Situational approach in psychology
In psychology, there is a theory of the situation, which involves the study and explanation of such phenomena as:
- psychological characteristics of natural situations in an individual’s life;
- subjective interpretation of situations;
- behavioral strategy within a specific situation.
The essence of this theory comes down to the fact that it is necessary to explain the dynamics of a person’s interaction with the situation that has arisen, as well as changes in the human psyche and his behavior under the influence of the situation.
A person does not simply react to any situation, he “defines” it and himself in this situation, thus constructing the social world in which he lives.
The essence of the situational approach was most fully presented by American psychologists - L. Ross, R. Nisbett. These scientists formulated three main ideas that underlie modern social psychology:
- situationism,
- subjectivism,
- dynamism of tense systems.
Situationism recognizes the importance of the characteristics of a situation in analyzing the variability of human behavior. Particular importance is attached to those situations that are unique and require a variety of reactions.
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The idea of subjectivism assumes a subjective interpretation of reality and considers its impact on human behavior. This is not a mirror reflection of the external situation, not a product of an arbitrary “construction of reality”, it is an interaction between a person and the situation. The point in this case is that a person is not aware of this influence and does not take into account the variability and diversity of subjective interpretations of one objective situation.
The dynamism of tense systems is based on the idea of the configuration of forces that operate in the psychological and social systems to which the subject belongs, being part of them. These systems are internally under tension, and the balance of opposing forces in equilibrium maintains their stability.
This, in general, stable equilibrium can withstand the pressure of external influences up to a certain time. An imbalance leads to avalanche-like changes, because powerful forces that existed within the system are released.
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Note 1
Thus, Ross and Nisbett prove that predictions of a particular person’s behavior based on his personal characteristics in a new, unknown situation are ineffective.
In different situations, the consistency of human behavior is quite low. In a person's daily life, there is a limited range of repeating situations. When predicting human behavior and observing it, we assume that the next situation will not be very different from the current one. This makes it possible to successfully predict behavior and interact more effectively with people.
Dispositionism works when there is no talk of atypical and non-standard situations. In this case, individual differences disappear, and most people act based on external pressure, restrictions and the manipulators behind it.
The family does not care for the child
If the family does not categorically care for the child, for example, the child prevents mom (dad) from creating a new family, an active position of the psychologist is necessary. In such situations, psychologists traditionally conduct diagnostics, speak at parent-teacher meetings, but parents do not go to parent-teacher meetings (they have the right); refuse psychological support. Time is running. The child does not need us - teachers, psychologists. He only thinks about mom (dad). The better we work, the worse: the child behaves more and more defiantly, consciously or unconsciously demanding the attention of loved ones.
In such cases, it is very important to find a solution before adolescence, or even better, within a year. But if 3 or 4 years have passed and a solution has not been found, then... At 15-16 years old it “shoots”: at this age teenagers experience cosmic loneliness. Particularly difficult stories in my practice involve parents with higher education. They are not ready to cooperate, they do not respect school and people, they demonstrate this attitude to their children... Children love their parents and imitate them in everything. There are more and more such parents.
In such situations, the psychologist himself can seek help. In one school, in difficult situations, the inspector of the children's room of the police herself turned to a specialist who had a lot of experience working with such children. This was a tangible help to me, a psychologist who at that time had 5 years of work experience.
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Problem situations in a children's team and their analysis
Teachers of preschool institutions regularly face a large number of contradictions in the development of the child, and the result may not always be positive. Experts reduce all problematic situations encountered in a preschool institution to 12 typical contradictions. Let's look at some of them.
The first contradiction is associated with a lag in the development of the child’s abilities, for example, he is absent-minded, restless, and does not master quantitative concepts. A contradiction arises between the child’s level of development and the requirements placed on him. The requirements presented correspond to the age characteristics, but not to the capabilities of the child. In this case, the problem can be solved through individual work with the child, as well as with the help of a psychologist.
Contradiction between the child’s actions and existing norms and rules of behavior. The child takes away the toy he liked from kindergarten, disturbs others, does not say hello when meeting and does not say goodbye. This contradiction suggests that the child has not formed a moral and ethical consciousness, he does not understand social norms of behavior and the meaning of prohibitions. These are already questions of interpersonal socio-psychological relations.
The child's adaptive behavior is the next class of contradictions. It manifests itself in the fact that the child does not want to go to the group or does not want to leave the group. The essence of this situation lies in the depths of the child’s neuropsychic properties and is associated with the mobility or inertia of nervous processes. This situation requires special tolerance and tact from the teacher and parents in relation to the child, coordination between the family and the kindergarten. This problem concerns the interaction between parents and educators.
Contradictions may arise in the relationship between the child and other children - the desire to be in the center, not the desire to play with other children, conflict with them, manifestation of selfishness, etc. These are situations of the “I - They” relationship, and the feeling of “We” is absent.
A problematic situation that arises from the child’s perception of the attitude towards him. This could be an insult or a complaint against the teacher, tearfulness, revenge for punishment, etc. In such situations, the psychological content lies in the experience of self-esteem. The contradiction goes between the child’s self-esteem and his assessment from the outside. There is a reaction to discrepancies in assessments and a desire to preserve self-esteem. A sense of social justice is being formed. The way out of this situation is psychoanalysis and correction of the teacher’s attitude towards the child.
The child’s attitude towards himself is another class of contradictions. In relation to himself, a child may reduce self-esteem, and this is already a signal for the emergence of an inferiority complex. The reason for this may be the disapproving reaction of others to the child’s unsuccessful action or deed. For example, a child did something wrong that caused laughter; after such a reaction, he will be embarrassed by those around him to perform such an action. This is already the sphere of group relations and such a reaction must be blocked.
In addition to this, contradictions may arise in the child’s relationship to work responsibilities, in relationships with animals, in their relationships with their own things, and in their relationships with food.
A rather serious class of contradictions arises in the relationship of the teacher to the child, the selective attitude of adults. Children feel this very well and perceive it as injustice on the part of an adult.
Note 2
When analyzing each specific situation, it is important to take into account the conditions in which it occurs and the uniqueness of the participants in the interaction.
Teacher insults student
If a teacher offends a student, violates the rights of a child, and the teacher cannot be fired, a psychologist can do a lot to protect the child, his life and dignity.
What can a psychologist do in such a situation? You can turn to an informal leader at school or the administration for help; attend lessons (teachers are usually calmer and more reserved in the presence of a psychologist or administration); get advice from professionals (in a psychological center, from experienced colleagues); convince parents to consult with specialists and relatives; transfer the student to another class or school. And again, it’s worth trying to talk with the teacher, explaining that you are obliged to protect the rights of the child, sincerely showing your interest in finding the optimal solution. And again and again seek contact with the teacher: he chose the most difficult and responsible profession, what happened, where the breakdown occurred. Invite to the school mediation service for reconciliation.
And yet, we must be prepared for decisive action. Refuse to give a positive reference to the teacher for certification. If a teacher sues the director, support the director and the student. Sometimes you have to go into conflict, talk directly, uncompromisingly with the teacher, confidentially or in the presence of the director.
The psychologist is obliged to inform the director about the possible consequences of inaction or slowness.
A practical conclusion based on observing the nature of conflict situations: they are often repeated. However, collisions are rarely exactly the same the third and fourth time. This means that you need to be prepared to look for new and non-standard options for resolving the confrontation. In a stressful situation, I look for information on the Internet, I remember the discovery of G.S. Altshuller (the theory of solving inventive problems (TRIZ); I watch detective stories (I get distracted, a solution is found).
Sometimes, after taking decisive action to protect a student, the psychologist has to leave the school. I will add that it is difficult for a child protection psychologist to pass certification. But help was provided. The man is alive. Problem solved. The psychologist is a hero. There are such cases, but they are few. In some circumstances, you have to act in several directions at once. Usually after a year or two (less often after three years) it is possible to find a constructive solution.
Types of pedagogical situations
You need to know this classification in order to choose the right solution. But they can all be called pedagogical problem situations, because they develop into an educational conflict.
- Activity situations that arise in the process of student fulfillment of pedagogical tasks.
- Behavioral situations - they are associated with violation of the rules of behavior and routine at school.
- Situations of relationships that arise in the process of communication between a teacher and a student.
The teacher must analyze the pedagogical situation in order to resolve it without infringing on the rights of the student and without harming the educational process.
Points of analysis of the pedagogical situation
- Characteristics of social conditions. This includes determining age, social status, and the influence of the adult environment on the child. This is important for selecting the right solution to the socio-pedagogical situation.
- Analysis of the reasons for the actions of participants in a pedagogical situation. At this point, an analysis is made of the psychological characteristics of children, parents and teachers; socio-psychological prerequisites for the situation; what are the relationships between the parties to the conflict and pedagogical assessment.
- Finding a solution to their pedagogical situation, i.e. choosing a means to achieve a goal and planning teaching activities.
