Culture, types and problems of interpersonal communication

4) Business communication

- always pursues a specific goal and is usually strictly limited in time or divided into clear intervals. If the goal does not affect the individual himself, but concerns only his role, communication is reduced to a functional role. If the business goal is individualized, that is, a person has a business orientation in this particular case or considers corporate interests as his own, communication turns into interpersonal. In many cases, especially in conflict and crisis situations, role-based business communication is more effective than interpersonal communication.

What determines the choice of communication style?

The choice of form of address to the interlocutor is usually determined by his social status, personal characteristics, purpose and situation of the communication process. Psychiatrist A. Dobrovich, when conflicts arise, recommends moving to a higher level of communication than that of the interlocutor. This technique disarms the opponent and allows you to enter into a normal dialogue with him.

Stress resistance - what is it?

The scientist identifies seven levels or types of interpersonal communication in accordance with the criterion of “ethical impeccability.” The lowest and most undesirable in this typology is primitive interaction, the most effective is spiritual communication.

Important! A person may not be fully aware, but he always feels, at least at the subconscious level, whether he, his fate and interests are valuable to the interlocutor, and reacts accordingly: he behaves more aggressively, manipulatively, or drops his masks and begins to cooperate.

Manipulative level of communication

We can distinguish types of communication based on their content:

• 1) Material communication - exchange of objects and products of individual activity.
• 2) Cognitive communication - exchange of knowledge, information, skills, including in the process of joint activities or during training.
• 3) Motivational communication - transferring to each other certain motives, attitudes, goals, readiness to act in a certain direction, updating certain needs. (Often found in advertising, as well as in various types of education - from raising children to developing the “corporate spirit” of a company.)
• 4) Conditional communication - an exchange of mental and functional states in which people influence each other, trying to bring a partner into a certain mental state - to evoke a certain emotion, attract or distract attention, cheer up, etc.

Types of communication can be distinguished by the means used:

• 1) Verbal - communication through speech, inherent only to humans, has the richest communicative capabilities, but nevertheless cannot completely exhaust all the needs of communication, since it is convenient mainly for cognitive communication.
• 2) Nonverbal - communication through gestures, facial expressions, signs, drawings, tactile, sound, olfactory and any other non-speech signals. It is most convenient for conditional communication, and to a lesser extent for motivational and material communication; it is of little use for cognitive communication, but in any case it can contribute to mutual understanding between partners. It is found not only in humans, but also in animals.

Spiritual level

At the spiritual level of communication, the interlocutors are completely open to each other, ready not only to reveal their Self, but also to accept the opponent’s Self.

The peculiarity of such communication is unhurried, slow speech, long confidential conversations, when one interlocutor can continue the phrase for another.

The spiritual level is communication between close friends, lovers or relatives. Such communication requires mutual internal efforts. But, unfortunately, not everyone is capable of this.

Everyday communication occurs on different levels. But for any of them, it is important to clearly express your thoughts and tailor the conversation to the interlocutor.

The concept and essence of communication

Communication is the process of human interaction with other people as members of society, carried out using means of speech and non-verbal influence and pursuing the goal of achieving changes in the cognitive, motivational, emotional and behavioral spheres of the persons participating in communication

Social relationships between people are realized in communication. During communication, its participants exchange not only their physical actions or products, the results of labor, but also thoughts, intentions, ideas, experiences, etc.

In everyday life, a person learns to communicate from childhood and masters its different types depending on the environment in which he lives and the people with whom he interacts. Moreover, this often happens spontaneously, during the accumulation of everyday experience. In most cases, this experience is not enough, for example, to master special professions (teacher, actor, announcer, investigator), and sometimes simply for productive and civilized interaction. For this reason, it is necessary to constantly improve the knowledge of its patterns, the accumulation of skills and abilities to take them into account and use.

Each community of people has its own means of influence, which are used in various forms of collective life. They concentrate the socio-psychological content of the lifestyle. All this is manifested in customs, traditions, rites, rituals, holidays, dances, songs, legends, myths, in the visual, theatrical and musical arts, in fiction, cinema, radio and television. These unique mass forms of communication have a powerful potential for mutual influence of people. In the history of mankind, they have always served as means of education, of including a person through communication in the spiritual atmosphere of life.

Man as a social being is at the center of influence of the entire set of manifestations and forms of communication.

Culture

The culture of interpersonal communication is based on a system of knowledge, norms, values ​​and patterns of behavior established in society . The individual assimilates all these elements in the process of socialization, and then uses them in business and emotional communications.

The culture of interpersonal communication implies the ability to correctly perceive an opponent, the ability to interpret his words and behavior, and build a behavioral strategy based on the characteristics of the interlocutor.

An important concept in the issue of communicative culture is the “appropriateness” of the means and behavioral patterns used . For example, if you can make demands with subordinates and use an imperative tone, then when communicating with friends it is appropriate to use formalities and instructions.

Communication as a form of interpersonal interactions comes to the fore in conditions of dependence on social contacts (working with people, direct dependence on stronger, more influential or resourceful members of society).

In such situations, communication culture affects well-being, financial and professional prospects .

Structure and functions of communication

Communication is characterized by: content, functions and means.

The specifics of interpersonal communication are revealed in a number of processes and phenomena: psychological feedback, the presence of communication barriers, communicative influence and the existence of various levels of information transfer.

The purpose of information exchange in communication is to develop common meaning and come to agreement. There are two types of communicative influence: authoritarian and dialogic communication. In the case of authoritarian influence, a “top-down” attitude is implemented; in the case of dialogic influence, an attitude toward equality is implemented.

The dissemination of information passes through a kind of trust-distrust filter. Such a filter acts in such a way that true information may be rejected, and false information may be accepted. In addition, there are tools that promote the acceptance of information and weaken the effect of filters. The combination of these means is called fascination. An example of fascination can be the musical, spatial or color accompaniment of speech.

The phenomenon of communication is monolithic and everything that defines it exists in an indissoluble unity, but researchers are still trying to isolate its individual elements. The study of the communication process has shown how complex and diverse this phenomenon is. For example, psychologists distinguish cognitive, emotional and behavioral components in the structure of communication.

B.D. Parygin identifies 3 parameters of communication:

1) content and focus: communication can be identifying and isolating, promoting and opposing;

2) form: verbal and non-verbal communication, direct, interpersonal and indirect;

3) ways of connecting content and form in the process of communication: imitation, infection, persuasion.

B.F. Lomov defines the structure of communication through functions: information and communication; regulatory-communicative, affective-communicative.

G.M. Andreeva identifies three interconnected aspects of communication:

the communicative side of communication - consists of the exchange of information between people, the transfer and reception of knowledge, opinions, feelings;

the interactive side of communication - consists of organizing interaction between people, i.e. when participants in communication exchange not only knowledge, ideas, but also actions. For example, you need to coordinate actions, distribute functions or influence the mood, behavior, beliefs of your interlocutor;

the perceptual side of communication - which manifests itself through people’s perception, understanding and assessment of each other.

According to its purpose, communication is multifunctional.

Interpersonal communication, its psychology

The procedure in which individuals interact for the purpose of mutual knowledge, the development of relationships, as a result of which mutual influences on the behavior and views of the participants in such connections are manifested, is regarded as the psychology of interpersonal communication.

After all, communications (communication) turn out to be one of the key categories of psychology and are considered by it on equal terms with such categories as:

• Behavior
• Thinking
• Personality
• Relationship

What is meant by communication in psychology? First of all, human relations, implying various configurations of the general activities of individuals. Most often, communication and activity are recognized as different aspects of social human existence, or communication is understood as a separate element of a particular activity, considered in turn as a condition for communication. When communicating, people exchange their views, emerging ideas, and feelings.

The difficulties of interpersonal communication and interaction are manifested through the emergence of motivational and operational difficulties that correlate with the interactive and communicative aspects of communication. Characteristic signs are a lack of desire to comprehend the personality characteristics of the interlocutor, his interests and internal state. As a consequence, there are manifestations of communication problems with the desire to benefit from communication with the interlocutor through his deception, intimidation, or demonstrating extreme concern for him.

There are six functions of communication:

1) the pragmatic function of communication reflects its need-motivational reasons and is realized through the interaction of people in the process of joint activity. At the same time, communication itself is very often the most important need;

2) the function of formation and development reflects the ability of communication to influence partners, developing and improving them in all respects. By communicating with other people, a person learns universal human experience, historically established social norms, values, knowledge and methods of activity, and is also formed as a person. In general terms, communication can be defined as a universal reality in which mental processes, state and behavior of a person arise, exist and manifest themselves throughout life;

3) the confirmation function gives people the opportunity to know, approve and confirm themselves;

4) the function of uniting and separating people, on the one hand, by establishing contacts between them, facilitates the transfer of necessary information to each other and sets them up for the implementation of common goals, intentions, tasks, thereby connecting them into a single whole, and on the other hand, it can promote differentiation and isolation of individuals as a result of communication;

5) the function of organizing and maintaining interpersonal relationships serves the interests of establishing and maintaining fairly stable and productive connections, contacts and relationships between people in the interests of their joint activities;

6) the intrapersonal function of communication is realized in a person’s communication with himself (through internal or external speech, completed as a dialogue). Such communication can be considered as a universal form of human thinking.

The concepts of the structure and functions of communication are most directly related to various classifications of types and types of communication.

Types and types of communication

Communication is extremely multifaceted and classifies on a variety of grounds: by nature, by content, goals, means, functions, types and forms, by place, by time, by areas of activity, by the degree of indirection, by direction, by depth of penetration, by types of subjects , according to professional characteristics, etc. and so on. Thus, by nature, communication is divided into productive (creative) and unproductive (formal), by goals - into utilitarian and non-utilitarian, by direction - into humanistic and manipulative, by forms of manifestation - into direct and indirect, formal and informal, by degree of sincerity - open and closed, by area of ​​activity - business, family, sports.

When communicating with each other, we listen not only to verbal information, but also look into each other’s eyes, hear the timbre of the voice, intonation, and see facial expressions and gestures. At the same time, words convey logical information to us, and gestures, facial expressions, and voice complement the information.

When receiving a written message, we see not only the words, but also the envelope, stamp, paper, location and highlighting of the text, and font. All this creates the impression of the letter, either strengthening the verbal content or weakening it.

When characterizing the psychological goals and properties of communication, the following types of communication .

"Contact of masks." In the process of communication, there is no desire to understand a person, his individual characteristics are not taken into account, therefore this type of communication is usually called formal. During communication, a standard set of masks is used that have already become familiar (severity, politeness, indifference, etc.), as well as a corresponding set of facial expressions and gestures. During a conversation, “common” phrases are often used to hide emotions and attitudes towards the interlocutor.

Primitive communication. This type of communication is characterized by “neediness,” that is, a person evaluates another as a necessary or unnecessary (interfering) object. If a person is needed, they actively come into contact with him; if they interfere, they “push him away” with harsh remarks. After receiving what they want from a communication partner, they lose further interest in him and, moreover, do not hide it.

Formal-role communication. In such communication, instead of understanding the personality of the interlocutor, they make do with knowledge of his social role. In life, each of us plays many roles. A role is a way of behavior that is set by society, so it is not typical for a salesman or a savings bank teller to behave like a military leader. It happens that during one day a person has to “play” several roles: a competent specialist, colleague, manager, subordinate, passenger, loving daughter, granddaughter, mother, wife, etc.

Business conversation. In this type of communication, the personality characteristics, age, and mood of the interlocutor are taken into account, but the interests of the case are more important.

Social communication. Communication is pointless, people say not what they think, but what is supposed to be said in such cases.
Politeness, tact, approval, expression of sympathy are the basis of this type of communication.

Basics of proper communication

The main problem of interpersonal relationships is a violation of communicative function. If a person does not know how to communicate correctly and is afraid to establish contacts with people, then any type of interpersonal relationships are unlikely to develop successfully.

Useful tips

There are several effective tips on how to learn to communicate with people:

1. Be interested in what the other person is saying. Learn to listen.
2. Watch your facial expressions. Smile more often.
3. Call your interlocutor by name more often. According to numerous psychological studies, the sound of one's own name is one of the most pleasant to the human ear.
4. Get rid of filler words. They make your speech vulgar and uncomfortable to hear.
5. Develop a culture of speech. When a person speaks correctly and beautifully, it is not only pleasant to listen to him, but also much more understandable. After all, the ability to clearly and clearly formulate your thoughts guarantees that the interlocutor will also understand them.

There are situations when, during communication, people cannot find the right words, do not know what to talk about and how to build a constructive dialogue. As a result, misunderstandings arise in relationships.

Communication mistakes

What communication mistakes should you try to avoid so that types of interpersonal relationships are not at risk of unfavorable development?

1. Watch your tone, facial expressions and gestures. Avoid an indifferent tone, a bored look, skeptical assessments - such manifestations discourage the desire to continue communication.
2. The language barrier. This is not just a problem of people speaking different languages. Also, a language barrier can arise between people with different levels of development, age characteristics and speech culture. For example, you won’t be able to talk with children the same way as with adults, if only because most of the words and terms that adults use in conversation may be unknown to children.
3. Manifestations of social phobia. It happens that a person, for inexplicable reasons, feels afraid of communicating with people. This is why awkward situations and pauses arise when trying to establish contact with the interlocutor. If you are faced with a similar problem, then you need to show inner willpower and resilience to work on improving your communication functions.

Every person is born and lives in society throughout his life. Complete isolation is completely impossible. There are options to trim and reduce the types of interpersonal relationships, leaving only the most necessary areas of social connection. But without successful construction of social communication connections, harmonious personal growth and development is impossible.

Experts identify the following forms of communication.

Direct communication is historically the first form of communication between people. It is carried out with the help of organs given to man by nature (head, hands, vocal cords, etc.). On its basis, in later periods of the development of civilization, various types of indirect communication arose. Direct communication is the most complete type of interaction because individuals receive maximum information.

Indirect communication is interaction with the help of additional special means and tools (a stick, a footprint on the ground, etc.), writing, television, radio, telephone and more modern means for organizing communication and exchanging information.

Direct communication is a natural “face-to-face” contact, in which information is transferred personally from one interlocutor to another according to the principle: “you - to me, I - to you.”

Indirect communication involves the participation in the communication process of an “intermediary” through whom information is transmitted.

Interpersonal communication is associated with direct contacts of people in groups or pairs with a constant composition of participants. It implies knowledge of the individual characteristics of the partner and the presence of joint experience in activities, empathy and understanding.

A special type of communication is mass communication, which determines social communicative processes. Mass communication is a multitude of direct contacts between strangers, as well as communication mediated by various types of media (television, radio, magazines, newspapers, etc.). Mass communication can be direct and indirect. Direct mass communication occurs at various rallies, in all large social groups: crowd, public, audience. Indirect mass communication is most often one-way in nature and is associated with mass culture and the means of mass communication.

There are also interpersonal and role-based communication. In the first case, the participants in communication are specific individuals who have specific individual qualities that are revealed in the course of communication and the organization of joint actions. In the case of role-based communication, its participants act as bearers of certain roles (buyer-seller, teacher-student, boss-subordinate). In role-based communication, a person is deprived of a certain spontaneity of his behavior, since certain of his steps and actions are dictated by the role he plays. In the process of such communication, a person no longer manifests himself as an individual, but as a social unit performing certain functions.

Communication can be confidential and conflictual . The first is different in that during its course, particularly significant information is transmitted. Confidence is an essential feature of all types of communication, without which it is impossible to carry out negotiations or resolve intimate issues. Conflict communication is characterized by mutual confrontation between people, expressions of displeasure and mistrust.

Communication can be personal and business . Personal communication is the exchange of informal information, and business communication is the process of interaction between people performing joint responsibilities or involved in the same activity.

In accordance with the established tradition, in domestic social psychology there are three different types of interpersonal communication in their orientation: imperative, manipulation and dialogue.

Imperative communication is an authoritarian, directive form of interaction with a communication partner in order to achieve control over his behavior, attitudes and thoughts, forcing him to certain actions or decisions. The communication partner in this case acts as a passive party. The ultimate unveiled goal of imperative communication is coercion of a partner. Orders, regulations and demands are used as means of exerting influence.

The following areas of activity are identified where imperative communication is used quite effectively: superior-subordinate relations, military statutory relations, work in extreme conditions, in emergency circumstances. We can also highlight those interpersonal relationships where the use of the imperative is inappropriate. These are intimate-personal and marital relationships, child-parent contacts, as well as the entire system of pedagogical relations.

Manipulative communication is a form of interpersonal interaction in which influence on a communication partner in order to achieve one’s intentions is carried out covertly. At the same time, manipulation presupposes an objective perception of the communication partner, while the hidden desire is to achieve control over the behavior and thoughts of another person.

In manipulative communication, the partner is perceived not as a holistic, unique personality, but as a bearer of certain properties and qualities “needed” by the manipulator. However, a person who chooses this type of communication with others as his main one often ends up becoming a victim of his own manipulations. He also begins to perceive himself fragmentarily, switching to stereotypical forms of behavior, guided by false capelin and goals, losing the core of his own life.

Manipulation is used by dishonest people in business and other business relationships, as well as in the media when the concept of “black” and “hero” propaganda is implemented. At the same time, the possession and use of means of manipulative influence on other people in the business sphere, as a rule, ends for a person with the transfer of such skills to other areas of relationships.

Relationships built on the principles of decency, love, friendship and mutual affection are the most damaged by manipulation.

Combined together on the basis of common characteristics, imperative and manipulative forms of communication constitute different types of monologue communication, since a person who views another as the object of his influence essentially communicates with himself, without seeing the true interlocutor, ignoring him as a person. In turn, dialogical communication is an equal subject-subject interaction aimed at mutual knowledge and self-knowledge of communication partners. It allows you to achieve deep mutual understanding, self-disclosure of partners, and creates conditions for mutual development.

Features of interpersonal communication in a group of teenagers.

INTRODUCTION

Currently, work devoted to the study of the characteristics of adolescent communication is of great interest. For many years, psychologists and educators have focused on the communication between children and adults. The adult plays a major role in the mental development of the child. However, the problem of what importance communication with peers has for a teenager has always interested psychologists, and there is no exact answer to this question, so this problem is still relevant today.

The problem of communication is considered one of the central areas of life for teenagers and high school students. Most psychologists are unanimous in recognizing the importance of communication in the formation of personality in adolescence and adolescence. These stages are extremely important for the formation of the main structural components of personality. The relevance of studying the characteristics of adolescents’ communication with peers is rapidly increasing at this stage of social development, at a time when there is a sharp change in social relations, the nature of personal interactions, moral norms, values, etc.

Adolescence in most domestic (L.I. Bozhovich, L.S. Vygotsky, I.S. Kon, D.I. Feldshtein, D.B. Elkonin) and foreign (S. Buhler, K. Levin, J. Piaget , St. Hall, E. Spranger, E. Erikson) psychological approaches and theories is defined as a controversial and critical stage in personality development.

After all, it is in adolescence that personal characteristics associated with responsibility, reflexivity, and integrity of the self-concept are formed as integral qualities of a mature personality (L.I. Bozhovich, L.S. Vygotsky, E.I. Isaev, D.I. Feldshtein, V.L. Khaikin, E. Erickson). The further socialization of the teenager and his inclusion in modern society depend on the development and formation of the communicative sphere in adolescence.

It should be noted that interpersonal communication between adolescents and peers is considered the most important condition for their personal development. Failures in communication lead to internal discomfort, which cannot be compensated for by any objective significant indicators in other areas of their lives and activities.

Consequently, the purpose of this test is to determine the significance of the role of communication in the development of a teenager’s personality and to study the characteristics of interpersonal communication in a group of teenagers.

To achieve this goal, the following tasks were solved:

1. Analysis of modern literature on the research problem.
2. Determining the importance of the role of communication in the development of a teenager’s personality.
3. Studying the characteristics of interpersonal communication in a group of adolescents.

The test consists of an introduction, two paragraphs, a conclusion and a bibliography.

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§1. COMMUNICATION AS A FACTOR IN THE FORMATION OF A TEENAGER'S PERSONALITY. PSYCHOLOGICAL CHARACTERISTICS OF COMMUNICATION

The Russian Pedagogical Encyclopedia presents the following definition of communication: communication is the interaction of two or more people with the aim of establishing and maintaining interpersonal relationships, achieving a common result of joint activity[1].

Communication is one of the main factors in the mental and social development of a child. Only through interaction with adults are children likely to comprehend and assimilate the socio-historical experience of humanity and realize their innate ability to become representatives of the human race.

Having analyzed the literary sources on the problem of studying communication, it is necessary to highlight its different aspects:

• “communication” (exchange of information between people);
• “social perception” (person’s perception and understanding of a person);
• “interaction” (interaction).

In practice, communication acts as a combination of these components.

Each person has an independent need for communication, not combined with other needs (such as the need for food, warmth, safety, impressions, activity, etc.), the need to know oneself and others, often the people around them, i.e. e. to assessment and self-esteem. Already by 2.5 months, children can notice the development of a need for communication.

The great importance of interpersonal communication is explained by the most important functions it performs. Firstly, communication involves the exchange of information between people. The information and communication function in one form or another is associated with all forms of human activity.

Then, communication performs the so-called regulatory-communicative function. In communication, rules of behavior, goals, means, and motives for behavior are developed, its norms are learned, actions are evaluated, a unique hierarchy of values, a scale of human socialization, is formed. Scientists note that it is in communication that a person learns and experiences his significance. Therefore, its correct orientation becomes a source, one of the most important ways of forming a human personality.

Finally, communication regulates the level of emotional tension, creates psychological release and, ultimately, forms the emotional background against which our activities are carried out, and which to a large extent determines the very perception of the world. This function of communication in social psychology is called affective-communicative. In real communication, all its functions are mixed, regardless of its form. Even in a single act of communication, they are often all present[2].

The key point for studying the problem of communication and isolation of the individual in society may be the well-known position of K. Marx: “Man is in the most literal sense a social animal, not only an animal that is characterized by communication, but an animal that can isolate itself only in society.”

Entering various communities, a person acts in them both as a subject and as an object of communication. That is, in the process of communication, he feels the influence of others, and also has a significant impact on them in the process of communicative interaction.

Man is a social being, which means that he can manifest himself only in society - in the process of communication. As a result, society influences the individual. A person in society behaves in a certain way, while showing some qualities and personality traits. The presence of individual qualities and properties that distinguish a particular person from others is closely related to the process of isolation in society.

Communication is one of the most significant factors in the emergence, development and strengthening of cognitive interests in a growing person. This especially applies to communication with peers[3].

§2. COMMUNICATION WITH PEERS AND SUBCULTURE. FEATURES OF INTERPERSONAL COMMUNICATION IN A GROUP OF ADOLESCENTS

Speaking about the influence of the environment on the development of a teenager’s personality, it is necessary to dwell separately on the specifics of communication with peers. Communication is the main activity of a teenager. The need to communicate with peers, who cannot be replaced by parents, appears very early, even in childhood, and intensifies with age. Already among preschoolers, the lack of peer society negatively affects the development of communication abilities and self-awareness. The behavior of adolescents, in fact, is collective and group.

Firstly, communication with peers is a significant specific channel of information; through it, teenagers and young men learn many necessary things that, for one reason or another, adults do not tell them. For example, a teenager receives most of the information on gender issues from peers, so their absence can delay psychosexual development or make it unhealthy.

Secondly, this is a specific type of interpersonal relationship. Group play and other types of joint activities develop the necessary skills of social interaction, the ability to submit to collective discipline and at the same time protect one’s rights, compare personal interests with public ones. Outside a society of peers, where relationships are built on fundamentally different principles and status must be earned and be able to be maintained, a child cannot develop the communicative qualities necessary for an adult. The competitiveness of group relationships, which is absent in relationships with parents, is also a valuable life school.

Thirdly, communication with peers is a special type of emotional contact. The organization of group affiliation, solidarity, and comradely mutual assistance not only makes it easier for a teenager to become autonomous from adults, but also gives him a particularly important sense of emotional well-being and stability. Whether he managed to earn the respect and love of equals and comrades is of decisive importance for a teenager[4].

Thus, having outlined the indirect nature of peer influence on a teenager, let’s move on to discussing which aspects of the personality this influence extends to and what features it has. It should be noted that communication can contribute to the real or illusory strengthening of a teenager’s “I” through the possibility of self-affirmation among peers, achieving and maintaining a high social status. Real strengthening of the “I” is permissible if the teenager actually has achievements in some area - sports, music, etc. - that are significant in the teenage environment. At times, some strengthening of the “I” is achieved not through real success, but through a sense of belonging to a group, allowing the teenager to feel a strong “WE”. As a result, teenagers perceive adult criticism of their company quite sharply - this means a weakening of their own “I”. They feel anxious about the possible loss of friends, and worry if adults have certain educational influences around them. Yet the peer group only provides the illusion of strength. Adolescents with an unformed ego identity, due to too rapid separation from the family, who have not gone through the stage of identification with their parents, are drawn to this false status. Quite often this happens in families where adults themselves do not feel their personal importance. Outwardly, this may look like social or family failure, for example, poorly paid work or the absence of a full-fledged family, conflicts in it. Therefore, teenagers believe that such adults cannot be models of behavior, since they have not even provided themselves with a decent life.

In their environment, interacting with each other, adolescents learn to reflect on themselves and their peers. Mutual interest, joint comprehension of the world around us and each other become valuable in themselves. Communication becomes so attractive that children forget about homework and homework. Connections with parents, so emotional during childhood, become less immediate. The teenager is now less dependent on his parents than in childhood. He no longer trusts his affairs, plans, secrets to his parents, but to a close friend. At the same time, he resolutely defends the right to friendship with his peer, does not tolerate any discussions or comments about not only the shortcomings, but also the merits of his friend. Discussion of a friend's personality in any form, even praise, is perceived as an attack on his right to choose, his freedom. In relationships with peers, a teenager tries to realize his personality and determine his communication capabilities. In order to fulfill these aspirations, he needs personal freedom and personal responsibility. And he defends this personal freedom as the right to adulthood. At the same time, teenagers, as a rule, take a negative position towards their parents.

Separate peer groups in adolescence become more stable, and relationships between children begin to obey more stringent rules. The similarity of interests and problems that concern teenagers, the opportunity to discuss them openly, without fear of being ridiculed and being on equal terms with comrades, is what makes the atmosphere in such groups more attractive for children than communities of adults. Along with the direct interest in each other, which is typical for the communication of younger schoolchildren, adolescents develop two other types of relationships that are weakly or almost not represented in the early periods of their development: companionship (beginning of adolescence) and friendship (late adolescence). In older adolescence, children already experience three different types of relationships, differing from each other in the degree of closeness, content and the functions that they perform in life.

Success among peers in adolescence is valued most of all. In teenage associations, depending on the general level of development and upbringing, their own codes of honor spontaneously develop. Certainly, in general, norms and rules are borrowed from adult relationships. However, here it is closely monitored how everyone defends their honor, how relationships are carried out from the point of view of equality and freedom of everyone. Here, loyalty and honesty are highly valued, and betrayal, treason, breaking a given word, selfishness, greed, etc. are punished.

Now let’s consider the problem of the spatial environment in which teenagers communicate – the teenage subculture. There are various everyday and scientific points of view regarding the functions, social significance of the teenage subculture, its role in the formation of antisocial associations. In informal teenage associations, a kind of slang (English slang) or argo (French-Argo) is created - words or expressions used by certain age groups and social strata. The speech of teenagers can be entirely slang, but may have 5-7 slang words in circulation. The most important thing is that these words are present in the group, are its property, they transcend the norms of ordinary ethics, free from normative decency and give a feeling of emancipation in dialogue. Teenagers use slang in the classroom, in sports groups, in the courtyards of houses, as well as in diffuse informal associations under slang names (punks, metalheads, hippies, fascists, etc.)

Today's teenagers, not having the opportunity to carry out anti-behavior in socially acceptable forms, manifest it in everyday life through the use of obscene language and other forms of behavior, including, as a rule, aggressive actions.

I dare to suggest that through anti-behavior, adolescents become acquainted with the dark side of their personality, the “shadow,” which is necessary to achieve personal integrity.

Yet the teenage subculture not only contributes to the personal development of adolescents, its significance is much greater. Partial negation and destruction of cultural norms and values ​​prevent cultural stagnation and ensure cultural progress of society as a whole. Therefore, some associativity of the teenage subculture should be allowed, especially since most often it is temporary, although, undoubtedly, in certain cases it can become the key to persistent antisocial behavior. But these cases are determined not by the culture itself, but mainly by the atmosphere of the teenager’s family and his personal characteristics[5].

In conclusion, we highlight the main directions of the positive impact of communication with peers and on the development of a teenager’s personality:

1. promoting the formation of independence as a prerequisite for the ability to take responsibility for one’s life through providing real life experience;
2. promoting the formation of ego-identity by providing the teenager with the opportunity to choose models for identification, on the one hand, and strengthening the “I” based on self-affirmation in the teenage environment, on the other;
3. expansion of self-awareness, development of the ability for internal dialogue through self-disclosure in communication with a partner.

CONCLUSION

Adolescence is one of the most difficult years in a person’s life. At this time, a person is just beginning the transition to independent life. He faces many adult problems, about education, profession. Responsibility to others increases. The child begins to feel like an adult, the old “childish” views change, and many childhood hopes disappear.

The relevance of the study of interpersonal communication in adolescence is explained by the fact that during this period the formation of personality rapidly occurs and new experiences come. Teenagers begin to critically evaluate themselves: their manners, speech, intelligence, appearance, actions. Teenagers also look very critically at the actions of other people. Previous authorities are broken, new ideals come to replace them, which, due to intensive personal development, also change quickly.

Being an important factor in the formation of a teenager’s personality, communication contains enormous pedagogical opportunities. At the same time, being largely a spontaneous process, it also hides certain dangers, because it can contribute to some distortion of the norms and values ​​dominant in society, due to the screening and transformative nature of the influence of the person’s immediate environment.

The first paragraph of the work reveals the main points of existing definitions of communication. We have identified the basic concepts of communication and determined the role of communication in human psychological development.

In the second paragraph of the work, we looked at communication as a factor in the formation of a teenager’s personality.

So, we have come to the conclusion that communication is one of the main types of human activity; it not only contributes to the development of cognitive processes, the emotional and volitional sphere, but also influences the formation of personality as a whole. Interpersonal communication has an important influence on the development of a teenager’s personality.

BIBLIOGRAPHICAL LIST

1. Dobrovich A.B. To the educator about psychology and psychohygiene of communication: Book. for teachers and parents. – M.: Education, 1998.
2. Leontyev A.A. Psychology of communication. – Tartu, 2001.
3. Prikhozhan A.M., Tolstykh A.V. A teenager in a textbook and in life. – M.: Knowledge, 2000.
4. Russian Pedagogical Encyclopedia: In 2 volumes / Ch. ed. V.V. Davydov. – M.: Great Russian Encyclopedia, 2007.
5. Chernysheva M.A. Communication culture. – L.: Knowledge, 2007.

See: Russian Pedagogical Encyclopedia: In 2 volumes / Ch. ed. V.V. Davydov. – M.: Great Russian Encyclopedia, 2007.

See: Chernysheva M.A. Communication culture. – L.: Knowledge, 2007.

See: Dobrovich A.B. To the educator about psychology and psychohygiene of communication: Book. for teachers and parents. – M.: Education, 1998.

See: Prikhozhan A.M., Tolstykh A.V. A teenager in a textbook and in life. – M.: Knowledge, 2000.

See: Leontyev A.A. Psychology of communication. – Tartu, 2001.

G.A. Kovalev gives his classification of types of communication based on a three-component model of communication.

In the process of communication, the exchange of information between its participants is carried out both at the verbal and non-verbal (non-speech) level.

Nonverbal communication is communication without words and often occurs unconsciously. It can complement and strengthen verbal communication or contradict it, weakening it. Although nonverbal communication is often an unconscious process, it can be controlled to achieve the desired effect.

Nonverbal communication is the most ancient and basic form of communication. Our ancestors communicated with each other using body tilt, facial expressions, voice timbre and intonation, breathing rate, and gaze. Even now we often understand each other without words.

Verbal (verbal) communication arose along with abstract (logical) thinking. In this aspect, these two types of thinking have fundamental differences.

We easily convey emotions and feelings without words. Without words, we can ask to perform simple actions, for example, calling someone. Transmitting complex information, as well as performing complex work together, requires communication using words. Verbal communication relies on language and grammar and can involve both spoken and written language.

We easily convey emotions and feelings without words, for example, without words we can ask to perform simple actions, that is, call someone. Transmitting complex information, as well as performing complex work together, requires communication using words.

Nonverbal communication is not as structured as verbal communication. There are no generally accepted dictionaries and rules for the arrangement (grammar) of gestures, facial expressions, and intonation, with the help of which we are able to unambiguously convey our feelings. Nonverbal communication is usually spontaneous and unintentional. Nature gave it to us as a product of many millennia of natural selection.

Therefore, nonverbal communication is very capacious and compact. By mastering the language of nonverbal communication, we acquire effective and economical language, for example, by blinking an eye, nodding our head, waving our hand, we convey our feelings faster and better than we could do with words.

We can convey our feelings and emotions without words.

Other types

There are also several other types of communication that do not fall into the above categories. These include the following:

• Verbal is one of the main types of communication carried out through speech. Provides a person with ample opportunities, as well as the ability to express his thoughts. Can refer to both business conversations and everyday conversations.
• Nonverbal - includes communication through gestures, tactile contacts, touches and other things. For example, nod your head or wave goodbye.
• Business – refers to career growth and professional affairs. A person is trying to make a business acquaintance or successfully negotiate.
• Educational - communication through which one person tries to have a significant influence on another. An example is the process of raising a child by a parent.
• Personal communication, unlike business communication, does not belong to the professional sphere. People may be interested in each other's opinions or moods for the sake of their own goals and to maintain personal relationships. For example, you can cite friendships or family relationships.

Nonverbal language is also used in verbal communication, and with its help we:

we confirm, explain or refute information transmitted verbally;

— transmit information consciously or unconsciously;

- express our emotions and feelings;

— we regulate the course of the conversation;

— control and influence other persons;

— we make up for the lack of words.

When talking with a partner, we see his facial expressions, gestures that tell us what our interlocutor really thinks and feels. Non-verbal language helps us form a clearer and more adequate opinion about our partner: for example, tapping our fingers on the arm of a chair indicates nervous tension, and clenched hands indicate closedness.

Thus, communication is a complex process of interaction between people, consisting of the exchange of information, as well as the perception and understanding of each other by partners.

Conclusion

So, communication is the interactions and relationships that arise between various subjects: between individuals, an individual and a group, an individual and society, a group (groups) and society.

Communication is an extremely subtle and delicate process of interaction between people. In communication, the individual characteristics of all participants in this process are revealed in the most diverse way. The key words in understanding the essence of communication are: contact, communication, interaction, exchange, method of unification.

Communication has its own functions, means, types and types, channels, phases. Communication is extremely diverse in its forms and types (direct, indirect communication; interpersonal and mass communication; interpersonal and role-based communication, etc.).

Researchers pay special attention to two aspects (types, languages) of communication - verbal (speech) and nonverbal (non-speech).

Modern means of mass communication have contributed to the emergence of new areas of research into specific forms of communication of various types (telephone, television, radio, Internet, etc.).

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