Research on problems of interpersonal interaction among young people at the present stage

Problems of interpersonal communication among young people are a serious layer in the development of relationship psychology. This topic is of public interest because it concerns patterns of human interaction. Every parent wants to see their child happy, but sometimes they don’t know what to do to foster self-sufficiency and don’t know how to fully understand them.

Modern communication among young people is most often based on the mutual exchange of emotions and impressions received over the coming days. Guys and girls give each other greetings and handshakes, not forgetting to share their feelings. It is worth paying attention to the mood of the participants. As a rule, the interaction of several teenagers with each other is of a purely emotional nature. Adolescence presupposes deeply intimate conversations about what is currently significant and of personal interest to all interlocutors. Teenagers are rarely particularly tactful, so in the process of their interaction with each other, disputes break out every now and then, and even quarrels occur.

Communication based on interests

If you unobtrusively observe young people, you will notice the following picture: teenagers are divided into groups, each of which has its own leader. Even in high school, this trend can be observed: boys and girls do not communicate with all their classmates, but choose as friends those with whom they have similar hobbies and views on life. Community of interests is a leading factor reflecting the problems of interpersonal communication among young people. It is worth noting that a teenager will never interact with those individuals who are unpleasant to him, unless he depends on them.

Communication based on interests in adolescence comes down, as a rule, to the exchange of impressions. Teenagers retell to each other films and books that caused them a storm of strong positive or negative emotions. Interpersonal communication and interaction are of great importance for those aged fifteen to eighteen. Here the establishment of trusting contact, which guarantees the emergence of understanding, comes to the fore.

On the issue of interpersonal relations of modern youth

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An extremely important factor influencing the formation of a young person’s personality is his communication with peers. This need arises as early as 4-5 years old, increases with age and reaches its apogee in adolescence. Often, friendships that began in adolescence, with some modifications, remain for many years. Mixed, different-sex friendships are significantly different from same-sex friendships and are often a manifestation of nascent love [1].

According to M. Chauvin et al., “peer society” is a specific form of interaction and communication of children, adolescents and young people, which existed and exists not only in all human societies, but also in many animals. The leading activity of the mental state of young people is communication with peers, which reflect vital problems for them: protecting their own dignity; desire for friendship - the desire to be recognized and accepted; relationships with the other sex [2,3].

The purpose of our research: to identify the problems of modern youth in relationships with peers.

Research methods: survey of 56 3rd year students of the Amur State Medical Academy (32 girls and 24 boys).

To the question “It’s difficult for me to start new relationships,” 18% of girls and 25% of boys answered in the affirmative, i.e. 82% of girls and 75% of boys do not experience problems getting to know their peers, with girls being more sociable and active. Despite the ease of first communication, the formation of friendships, when it comes to a close circle of friends (no more than 10 people) with emotional involvement, support and mutual assistance, turns out to be a difficult and sometimes impossible task - 58% of girls and 48% of boys noted that they have few friends . Girls have fewer friends than boys, although they make friends more easily. It is important to note that 12% of students believe that they have no friends.

Almost all boys and 2/3 of girls noted that the problem of lack of friends does not bother them, but to the question “Would you like to have more friends,” about half of the respondents answered positively. Friendship is an important component of life, when there is a need not just for superficial acquaintance, but for close interaction, close communication, the need for a true friend.

One of the most pressing problems of modern youth is loneliness. Young people experience loneliness due to difficulty forming lasting relationships with peers due to low self-esteem, anxiety or depression. Among those surveyed, 10% of boys and 27% of girls said: “I feel lonely.”

58% of boys and 78% of girls have sufficient self-esteem and do not consider themselves inferior to their peers. Independent students cope with their loneliness by setting specific goals for themselves; dependent people overcome it by relying on external support. If communication in a group does not work out, there is no friendship with those with whom they want, or alienation arises as a result of a conflict, young people are looking for a new sphere of communication and at the same time can make casual contacts, just so as not to be left alone.

59% of young people note that their peers are secretive and false, and 75% believe that friendship is rarely truly mutual. The principles of mutual assistance, openness and trust remain an important basis for friendship. A friend is someone who can provide both moral support and specific physical assistance; a friend is ready to support and even protect a friend if necessary.

In psychosocial development, a person goes through three phases: autosocial (studies and gets to know himself), homosocial (studies and gets to know peers of the same sex) and heterosocial (studies and gets to know peers of the opposite sex). One of the most important tasks is to successfully pass the heterosocial stage and find friends of both sexes!

The second part of the questionnaire is devoted to issues of relationships with the opposite sex. The majority of students (59%) responded that they do not experience any difficulties when meeting the opposite sex. Only 8% are concerned that peers of the opposite sex do not show interest in them, 19% do not care how they are treated, but the majority (73%) are not worried about the lack of interest in them from people of the opposite sex.

Most girls (91%) believe that they will meet true love, boys (66%) are more skeptical about this issue. In addition, boys in 95% of cases do not feel worried when they think about their attractiveness to girls, and girls in 43% of cases are very concerned about the issue of attractiveness to peers of the opposite sex.

Conclusions: 1. Girls 18-19 years old are more active, it is easier to make contact and get to know their peers.

2. Creating real friendships in practice is difficult. Girls have fewer friends than boys, but they make friends more easily, this is due to their greater emotionality and greater demands on friends.

3. The need for friendship is central and important among youth values. With outward calm and the absence of friends, most young people dream of having real friends.

4. Loneliness is the most acute problem of modern youth. Almost 1/3 of girls aged 18-19 feel lonely, although they have higher self-esteem than boys of this age.

5. The majority of modern youth believe that friendship is rarely truly mutual, noting the secrecy and falsity of their peers. The basic principles of friendship are mutual assistance, openness and trust.

6. Most boys and girls do not experience difficulties when meeting the opposite sex and are not worried about the lack of interest in them from representatives of the opposite sex. Almost all girls believe that they will meet true love.

7. Most boys do not feel worried when they think about their attractiveness to girls, but half of the girls surveyed are very concerned about the issue of attractiveness to their peers of the opposite sex.

Recommendations for improving social adaptation and establishing interpersonal relationships among modern youth: it is necessary to establish warm, sincere, meaningful and satisfying relationships with peers. Supplement the friendships of childhood and adolescence with new acquaintances with people who have a different upbringing, experience and views. To be accepted and recognized in social groups and to occupy a certain position in them. Move from friendships with peers of the same sex to heterosocial contacts. Learn patterns of relationships with the opposite sex, accept and practice them. Choose acceptable male and female social roles and adopt gender-appropriate behavior.

Literature

Belyavtseva A.E., Krutykh E.V. Friendship in the life of modern youth // Advances in modern science. 2013. No. 10. pp. 152-153.
Berezhnova O.V. Social and psychological problems of young people in the process of adaptation to studying at a university. // Almanac of modern science and education Tambov: Diploma, 2011. No. 2 (45). pp. 74-76.
Masalimov R.N., Stovba E.V. Social and psychological problems of youth in rural areas (on the example of the Republic of Bashkortostan) // Modern studies of social problems. 2012. No. 1.

Tags: modern youth relations interpersonal problem

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Persistent shade aversion

Youth is characterized by extreme maximalism. It is worth paying attention to how passionately teenagers discuss topics that worry them. How furiously the eyes of the interlocutors burn at this. Guys and girls are ready to take any statement at face value. The main condition for this is that it correlates with their inner world and receives a certain energetic resonance in the process of comprehension. Sometimes you can notice how much teenagers do not accept the average point of view. For them, everything exists in black and white: one is good and the other is bad. It is for this reason that it can be difficult for them to understand adults who are ready to seek compromises. The psychology of interpersonal communication in youth involves immersion in one’s own emotions and an unconscious search for a reflection of one’s own feelings in the opponent.

The ability to have your own opinion

Adolescence mostly involves live communication. In the process of effective interaction, adolescents learn to defend their opinions and express their individual point of view. Gaining such experience is not always easy. Sometimes you have to go through a series of difficult mental tests, involving participation in conflicts with peers. The ability to have an opinion develops when faced with numerous difficulties. Young people make significant efforts to be heard, gain authority, and gain self-confidence.

Problems of interpersonal communication among young people are based on accepting someone else's point of view and self-realization. If for some reason a teenager fails to find his own place in the team, he begins to feel out of place. The ability to express one’s essence is just as important and significant as possessing interesting, extraordinary abilities. If a person cannot come to self-disclosure in front of others, then he will inevitably experience difficulties in communication. The ability to have your own opinion presupposes a vibrant development of individuality. Young men often lack the ability to abstract themselves from emotions. They lack tolerance, tolerance. Serious empathic listening develops after 22-25 years of age.

Problems of interpersonal communication among young people

Problems of interpersonal communication among young people.
Psychology of communication and interaction Problems of interpersonal communication among young people are a serious layer in the development of the psychology of relationships. This topic is of public interest because it concerns patterns of human interaction. Every parent wants to see their child happy, but sometimes they don’t know what to do to foster self-sufficiency and don’t know how to fully understand them.

The use of slang in communication between teenagers is considered the norm today. The one who uses more harsh words tends to be very popular in the group. Youth slang has a strong expressive-negative connotation. People resort to using slang in order to quickly join a new team, gain the trust of classmates, and show their best side.

Also, the use of jargon in speech helps teenagers significantly save time in conversation and at the same time remain confident that all their surrounding peers will understand them correctly. Modern youth language is replete with critical words. As a rule, the use of slang among young men allows them to feel relaxed in a new company.

Such groups help teenagers fully express their inner world. The availability of information in our time greatly facilitates the self-identification of young people. Belonging to any informal association helps to establish understanding between its participants.

It becomes much easier to express your inner world, moods and feelings. Each informal organization has its own ideals and values. For example, for emo, these are emotions and feelings put on display. Goths cultivate a depressive view of the world, romanticize death, and dress gloomily. Young people choose exactly what is closest to them at the moment. Interpersonal communication and interaction is built on the principle of expressing one’s individuality and accepting the opponent’s point of view.

In recent years, people have begun to interact with each other verbally significantly less. For many people, communication on social networks has almost replaced real life. The situation when you tell your interlocutor your thoughts without looking them in the eyes is typical today. A large number of teenagers are literally glued to the monitor, exchanging private messages with strangers.

It is worth remembering that live communication should always be preferable to virtual communication. Young men often have the impression that no one understands them, and only a person on the other side of the planet shares all their thoughts and feelings. In fact, this is a big misconception, caused by the romantic quest of youth. Virtual communication in general helps a teenager relieve emotional stress, find like-minded people, and learn a lot of new things. Most young people need some time to learn to understand themselves and accept current events without fear and negative attitudes.

It includes the interaction of boys and girls in a group: with classmates and fellow students. Unlike communication based on interests, social contacts are not chosen. Being in a team, you have to interact with completely different people, and this skill will be significantly useful in the future. A mature and accomplished person should be able to communicate effectively with different people and take something useful out of every meeting.

Conflicts and misunderstandings among teenagers due to differences in interests are common. In such situations, hostility and rejection develop very quickly. Teenagers prefer to actively express their position and strive to express themselves as soon as possible.

Few teenagers are truly satisfied with their own achievements. There is still little knowledge about the wisdom of life, but I already want to express my position on any issue. This is why young men and women so value people who can listen and understand without interrupting or judging. As a rule, many people are not satisfied with external data, which is why numerous complexes appear.

The problem is often far-fetched, but the real suffering begins due to this. Self-confidence is something that is acquired through hard work on oneself. Of course, it cannot arise in one day. This is why there are so many conflicts among young people. Every young man with at least some ambition strives to demonstrate to others his strength and power.

In the process of communicating with each other, adolescents learn to recognize and accept their own interests. The most significant prospects and opportunities open up for them, as a rule, closer to 16-17 years of age. This is the time of development of self-actualization. The individuality of boys and girls becomes more complete, clear and focused.

Awareness of your personal value is the moment preceding complete self-acceptance. This stage is impossible if, for some reason, the work on effective maturation has not been done before. Teenagers who have difficulty communicating cannot easily express their point of view and avoid situations where they need to prove and explain something to others.

Thus, problems of interpersonal communication among young people are determined by the need for participants to defend their position. At this moment, several bright individuals collide, each of which wants to prove to the world its own unsurpassed rightness.

Youth slang

PROBLEMS OF REGULATING INTERPERSONAL RELATIONS IN THE YOUTH SPHERE

To analyze the problems of this organizational factor, we will highlight the age group of young people from 18-25 years old, which largely reflects the social stratum - students. The nature and process of regulation is more often used to ensure people’s lives with sustainable, productive values (health, spiritual and physical well-being, results in selected actions, self-organization). However, the noted phenomena in the socio-cultural life of young people (students) cause considerable concern, because the lack of systemic and organizational flexible regulation leads to dire consequences. The largest part of all immoral and deviant acts occurs among young people. It is among groups that suicide remains stable; alcohol; low interest in learning; inertia in self-realization. It should be noted that this condition with aggravated situations takes on the character of “seasonality”; thick clouds of various sad processes begin to appear after the radiant holiday season, due to the completion of studies at a comprehensive school, admission to universities, and the beginning of any work activity. It seems that in the euphoria experienced there is no room left for replenishing and preserving joy for a longer period. Young people cannot understand that everything in life comes to an end, followed by the beginning of the next daily difficulties that will require updated reactions, updated thinking methods and appropriate decision-making. The dialectics of the noted process remains of a constantly problematic nature, which also traditionally creates a lost (confused) generation. From many years of observations, it is known that a crisis in the mental state of young people occurs after the first year of study at a university. 18-19 years old is the growth of activity of freshmen, it always goes off scale and gradually fades away. In the presence of such an “age-related” calm, the “flaws” of youth existence begin to appear. It seems that the state of conflict, passivity, isolation, and withdrawal into complete egoism is due to the fact that regulation and self-regulation among young people is lost. The renewing period in the lives of girls and boys remains unattended, both by the adult population (parents) and by mentors who are only engaged in the transfer of professional, theoretical, scientific studies. The advance of trust used in mature young men only partially justifies itself, and therefore one should, to a certain extent, resort to regulating the socio-cultural relations of modern young people. The purpose of regulation (acquiring values) involves the formation of an integral individual, self-sufficiency of the individual. This strategic, socio-cultural, spiritual and moral direction includes practice for logical, analytical, perspective-modeling action [4]. Let us dwell on the content of each of the noted aspects, which constantly require both participation and complicity on the part of mature people who are in contact with our future. The real need for such ascetic aspiration is dictated in order to form a holistic creative personality from a young man as a self-sufficient individual with a strict system of opposition from the pernicious influence of deformed structures. Note the nature of the regulation of interpersonal relationships, which are revealed to a greater extent through self-knowledge, self-regulation and self-realization. The totality and interweaving of these manifestations in the behavior of young people inevitably leads them to the path of independence in all life activities. Let us also note such peculiar manifestations as self-knowledge. The usefulness of the process is that any information acquired by a young person passes through thought processes that reflect an awareness of the meaning of life [3]. In this transition to awareness of one’s own usefulness, a number of contradictions are inevitably overcome, in which reality appears to be both objective and subjective. The objective nature of the contradictions in the life of each of us is a choice and selection of actions. The value of the chosen actions should be associated with the future state and advanced life models: - to be in demand or abandoned as ballast; - achieve a balance between the mind and heart, or be in the chaos of emotions and find yourself a victim of extreme situations; - find yourself poor and sick; - become a professional or be an outcast in the environment. The noted contradictions are largely subjective, but they are affected by the norms of life of a given society. For example, inflated demands on the performance of work functions, where there is a perceived deviation from social justice, as well as the predominance of strict subordination (the owner, the foreman, the teacher is always right). We also include the objective fact that young people, deprived of minimal knowledge of a cultural, legal, organizational, and professional nature, quickly turn into difficult people, without the right to join the traditional norms of the surrounding communities. In this regard, self-knowledge is necessary as a sphere of self-defense. To the content of this organizational phenomenon, one should add skills and abilities, divided according to increasing criteria. The initial stage of self-defense includes:  observation (create wisdom);  efficiency (saving effort);  improving memory (eliminating forgetfulness as a sign of irresponsibility);  listening skills (eliminating psychosis due to scattered attention);  formation of a rhythm of life (keeping a rhythm of sleep, a balanced diet, physical activity) is the path to sustainable well-being. The first stage of a matured person, in the best case, is manifested in the presence of accompaniment (not supervision, not pressure), but participation in the organization of self-knowledge, where the contradiction between “ should" and "able". This relationship excludes utopia and shows the reality of the result. The concept of “should” may contain untenable assumptions. Achieving correspondence between real abilities and the manifestation of effectiveness reveals problems with the need to replenish them in unity with information and income, which remains a huge problem among young people. It should be remembered that income in youth becomes the main criterion of stratification (status position with the implementation of assessments coming from others and from oneself). The presence of wealth (the independent position of the individual) consists of income, which expands freedom in self-realization, not to work for the sake of a salary, but to realize the aspirations (increased needs) in the surrounding world to renew values in society. Poverty begins from an informed and cultural level, lack of spirituality, vacuum. In the regulation of self-knowledge, dialogism takes on important importance, in which the response to questions is limited to the answer: “I don’t know,” this entails the self-destruction of the individual, the interlocutor, and deprives the chances of interaction. This situation should be contrasted with an alternative with the answer “I think so,” “I think so.” With this reaction, the dialogue will resume. It will maintain its continuation, their interpersonal relationships, and will attract the attention of other people. In dialogicity, it is necessary to use a system of incentives, which sometimes simply does not exist, or is extremely limited. Incentives for dialogicity are necessary because... personal thinking (I think so) reflects contradictions, erroneous judgments. In this regard, incentives for dialogue from verbal approval to the awarding of a silver (bronze) badge, an information publication, or the right to attend a spectacular event. The lack of incentives in any work process gives rise to apathy. Nihilism is anything that forms a limitation in the thought process. Incentives are necessary if we are talking about innovation at the present stage, because this phenomenon can live and operate in the presence of renewed energy flows from different levels of individual activity, from the formation of a corporate culture of creative people. It is known that poverty arises there and then, when exchange fades away, the spirituality of individuals disappears [5]. The modern turn to the activity of individual creation arose due to the overcoming of total crises that create through mass contemplation. At the next stage of self-defense, the selection of skills and abilities to select information should be put into self-position. The maturation of each of us is accompanied by an increase in the amount of information in the spiritual sphere. In the second stage, a system of incentive measures is formed, ensuring increased grades for social and educational activities. Certification - positive assessments for every working day. Evaluating the work done for a separate future only disperses people, eliminating social and spiritual encouragement in them, maintaining sensory hunger. It is known that the soul is obliged to work, but without encouragement, it only strives to withdraw and continue to be lazy. Thus, in regulation, where self-knowledge occupies an important place, followed by the stimulation factor, attention to performance with the formation of the principle of “result, significance, personality” [7]. Another link in regulation remains self-regulation - a way of searching for cultural and spiritual values for self-exaltation, the individual’s aspiration for what I need here and now. In this aspect, the law of needs is most clearly manifested, with the implementation of energy replenishment by increasing the vital activity of the current day. Dissatisfaction with expected results leads to apathy and disappointment. Let’s compare the parallels in that “a hungry belly is deaf to science”, “trust but verify”, and timeliness is the path to self-regulation in achieving success through timely action. The created order as an expected timely result presupposes: 1. Save time. 2. Development of the value of free time. 3. The desire for information as an invaluable phenomenon: if you own information, you own the world. 4. Formation of personal needs to understand one’s own status in protecting oneself, i.e. unlocking the potential for demand among people around you, which gives rise to unquenchable mobility. 5. Formation of lifestyle ability, i.e. disclosure of natural abilities inherent in continuity between generations of relatives. Self-regulation is what ensures fidelity to positions for which one should go to the chopping block (Prishvin). The practical orientation of the noted aspects allows you not to die prematurely and not be left without a means of subsistence. In this consistent process, personal resilience is revealed, expressed in the rationality of selection “what I need and what I don’t need.” The self-realization of young people manifests itself: communication skills for useful communication, reducing anxiety, changing a threatening situation (if you don’t know the ford, don’t go into the water); be able to protect the defenseless, alleviate the suffering of people with your participation and sympathy. Self-regulation is the path to a wealth of interests, balance between energy flows, eliminating the contagiousness of a detrimental mood. The practice of the noted phenomena is revealed in providing optimistic moods to shape the joy of tomorrow. In self-regulation, Kozma Prutkov’s principle is formed: “if you want to be happy, be happy.” In self-regulation of knowledge of oneself and the surrounding world, mobilization-self principles acquire - you look at yourself from the outside and eliminate emotions in yourself. A gallery of great people about whom young people know little makes us realize how little we know ourselves. The correction of such a deficit is another component in the specifics of regulation - this is self-realization, finding one’s place among people, stopping the “firebird” in the endless search, being able to humble one’s pride and reckon with what is. Self-realization is patience and work, let them find you, notice you and admire you. The system of self-realization is what you are, the effectiveness of success through a change of means, to the triumph of luck according to the principle - all good deeds are done in silence. In harsh reality, self-realization is not sitting around waiting for a miracle. According to Gastev A., work without retreating from anything - no shovel, take clay, no metal - take clay - the main thing is not to stand in anticipation of any miracles [1]. Self-realization is the aspiration to overcome one’s own biologization to ensure integrity as rising values through foresight, transforming intended circumstances into something suitable for life, creating orientation in the world and interpreting the world as acts of self-determination in relation to one’s own motives, including mutual control and mutual inhibition. Feelings of one’s own insufficiency lead a person into the world of harmony, culture, and active life [6]. The practice of self-realization is to be able to breathe clean air, get out of the way what changes you, and quickly get away from adversity and discomfort. In everyday life, regulating the interpersonal relationships of young people is teaching them to change, which, in my opinion, is not to grow old suffering from psychosis and unjustified aggression. Based on experience and theoretical conclusions about the specifics of regulation, which were noted in the choice of self-actualization of youth groups, it is necessary to add choice, awareness of love, both for life and for oneself. Let us add the most important values that differ in self-knowledge, self-regulation and self-realization, the feeling that does not leave us - reflection (consciousness) - the acquisition of knowledge as a capacious concept of the trinity (timeliness of information + self-knowledge + recognizing the world around you). The complexity of this approach forms a total culture of knowledge: from a simple irritant to the elimination of dangerous threats coming from the prosperity of illiteracy and ignorance. The degradation of modern layers of youth is a demonstration of the consequences coming from the mistakes of the past. In this regard, regulation created from incentives for creative self-realization becomes the prevention of future suffering. Throughout the entire regulatory process, it is persistently intensified in creating and enriching the system of incentives to strengthen humanity in the younger generation. Summarizing the above recommendations, we note that the joy of success can only be achieved when the conditions of consciousness are eliminated. When certain cultural, pedagogical, psychological and informational conditions are created, the self-determination of an individual will be revealed, enriching him with lessons from everyday life and inexhaustible creative activity. LITERATURE 1. Gastev A.K. How to work - M., 1973. 2. Ilyin E.P. Psychology of will. - St. Petersburg, 2009 3. Lazarev M.A. On the question of the relationship between philosophical and figurative knowledge of the world // Humanitarian space. International almanac. - T.2. - No. 4. - 2013. P. 666-674. 4. Lazarev M.A. Formation of the artistic culture of the future teacher // Initiatives of the XXI century. - No. 1. - 2012. P. 79-81. 5. Latfullin, G.R., Raichekno A.V. Organization theory. - St. Petersburg, 2008. P.223 6. Rudenko A.M. The concept of meaningful life intentional intentionality of human existence - Rostov n/d: 2012.-P.13 7. Sigid E.A. Psychological and pedagogical paradigm of professional education of specialists - M., 2009. 8. Khmelev V.V. Service in the political system. Mines. — 2001

Informal associations

Problems of intercultural communication among young people and ways to solve them

It's no secret that we live and develop in a constantly changing world. Modern society at various levels has to solve a large number of problems in all spheres of life and activity, and each of them deserves attention and careful analysis. We would like to raise the issue of problems that arise in the process of intercultural communication, existing barriers that complicate it, and the reaction of young people to current events.

The history of Russia is the history of numerous peoples and cultures living on its territory. Our state is the most multinational in the world. The example of previous generations testifies to education in the spirit of respect and desire to preserve the traditions, customs and identity of its peoples. However, relationships between different nations, ethnic and religious groups have always been distinguished by their contradictory nature - a tendency towards cooperation and periodic outbreaks of conflict, where youth occupied a special place.

Today's youth are the bearers of characteristics unique to them. And due to this factor, it is she who most quickly responds to social and political changes that occur in the state and at the international level. Young people notice what seems unfair to them, what does not coincide with their personal opinion, often imposed by pseudo-heroes from the TV screen, the pages of magazines and newspapers.

Even a sense of national superiority can be considered as a factor contributing to aggression and extremism, leading to the development of intolerance against other peoples: the division between “one’s own” and “foreign” culture leads to the emergence of an ideology of antagonism, which further leads to stereotypical ideas, often extremely negative ; national security fades into the background, and domination over another people becomes the fundamental goal.

Currently, the Russian Federation needs multiethnic schools that are aimed at nurturing such spiritual and moral qualities and values as responsibility, determination, empathy, and a sense of duty to parents (family), friends, and the state. It is these schools, time-tested, bearing the traditions of tolerant and humane upbringing and education, that are in demand and relevant in the 21st century.

According to Antsupov A.Ya., the bulk of acts of intolerance and violence occur not in educational institutions, but outside the institutions, where teenagers spend most of their time and begin to establish social relationships. It follows from this that secondary educational institutions, universities, and centers of additional education are so-called “hot spots” of aggression, but also all of these educational institutions listed above act as an arena for the implementation of anti-violence programs.

Based on these data, there is a need for closer attention to young people, which is due to the following reasons:

aggressive behavior with pronounced features of ethnic, racial and religious intolerance arises at different stages of individualization of the individual, and if this behavior is left without due attention, it can become entrenched and worsen as the child grows older. This means that the sooner work with models of aggressive behavior begins, the chance of avoiding aggression from an individual in adult life increases significantly;
The most dangerous forms of violence common among teenagers harm more people.

One of the main reasons why cultures do not understand each other is the so-called communication barriers. If communication is a process, then communication barriers are nothing more than processes that have different depths of penetration into the personality structure, the fabric of communication in the interaction of representatives of different ethnic groups and religious movements. In connection with this factor, scientists divide communication barriers not by the reasons for their occurrence or by the content of the quality of communication, but by the depth of penetration into the structure of personality and activity within the real sociocultural environment. General classification of barriers to communication.

The following are distinguished: perceptual distortions that arise in the process of unproductive communication, based on subjective feelings of antipathy towards the interlocutor during communication; situational barriers, which are a reflection of negative social conditions in communication; evaluative barriers that make it possible to see the difference in views of representatives of opposite cultures and peoples on the same social problems; technical barriers that are associated with differences in technological indicators of communication are also highlighted; and the last barrier is the so-called readiness barrier, when one subject is ready to communicate, and the other, due to fatigue or other reasons, is not in the mood for communication at a given time, much less for productive interaction.

It is necessary to note the ambiguous role of the Internet: on the one hand, as a channel for intercultural communication of peoples, cultures and ethnic groups; on the other hand, it acts as a convenient channel for disseminating information with the aim of inciting extremism, xenophobia, racism and interethnic hatred among peoples. Nowadays, when globalization penetrates into all spheres of human life and the Internet becomes a necessity, then, along with useful information, you can find a huge number of sites of an extremist and terrorist nature aimed at promoting “your truth.” Since the target audience of these sites is mainly young people, there is a need for productive international influence and cooperation in such an area as information security.

In 2001, the International Decade for a Culture of Peace and Non-Violence for the Children of the World began. Under this program, tolerance was the national strategy of civil society. This program was aimed primarily at strengthening and restoring the cultural, historical and moral values of the Russian state in opposition to such phenomena as ethnic, religious and political intolerance. An educational strategy that takes into account the multinational and multi-confessional structure of Russia can become a consolidating factor in national policy.

As part of this activity, much attention was paid to young people, most of whom were university students. After all, it is students who acutely perceive all sociocultural changes in society.

It is important to influence the life orientation of young people, and especially the peoples whose representatives these very young people are. You should also pay attention to students who in the future want to connect their lives with teaching in educational institutions, because it is these people who will instill these and other values in children in the future.

On December 4, 2020, a round table dedicated to International Volunteer Day was held at the Nizhnevartovsk State University. The round table was attended by students, active volunteers, representatives of the Nizhnevartovsk City Administration Department for Youth Policy and a representative of the Healthy Country Foundation from the Youth Center in Nizhnevartovsk Renat Insharovich Gubaidullin.

Volunteers shared their impressions and experience gained as part of the volunteer movement at the Olympic Games in Sochi 2014 and the Summer Universiade in Kazan in 2013. Volunteers noted the fact that when communicating with representatives of other countries, they did not feel squeezed, isolated or uncomfortable, but quite the contrary, they tried to learn as much as possible about the new culture and people who live in a particular country. Interpersonal communication helped them overcome certain already existing stereotypes about a particular country, their opinion changed for the better, this helped them find new friends and acquaintances.

We can conclude that volunteering can be a solution to problems such as racial intolerance, xenophobia, etc. It is volunteering that makes it possible to apply in practice the theoretical knowledge that parents, teachers and university professors instill in us.

Literature:

Boguslavskaya V.F. The influence of tolerance on the prevention of extremism among youth Science and education against terror [Electronic resource] Access mode: https://scienceport.ru (access date 12/1/2015).
Ieronova I.Yu. Introduction to the theory of intercultural communication [Electronic resource]: manual / Ieronova I.Yu., Peteshova O.V. - Electronic. text data.‒ Kaliningrad: Baltic Federal University. Immanuel Kant, 2011.‒ 87 p. ‒ Access mode: https://www.iprbookshop.ru
Panfilova, A.P. Barriers to effective communication and ways to overcome them: monograph / A.P. Panfilova - St. Petersburg: SPGU Publishing House, 2012. - 184 p.
Resolution 53/25 of November 10, 1998 of the UN General Assembly: period 2001-2010 International Decade for a Culture of Peace and Non-Violence for the Children of the Planet.
Roth Yu. Intercultural communication. Theory and training [Electronic resource]: educational and methodological manual / Roth Yu., Kopteltseva G.‒ Elektron. text data.‒ M.: UNITY-DANA, 2012. - 223 p. — Access mode: https://www.iprbookshop.ru
Scientific journal "International Journal of Experimental Education", Cherkasova. B.A., Loboda. O. B., 2009. - 22 p.

virtual communication

Main types of interpersonal communication

The relationships that are experienced and realized by individuals at the time of interpersonal relationships, depending on the degree of interest, are based on various emotional states. The psychological characteristics of the interlocutors and their level of intelligence are also important for communication.

The interpersonal type of communication is divided into the following types:

Formal. Occurs without taking into account the psychological and other characteristics of the interlocutors. Masks of compassion, politeness, severity or indifference allow you to veil true emotions and relationships. With frequent contacts, using a standard set of gestures and phrases, you can protect yourself from emotional overload.
Primitive. With this method of communication, the interlocutor is assessed. He is recognized as a necessary or interfering subject. If they believe that he will be needed, then they actively contact him, otherwise communication is rudely interrupted. When you get what you want, interest in such a person completely disappears and its absence is not hidden.
Functional-role. This type of communication is characterized by content regulations. The personality of the interlocutor is less important than his social role. An example of interpersonal communication of this type can be the following partners: teacher and student, boss and employee, public transport driver and passenger.
Business. In this type of communication, the interlocutors take into account each other’s character, age, and mood. Moreover, the interests of the case always prevail, personal differences recede into the background. The usual goal of business negotiations or communication is to reach some kind of agreement.
Manipulative. Communication for the purpose of obtaining benefits. In this case, such techniques as deception, flattery, intimidation, blackmail and others are used.
Social communication. Fully complies with the norms accepted in secular society. The interlocutors behave extremely diplomatically. But at the same time, behind a mask of politeness they hide their thoughts.
Spiritual. Allows for conversation on any topic. This is a type of communication between close people who understand the feelings and thoughts of the interlocutor by the intonation of their voice or facial expression.

Interpersonal communication is a special type of human activity during which ideas, feelings and emotions are exchanged and a system of relationships begins to develop.

Social communication

Self confidence

Research on problems of interpersonal interaction among young people at the present stage

The article presents the experience of gender research on the range of problems faced by modern youth. It has been proven that when building interpersonal interaction among young people of different genders, the range of problems has a qualitative uniqueness.

Key words: interpersonal interaction, socio-psychological adaptability, gender characteristics of the range of problems

Interpersonal relationships are the object of study not only by psychology, but also by other interdisciplinary sciences, such as history, conflictology, pedagogy, philosophy and sociology; a lot of knowledge has been accumulated and there are different points of view on the problem of interpersonal relationships. In modern psychological and pedagogical science, the problems of interpersonal interaction have been examined quite fully, their structure, content, as well as the main mechanisms of conflict situations have been studied.

The art of communication is the most important skill that each of us learns, no matter where we study, work, what we do, or how old we are. But, unfortunately, in the modern world this skill is losing its position and “quality”. A special place among groups of people undergoing new changes in society and technological progress is occupied by adolescents and young people due to the insufficient development of effective communication skills among many of them. Problems of interpersonal interaction among young people often manifest themselves in the form of conflicts that destabilize the emotional background in the team. Therefore, studying the problems of interpersonal interaction among young people is relevant.

This problem acquires particular significance if we consider it from the point of view of gender differences. Modern boys and girls face various problems when building interpersonal interactions.

The purpose of our research was to identify the specifics of the range of problems that boys and girls face when building interpersonal interaction. The study was conducted on the basis of the limited liability company "Visit-DV" (Khabarovsk). The empirical study involved 25 people aged 18 to 20 years. The first group included female subjects with a total number of 13 people. The second group included male subjects with a total number of 12 people. The groups are equal in age, social situation (they live with their parents), cultural and professional status (they have the same education, work in the same institution, perform similar functional responsibilities).

When conducting the study, we used: the “Diagnostics of Interpersonal Relationships” test (T. Leary); methodology “Assessment of socio-psychological adaptation” (E. V. Zmanovskaya); questionnaire “Study of Aggression” (Bass-Darkey method); “Behavior in conflict situations” (Thomas test). To prove the non-randomness of the identified differences, the Mann-Whitney U test was used.

Main conclusions from the study:

Female subjects have the following characteristics when building interpersonal interaction: friendliness, courtesy, a tendency to cooperate, flexibility and compromise, the desire to help, feel in the center of attention, show warmth and friendliness in relationships, responsibility towards people, delicacy, gentleness, kindness , unselfishness and responsiveness. The prevailing orientation is that achieving life goals depends on oneself; personal responsibility and competence, optimism, balance, adequate self-esteem, lack of conflict, and avoidance of conflict situations are emphasized. At the same time, they are characterized by aggression, which is indirectly directed at another person, manifested in gossip, malicious jokes, distrust and caution towards people, based on the belief that others intend to cause harm, expression of negative feelings through quarrels, screams. When resolving conflict situations, they tend to look for an alternative that fully satisfies the interests of both parties.
Male subjects have the following characteristics when building interpersonal interaction: authority, despotic character, strong personality - leader, self-confidence, perseverance, perseverance, rigidity, hostility towards others, demandingness, frankness, severity, harshness in assessing others, mockery, irritability, stubbornness, tenacity, persistence, energy. They are distinguished by leadership, optimism, balance, and adequate self-esteem. At the same time, we have received data that they rely on push and support from the outside, demonstrate passivity in solving life problems, avoidance of problems that are combined with conflict in interpersonal interaction, manifestation of short temper, harshness, rudeness at the slightest excitement, oppositional behavior from passive resistance to active struggle, the use of physical force against another person. When resolving conflict situations, they tend to seek satisfaction of their interests to the detriment of the other.

When carrying out statistical processing of the entire array of results obtained, we found that indicators for authoritarian, egoistic, aggressive types, acceptance of others, conflict with others, internal locus of control, external locus of control, dominance, authority, physical aggression, indirect aggression, negativism, resentment, suspicion, verbal aggression, competition, compromise, cooperation among respondents of different groups are significantly different at a low p≥0.05 level of significance. Thus, there are non-random differences in the level of the studied trait in the groups.

From our results it follows that when building interpersonal interaction, boys and girls have their own specific range of problems. The materials from our research can be used by psychologists when planning and implementing advisory activities; teachers and social educators when organizing correctional and preventive work with young people. However, we believe that the study is far from complete. Further study can be organized in the following directions:

– a comparative study of the characteristics of interpersonal interaction among young people of different cultural and educational levels;

– study of the range of problems that boys and girls face when they are at different stages of building interpersonal interaction;

– study of the influence of relationships in parental families on the nature of the problems of interpersonal interaction among young people.

Literature:

Bodalev, A. A. Perception and understanding of man by man / A. A. Bodalev // Moscow State University Publishing House, 2012. - 245 p.
Bodalev, A. A. Personality and communication: Selected works / A. A. Bodalev // Pedagogy, 2013. - 248 p.
Vishnevsky, Yu. R., Shapko V. T. Sociology of youth / Yu. R. Vishnevsky // Ekaterinburg, 2006. - 433 p.
Zmanovskaya, E.V. “Deviantology (psychology of deviant behavior)”: Textbook. aid for students higher textbook institutions / E. V. Zmanovskaya // Publishing House, 2013. - 198 p.
Ilyin, E. P. Psychology of communication and interpersonal relationships / E. P. Ilyin // Peter, - 2009. - 321 p.
Leontiev, A. A. Communication as an object of psychological research // Methodological problems of psychology / A. A. Leontiev // Science, 2013. - 295 p.
Lukov, V. A. Conceptualization of youth in the 21st century: new ideas and approaches / A. V. Lukov // SOCIS - 2012. - No. 1. - pp. 5–17.
Lomov, B. F. Problems of communication in psychology: Collection of articles / B. F. Lomov // Science, 2011. - 245 p.
Petrovskaya, L. A. Competence in communication: social and psychological training / L. A. Petrovskaya // Bustard. 2010. - 245 p.
Rubchevsky, K. V. Socialization of personality: interiorization and social adaptation / K. V. Rubchevsky // Social sciences and modernity. — 2013. — pp. 147–151.
Sokovnin, V. M. Interdictive and fascinogenic communication / V. M. Sokovnin // Ekaterinburg: AFA, 2011. - 493 p.
Surtaev, V. Ya. Youth and culture / V. Ya. Surtaev. - St. Petersburg: St. Petersburg publishing house. state University of Culture and Arts, 2009. - 224 p.
Chebarykova, S.V. Phenomenology of personality types developing in conditions of dysontogenesis, from the position of its adaptability: abstract. diss…. Ph.D. psychol. Sciences: 19.00.10. - Moscow, 2005. - 22 p.
Chebarykova, S. V. Interaction in the “student-teacher system at a university in the humanities” as a model for organizing pedagogical communication / S. V. Chebarykova // Pedagogical skills and pedagogical technologies. — No. 1(3). –2015. — pp. 82–84.

Awareness of personal value

Interpersonal problems among adolescents and their socio-pedagogical significance

Raising children is not an easy task and most parents today face enormous challenges. They manifest themselves most acutely in adolescence, the acute period of a child’s transition from childhood to adulthood. Suicide among teenagers has increased so much that it is now the second leading cause of death for people aged 14 to 20. In addition, rates of teenage crime, child pregnancy, drug addiction, and sexually transmitted diseases have increased incredibly in the past few years. In general, the progressive alienation, increased anxiety, spiritual disorientation of children, the increase in their cruelty, aggressiveness, and potential conflict are of particular concern.

Most of the existing studies in this subject area one way or another agree in recognizing the enormous importance that communication with peers has for adolescents, because it is at the center of a teenager’s life and largely determines all other aspects of his behavior and activities. If at primary school age the basis for uniting children is most often joint activities, then for adolescents, on the contrary, the attractiveness of activities and interests are mainly determined by the possibility of wide communication with peers. Accordingly, in the process of communication, adolescents encounter various interpersonal problems, which are one of the complex problems in psychology and social pedagogy.

Teenager _ _ _

- this is a person who is not yet mature enough and not socially mature enough. This is a personality who is at a special stage of formation of its most important traits and qualities: it is not yet developed enough to be considered an adult, and at the same time so developed that it is able to consciously enter into relationships with others and follow the requirements of social norms and actions in its actions. rules The main feature of a teenager is personal instability. It is at this time that the teenager declares himself as a person with a capital P. Opposite traits, aspirations, tendencies coexist and fight with each other, determining the inconsistency of character and behavior. This is what most often becomes the most conflicting aspect when teenagers communicate with the older generation and among themselves. Adolescents adapt to socially stable ideas about men and women, strategies of behavior in society, with peers, and with parents. In this short period of time, the teenager must orient himself in the concepts of “man” and “woman”, as well as apply these concepts to himself, feeling the differences between his current state and who he was/was before.

At this age, the teenager experiences a temporary psychological distance from family and school; their importance in the development of the teenager’s personality decreases, while the influence of peers increases [1]. Often he is faced with a choice between an official team and an informal communication group. The teenager gives preference to the environment and group in which he feels comfortable and where he is treated with respect. This could be a sports section, or a technical club, but it could also be the basement of a house where teenagers gather, socialize, smoke, drink, etc.

The nature of relationships with elders changes: from a position of subordination, the teenager tries to move to a position of equality. At the same time, the nature of relationships with peers also changes, the need for communication for the purpose of self-affirmation appears, which in unfavorable conditions can lead to various forms of deviant behavior; increased interest in issues of a person’s intimate life, which can lead to asocial violations of the sexual life of a teenager [1].

The teenager develops a sense of adulthood, which manifests itself through the desire for independence and independence, protest against the desire of adults to “teach” him. The feeling of adulthood is the main new development of adolescence.

All this happens against the background of changes in the emotional-volitional sphere. The teenager displays an emotionally expressed desire to understand the surrounding reality, a desire to communicate with peers, and a need for friendship based on common interests and hobbies[2]. A teenager develops the skills of self-control, self-government of his thoughts and actions, and develops perseverance, perseverance, endurance, patience, endurance and other volitional qualities.

A teenager’s appearance is another source of conflict[1]. The gait, manners, and appearance change. A kind of social mimicry among teenagers. Thus, adolescents express a need for security. Don't stand out from others, otherwise they will laugh. And children can be very cruel to those who are not like others.

The following happens internally. The teenager has his own position. He considers himself old enough and treats himself as an adult. This manifests itself in the following.

1. The desire for everyone (teachers, parents) to treat him as an equal, an adult. But at the same time, he will not be embarrassed by the fact that he demands more rights than he assumes responsibilities. And the teenager does not want to be responsible for anything (except in words).

2. The desire for independence. And therefore control and help are rejected. More and more often you hear from a teenager: “I know everything myself!” (This is so reminiscent of a child’s “I myself!”).

3. The emergence of one’s own tastes and views, assessments, and lines of behavior. At the same time, it is sometimes difficult for teachers and parents to agree that times are changing quickly. And the children change with them. What was fashionable at one time is considered “retro” at another. This applies to views, behavior, and everything else. Each generation expresses its belonging to its time in its own way.

Adolescent society plays a significant role in shaping the personality of a teenager.

(reference group) - a group that is significant for a teenager, whose views he accepts.

In general, just like the social structures of adults, adolescent societies can be divided into two groups: formal and informal.

Towards formal teenage societies

These include mainly groups of students. They identify with their specific school, class and teachers. This allows them to study subjects together, participate in a variety of activities organized by the school (depending on what grade the teenager is in), or attend peer-to-peer socials. Therefore, any formal, clearly defined social system to which adolescents belong, as a rule, unites adolescent students interacting in the educational subsystem and the subsystem of extracurricular activities.

Informal societies

are usually loosely structured groups of young people who get together but have little opportunity to take part in a formally organized network of social relationships. The only exception is teenage street gangs, which can exist as separate independent subgroups.

In the eyes of some students, of all the subsystems considered, the informal system of friends may turn out to be the most important. This is the only subsystem not burdened with the patronage of adults. This is the world of teenagers, and the status of the individual is the most important thing here. Every teenager dreams of a bosom friend. What about someone who could be trusted “100%”, like oneself, who would be betrayed. In a friend they look for similarities, understanding, acceptance. A friend satisfies the need for self-understanding. In practice, a Friend is an analogue of a psychotherapist. Most often, they are friends with a teenager of the same gender, social status, and the same abilities (although sometimes friends are selected by contrast, as if to complement their missing traits). Friendship is selective; betrayal is not forgiven. And coupled with teenage maximalism, friendships have a peculiar character: on the one hand, there is the need for a single devoted friend, on the other, a frequent change of friends.

In general, the general social status of a teenager among his fellow students depends on the combination of his ratings within each of these subsystems[3]. In addition, it should be noted that a teenager who has a high or low rating in one of the systems most often occupies the same position in other systems; however, for the teenager himself, the informal subsystem is the most important, and it determines his behavior more strongly than the other two subsystems.

Based on the above, we can identify the characteristic features of adolescence

factors influencing the emergence of interpersonal problems among adolescents: emotional immaturity, insufficiently developed ability to control one’s own behavior, balance desires and opportunities to meet one’s needs, increased suggestibility, the desire to assert oneself and become an adult.

It can be argued that there are many reasons for the emergence of interpersonal problems among teenagers [4]. However, as a rule, the bulk of conflicts arise as a result of a violation by one of the teenagers of the moral code of partnership, which is the same everywhere and does not depend on culture and country. The code is expressed in a clear style of behavior in relation to peers. In particular, among teenagers, it is considered important to observe the following rules in relations between members of the same group: mutual support, help in everything, emotional comfort in communication, maintaining secrets, one cannot criticize, one cannot lecture, one cannot be jealous, respect for the inner world of another.

Anyone who does not comply with these rules of partnership can be treated very harshly. They may find themselves “rejected” by everyone and subject to persecution.

In addition, interpersonal problems among adolescents may arise due to other reasons.

Differences in ideas and values.

Differences in values are a very common cause of interpersonal problems among teenagers. Instead of objectively assessing the situation, young people focus on those views, alternatives and aspects of the situation that, in their opinion, are favorable to their personal needs[5].

Poor communication.

Poor communication is both a cause and a consequence of interpersonal problems. It can act as a catalyst for problems, preventing an individual or group from understanding the situation or the points of view of others. Common information transfer problems that cause problems are ambiguous quality criteria, the inability to accurately determine the mutual subordination of adolescents among themselves, and the presentation of mutually exclusive demands on each other. These problems may arise or deepen due to the inability of adolescents to formulate and communicate to peers an accurate description of their worldview.

Imbalance of the teenager’s social position in the group.

A common source of problems between teenagers. Occurs when the social function is not fully supported by means and, accordingly, by position in the group.

Differences in behavior and life experiences.

The teenager does not feel identity and is immediately prepared for the fact that he will not be understood by another person. A communication barrier arises[6].

In addition, all adolescents can be divided into three groups according to their tendency to have interpersonal problems:

1. Resistant to conflicts (assertive behavior);

2. Those who avoid conflicts (unconfident behavior);

3. Conflict (aggressive style of interpersonal communication).

A constructive personality, when interpersonal problems arise, behaves firmly but correctly, knows how to express dissatisfaction and joy, and strives for people using a cooperative strategy.

An insecure person uses a self-suppression strategy. For example, he says “yes” when he should say “no”; avoids situations where it is necessary to take the initiative. But he can react constructively if there is no specific partner in the situation.

The dominant personality uses aggressive strategies in situations where the constructive personality behaves as described earlier.

As research results show, the size of the latter group is somewhere around 6-7% of the total number of adolescents[7]. According to the English researcher Robert Bramson, in order to ensure a favorable psychological climate among adolescents, the main efforts need to be made only on a tenth of them - the “aggressive” difficult subjects. The remaining 9/10 themselves strive for orderliness.

Thus, the main causes of interpersonal problems among adolescents can be individual psychological characteristics of communication, including intellectual, volitional, and personal manifestations of a person[8].

Analyzing the above, we can say that the complex world of a teenager, which is not always understandable to an adult, needs daily support and adjustment. Therefore, a social teacher should more often offer help to a teenager in mastering new norms and rules, so that later he does not have to spend a long and tedious time correcting mistakes.

Speaking about the main directions of solving interpersonal problems among teenagers by means of social pedagogy, first of all, we mean methods of pedagogical and psychological-pedagogical activities aimed at developing various aspects of a teenager’s personality (consciousness, behavior, feelings), as well as influencing the environment. his social environment.

As L. S. Vygotsky said: “The problem of the method is the beginning and basis, the alpha and omega of the entire history of the child’s cultural development... truly rely on the method, understand its relationship to other methods, establish its strengths and weaknesses, understand its fundamental justification and to develop the right attitude towards it means, to a certain extent, to develop a correct and scientific approach to all further presentation of the most important problems...” [9].

The method is most widely used in social and pedagogical activities when resolving interpersonal conflicts among adolescents .

The organic part of persuasion
is
a
requirement the
child’s incorrect ideas about the rules and norms of behavior accepted in society.
The requirement plays a supporting role in social and pedagogical activities
.
Its main function is to set a task for children, to bring to their consciousness the meaning of norms and rules of behavior, and also to determine the content of the upcoming activity[10]. Conviction can be realized through such methods known in pedagogy as a story, lecture, conversation, debate, and a positive example. It is important
in the activities of a social teacher
to take into account the moral ideal
that the teenager follows[11]. By imitating a model of behavior, a child borrows a ready-made program of behavior, thereby saving energy in independently mastering the world; another person for a teenager is a projection of himself in the future[12]. Ultimately, persuasion is an explanation and proof of the correctness and necessity of certain behavior. Their effectiveness is determined by how well children have developed the skills and habits of moral behavior and what moral experience they have[13].

The main thing to remember when working with teenagers is to foster a child’s positive relationship with himself and the world around him[14].

In conclusion on this issue, it should be noted that among the socio-pedagogical methods of solving interpersonal problems, a special group consists of correction methods

which include
reward and punishment
. These methods of education in different periods of the development of domestic pedagogical thought were perceived differently: from the need to apply punishment to adolescents (including physical punishment at school) to their complete denial. In general, the entire history of socio-pedagogical thought indicates that correction methods (reward and punishment) are the most complex ways of influencing the personality of a teenager and they must be used very carefully[15].

Thus, social and pedagogical activities are aimed at destroying certain negative attitudes, ideas, values, motives, behavioral stereotypes in adolescents and forming new ones in order to achieve self-realization of the individual in society. Through the methods of social pedagogy, in particular, it is necessary to successfully solve for both parties the interpersonal problems that have arisen among adolescents [16].

Literature:

1. Andreeva, G.M. Social psychology: textbook / G.M. Andreeva. – M.: Aspect Press, 2000. – 288 p.

2. Abramova, G.S. Developmental psychology: study. manual for universities / G. S. Abramova. – M.; Ekaterinburg: Aspect Press; Business book, 2000. – 823 p.

3. Anastasi, A. Psychological testing / A. Anastasi, S. Urbina. – 7th int. ed. – St. Petersburg: Peter, 2002. – 688 p. – ISBN 5-272-00106-0.

4. Berezin, S.V., Lisetsky, M.S. Conceptual foundations of pedagogical conflictology / S.V. Berezin, M.S. Lisetsky // Current problems of university technical education. – Samara, 1996. – 117 p.

5. Berezin, S.V. Psychological correction in conditions of interpersonal conflict among adolescents / S.V. Berezin. – Samara: SamSU, 1996. – 123 p.

6. Bodalev, A. A. Perception and understanding of man by man: monograph / A. A. Bodalev. - M.: Publishing house Moscow. University, 1982. - 200 p.

7. Developmental and educational psychology: Texts. – M.: Moscow State University Publishing House, 1992. – 268 p.

8. Gilyasheva, I.N., Ignatieva, N.D. Children's projective methodology in the study of interpersonal relationships of a child // Mental research of personality in the clinic. – L., 1978. – 324 p.

9. Dontsov, A.I. Problems of group cohesion / A.I. Dontsov. – M.: Moscow State University Publishing House, 1979. – 128 p.

10. Kashchenko, V.P. Pedagogical correction: Correction of character defects in children and adolescents: Book. for the teacher / Preface. L. Golovanova. – M.: Education, 1994. – 222 p.

11. Kleiberg, Yu.A. Social work and correction of deviant behavior in adolescents / Yu.A. Clayburgh. – Kemerovo: Kuzbassvuzizdat, 1996. – 164 p.

12. Kulagina, I.Yu., Kolyutsky, V.N. Developmental psychology: Human development from birth to late adulthood: Textbook. manual for universities /I.A. Kulagina, V.N. Kolyutsky. – M.: Sfera, 2001. – 464 p.

13. Lisetsky, M.S. Psychology of interpersonal conflict in high school age /M. S. Lisetsky. – Samara, 1996. – 79 p.

14. Kuchmenko, A. V. Methodology for studying the team, communication, personality. Part 1: textbook. method, manual / A. V. Kuchmenko, L. F. Chuprov. – Abakan: AGPI, 1988. – 74 p.

15. General psychology: textbook / ed. A.V. Petrovsky .- 3rd ed., revised. and additional - M: Education, 1986. - 464 p.

16. Petrovsky A.V. The phenomenon of subjectivity in personality psychology: abstract. dis... doc. psychol. Sciences: 19.00.11 / V. A. Petrovsky; Institute of ped. RAO innovations. M., 1993.- 70 p.