked questions that activate their thinking and speech activity. The teacher gives explanations, confirms the children's answers, generalizes them, makes additions and amendments. The purpose of these techniques is to clarify the child’s thought, to more clearly emphasize the fact, and to arouse a new thought. Children are given new information in order to clarify or deepen their knowledge about the essence of a phenomenon, about objects, etc. The success of the conversation is ensured by the liveliness and emotionality of its conduct, the use of poetry, riddles, visual material, the participation and activity of all children in the group.

The end of the conversation is characterized by a certain finality. Most often it is associated with generalizing conclusions throughout the conversation . The ending of the conversation may vary depending on its nature and content.

If the conversation is educational in nature, the children or the teacher make a generalization (final story)

.

An ethical conversation can be completed by setting the following rule: “Polite people, when entering, are the first to greet everyone, bow their heads, and smile. Polite children will never forget to say hello first. Always remember this."

The conversation can be ended with a riddle, reading a poem, a proverb, or listening to a tape recording related to the topic of the conversation .

The conversation is based on the constant mobilization of children's attention, memory, and thinking. The child has to constantly follow the progress of the conversation , without deviating from the topic, listen to the interlocutors , formulate his own thoughts and express them.

In a general conversation, visual material is used to enhance mental and speech activity.

When conducting a conversation, the teacher’s task is to ensure that all children are active participants in the discussion of the issues posed to them. The question is asked to everyone; it is wrong to address only the active part of children. Shy guys should be helped by asking a simple question, supporting their statements. Shy children can be prepared for a conversation in advance . You should also find an approach to inattentive and playful children: maybe sit them closer, approach them more often with questions and listen to their opinions, approve.

Conclusion: the formation of generalized ideas occurs when using the verbal method of working with children . The conversation with them is carried out in a strictly defined sequence of questions, answers, conclusions - this is an algorithm for the formation of generalized knowledge. In order for the algorithm to achieve its goal (i.e., for children to learn generalized knowledge and subsequently use it independently), it is necessary to teach preschoolers the procedure for its application.

A conversation is a method of collecting facts about mental phenomena in the process of personal communication according to a specially designed program.

The conversation method is used:

1. when studying the child’s personality, his past life, home environment, his parents, friends, his interests, etc.;
2. when using other research methods to obtain additional data (confirmation, clarification of what was revealed);
3. during initial acquaintance, when any research begins.

The conversation can be STANDARDIZED (precisely formulated questions that are asked to all respondents) and NON-STANDARDIZED (questions are posed in free form).

Each conversation should have a clearly formulated PURPOSE and PLAN for its conduct.

THE SUCCESS OF A CONVERSATION depends on:

a) on the DEGREE OF ITS PREPARATION (presence of a goal, conversation plan, taking into account the age and individual characteristics of students, taking into account conditions, location, etc.);

b) on the SINCERENESS OF THE ANSWERS GIVEN (the presence of trust, tact in research, compliance with the requirements of the educational process, the correctness of asking questions that support the conversation and questions related to the purpose of the conversation, etc.).

CONVERSATION METHOD

Basic conversation techniques:

1. Don’t rush your interlocutor. Let me speak completely. 2. Help with leading (not suggestive) questions. 3. Check the sincerity of the answers with appropriate questions. 4. Encourage the interlocutor to reciprocate. Listen friendly. 5. Comply with the requirements of the educational process.

BASIC REQUIREMENTS FOR CONDUCTING A CONVERSATION

1. PREPARATION FOR THE CONVERSATION:

a) determine the purpose of the conversation, otherwise the conversation is a fruitless conversation (the true goals of the conversation should not be known to the interlocutor);

b) determine the target questions that the experimenter will ask:

• rank questions in order of their importance;
• give questions the correct wording in accordance with psychological requirements;
• the conversation plan should be flexible and based on the specific situation;

c) determine questions that support the conversation, based on the needs and interests of the interlocutor (namely him).

2. YOU CAN GET IN CONTACT:

a) with questions that support the conversation, interesting to the interlocutor, and become interested in this;

b) with questions of an emotional nature: victory in a competition, life events, etc.;

c) do not start with questions that cause negative feelings in the interlocutor.

1. Get into what interests him.
2. Look at the world through his eyes, his feelings.
3. If you see the passivity of your interlocutor, then you:
   started with a bad question;
4. they asked him randomly;
5. he is not in the mood;
6. took the wrong tone;
7. hit a sore spot.
8. Correct the error quickly, always be actively and attentive.

3. CREATE AN ATMOSPHERE OF TRUST:

a) the interlocutor must be sure that the conversation is beneficial to him; b) with close contact there is a need to share innermost thoughts and feelings, to trust; c) contact is facilitated by one’s own “disclosure”, a confidential story about oneself.

4. SETTING FOR CONVERSATION:

a) favorable (joint recreation, walks along the street, home environment, isolated room); b) unfavorable (presence, interference of other people, insecurity: anxiety, anxiety).

5. CONTROL YOURSELF. OBSERVE PEDAGOGICAL TACT:

a) maintain an environment of mutual trust; b) do not show signs of authority; c) don’t reproach, etc.

6. DURING THE CONVERSATION, FOLLOW:

a) for the peculiarities of the interlocutor’s speech behavior:

• accuracy of formulated thoughts;
• reservations, omissions;
• desire to avoid answering;
• pauses;

b) for emotional reactions:

• voice timbre, intonation;
• facial expressions, gestures, etc.;

c) behind the triggering of the so-called psychological defense mechanism:

• Dignity and self-respect are affected.

7. HAVE A CORRECT CONVERSATION:

a) do not pose questions “head-on” (it is better to pose them in an indirect form);

b) questions should not be suggestive and should not be in the form of a statement (“Apparently, you do your homework regularly?”);

c) it is better to pose questions in a definitive form, short, understandable to the interlocutor;

d) listen confidentially, show this to the interlocutor with your eyes, facial expressions, gestures, with your whole body tilted towards the interlocutor:

• by sympathizing, approving and supporting, you can hear EVERYTHING as confidentially as possible;
• the person being interviewed is like in a mirror in which his world is reflected;

e) give the interlocutor the opportunity to speak, without rushing him:

• help free yourself from possible fears;
• approve the accuracy of the thoughts expressed;

f) counter questions can be asked only for the purpose of:

• help to speak out;
• help to free yourself from possible fears;
• approval of the accuracy of the thoughts expressed;

g) there can be no reason why you can interrupt the interlocutor’s statements (excitement, impulsiveness, unimportant statements, insignificant details, lack of useful information, etc.):

• the interlocutor always talks about things that are significant to him;
• When a conversation is interrupted, contact is lost and important information may be lost;
• you need to be prepared for a long conversation;

h) if during the conversation your interlocutor noticed some inaccuracy/illogicality, do not look for excuses, but agree with him, praise him for the remark made and continue the conversation further.

8. IF THE CONVERSATION IS CONDUCTED AS A DIAGNOSTIC CONVERSATION, then it is easier for schoolchildren to answer questions regarding their daily routine.

Schoolchildren of all age groups are more actively discussing the following questions:

• about their interests and hobbies;
• about relationships with adults and peers;
• about the needs and motives that guide them in life.

It is good to discuss issues related to worldview from about 15 years of age, but there may be exceptions.

9. THERE SHOULD BE ALTERNATIVE QUESTIONS TO CONTROL THE OBJECTIVITY OF ANSWERS

The student may answer “yes” to make an impression.

10. DIAGNOSTIC CONVERSATION:

a) you can start with questioning, gradually replacing it with active listening; b) when silent, focus on questioning; c) when a student talks about something that hurts, switch to active listening.

Each conversation question should achieve a specific goal.

When analyzing the conversation, pay attention to the following: 1. Was the conversation successful, if not, then why? 2. What techniques were used: encouragement, nods, voice changes, drawings, etc.? 3. Features of the child’s behavior, his facial expressions, gestures, intonation of speech, slips of the tongue. 4. Which questions did the interlocutor answer most actively and why? 5. Which questions achieved the goal and why? 6. The nature of the end of the conversation, its educational effect. 7. What problems were solved as a result of the conversation?

INTERVIEW

A targeted survey is called an “interview.” A kind of “pseudo-conversation”, in which the researcher must not lose sight of the plan of the conversation and conduct the conversation in the direction he needs. Interviews are usually used in social psychology. Trusting contact between the researcher and the interviewee is crucial. There must be a neutral position. Do not demonstrate your attitude to the content of the question and answer, to the interlocutor.

Clinical talk

The clinical interview does not necessarily take place with a clinic patient. This term is assigned to a method of studying an integral personality, in which, during a dialogue with the subject, the researcher seeks to obtain the most complete information about individual personal characteristics, life path, the content of his consciousness and subconscious, etc.

Clinical conversation can be included in the context of psychological consultation or psychological training. During the conversation, the researcher puts forward and tests hypotheses about the characteristics and causes of individual behavior. To test these particular hypotheses, he can give the subject tasks and tests.

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