The approach to the family as a system appeared in the 60s. 20th century.
Reasons for the appearance:
* accumulation of experience in psychotherapy
* By this time, L. Bertalanori's general theory of systems had been developed in philosophical science. According to him, there are 2 views of the world:
1. mechanical
2. organismic.
The mechanical is characterized by: -elementalism - each object, object consists of separate parts, the family consists of individual elements. - recognition of the cause-and-effect conditionality of everything that happens.
Organismic is characterized by: - holism - the whole is greater than the sum of its parts; - recognition of the influence of mutual causes and all parts.
A system is a complex of objects, as well as relationships between them and their attributes.
Objects are components of the system.
Attributes are the properties of parts, and relationships bind the system together. The family is a dynamic formation, in it, as in a system, forces of attraction and repulsion operate. Each family creates its own rules of interaction, which become quite stable.
Family structure- this is the composition of the family and the number of its members, as well as the totality of their relationships.
Family options:
1) composition 2) hierarchy 3) cohesion 4) boundaries 5) flexibility 6) roles
Compound: complete, incomplete, extended.
Subsystems (holon) according to Minukhin:
* individual; * matrimonial; * children's; * parent; * whole family
Hierarchy - the relation of power in the family, dominance - submission, the relation of responsibility, care: matriarchal or patriarchal. The hierarchy must be flexible, there are areas in which one can dominate, and in another - the other. Distribution of power between subsystems.
Types of parental power over children: the power of reward; the power of coercion (control of behavior, punishment); expert power (based on a more competent approach); the power of authority (respect for parents); the power of the law (the parent is the source of the law; the emotional power of the parents.
Cohesion- defined as an emotional connection, closeness or affection of family members (symbiotic, alienation). Levels: -low; -average; - high.
Borders - are used in describing the relationship between the family and the social environment, between various subsystems within the family. Boundaries are established through relationship rules. Borders are external and internal. External ones can be open and closed (prevent the exchange of information between the family and the external environment). It is important that external boundaries exist but be flexible: *family coalitions, *intergenerational coalitions.
There are 2 types of violated boundaries: confused (blurred) boundaries; separating boundaries.
Family Flexibility - the ability to change in relation to power, in relation to boundaries and rules. Scale where the extreme poles are:
* rigidity - the family ceases to respond to the tasks facing it
* randomness - there are no rules in the family, there are no boundaries, or they suddenly appear and also suddenly disappear. In a state of stress, any family can react with a state of chaos.
Roles - ways of behavior of family members in accordance with social rules. There are:
Formal (husband, wife, etc.) - each person performs this role formally, individually connected with his claims to this role.
Informal duty roles (making money, etc.), interaction roles (lawyer, therapist, victim, etc.).
9 Family dynamics. The concept of the life cycle and the life path of the family.
The family is a dynamic system. Every family goes through certain phases of development. The life path of a family consists of those significant events that occur in the family, the family experiences in its development and influence the family. The life path of a family is individual. Life cycle or developing stages of the family. Each stage solves its own problems.
For the first time, Duval published a book in which he divided the life path of a family into 8 stages:
1. a married couple without children (adaptation of spouses to each other, entry into the circle of relatives, determination of family boundaries)
2. the appearance of children (mastering parental roles, adapting to the situation of caring for children, meeting the need not only for parenthood, but also for marital relations)
3. family with preschool children (adaptation to the needs of children, taking into account their individuality, difficulties with the boundaries of the personal space of parents and children)
4. family with children of primary school age and the beginning of adolescence (assistance in the socialization of the child, adaptation to school)
5. family with adolescent children (the problem of freedom and responsibility of children, the social status of parents)
6. leaving children from the family (the period of an empty nest, the release of children from parental care, maintaining contacts between spouses)
7. stage of middle age (pre-retirement restructuring of marital relations)
8. aging of parents (before the death of both spouses, adaptation with retirement, loss of one of the spouses, adaptation to loneliness and old age).
Duval tied his periodization to the growing up of children and parent-child relationships.
Soloman, McGoldrick began to pay more attention to the development of marital relations and developed their own periodization:
period of commitment, mastery of parental roles by spouses, acceptance of the fact and the emergence of a new personality in the family, inclusion of children in the external social structure, acceptance of the fact that the child enters adolescence, experiments with the independence of children, preparation for the need to let go of children, the period of departure of children, acceptance of care retirement, adaptation to the death of one of the spouses.
Chernikov published an integrated model and highlighted:
1) period of courtship (formation of identity, achievement of emotional and financial maturity, independence from parents) 2) living of spouses without children (until the birth of the 1st child) 3) stabilization (phase of mature marriage, raising children, until the moment when the first child leaves the house ) 4) the phase in which the children gradually leave the parental home 5) an empty nest (the spouses are left alone) 6) one of the partners remains alone after the death of the other.
There are transitional periods between the stages, when new tasks arise for family members that require a significant restructuring of their relationships.
In order to move to a new stage of development, the family needs to make changes in its structural organization, adapt the basic rules of family functioning to the current situation. Periods of stabilization at the transition point are replaced by periods of crisis. An unsuccessful transition can lead to instability in the next phase of family life.
10. Features of the functioning of the family at various stages of its development (features of the stages of the task, characteristic problems and disorders).
1. the birth of a family. Stage tasks:
* adaptation of spouses to the conditions of family life;
* Completion of sexual adaptation of spouses;
* Solving the problem of housing and the acquisition of joint property;
* developing relationships with relatives.
Features of this stage:
* the process of formation of intra- and extra-family relations;
* the process of convergence of value orientations, ideas, habits of spouses;
* the process of learning to overcome conflicts;
* the process of developing rules relating to cooperation, division of labor.
Main problems at this stage - a large number of divorces. Causes (unpreparedness for married life; dissatisfaction with living conditions; intervention of relatives in relationships)
2. a family with children who have not started working. Stage tasks:
* Ensuring the spiritual and physical development of children. This stage is subdivided: a family with a child in the first years of life, a preschooler, a schoolchild, and each new stage in the development of the child is a test of how effective the family was at the previous stages; Every time new tasks are set for parents.
Features of this stage:
*the period of greatest activity in the household, the duration of domestic work; it is difficult to combine household duties, tension is growing,
* change in the functions of spiritual and emotional communication;
* educational function is great.
Problems and violations of this stage:
Decrease in satisfaction with family life (overload of spouses, overexertion of forces), danger of emotional cooling (adultery, sexual disharmony, disappointment in a partner).
Violated the life of the family and the inefficiency of spouses in the role of parents.
3. the final stage of family life. Stage features:
*children start working and create their own families;
* physical strength decreases, there is a need for rest
*deterioration of health, all efforts to concentrate
*this is a time of active participation in household work and care for grandchildren, as parents shift some of the worries
* the end of the life cycle - retirement, narrowing the circle of relationships, the need for recognition, respect, the need to feel one's need and significance increases.
12. Methodological foundations of the psychodynamic approach to the family. The structure of the personality and the stages of the psychosexual development of the personality (Z. Freud).
The theories are based on the psychoanalysis of Z. Freud and modern theories of object relations.
Freud's personality structure:
1.ID - is a reservoir of unconscious drives, both natural and repressed traumatized desires. Id (it) - accept. Functioning in the unconscious, with instincts, biological urges fill our behavior. Id does not know the laws, does not obey the rules. The id generates an immediate discharge of energy.
2 EGO is a conscious component that is a regulator between ID and SUPER EGO.
The ego develops from the ID, feeds on the energy of the ID. The ego has control over the demands of the id, deciding whether the instinctive need will be fulfilled today or later. The id responds to the needs of the ego whenever possible. The ego is under the constant influence of external impulses of the id.
3. SUPER EGO - develops from the Ego - is the regulator of its activities and thoughts. It is a repository of moral and normal behavior (conscience, introspection).
The purpose of the interaction of the three systems is to maintain or restore the dynamic development of life.
Personal development takes place in 4 stages:
1) oral - age period 0 - 18 months, the main need of the child after birth is the need for nutrition. Most of the energy (libido) is in the mouth area. The child has a clear pleasure in sucking the breast and other objects that mimic the breast. The mouth is the first area of the body that the child can control and the irritation of which brings him satisfaction. In adults, oral habits - eating, sucking, smoking, chewing - fixation i.e. satisfaction of need in pleasant childish ways, and not those that are adequate to normal development.
2) anal - 2-4 years, the child focuses on the act of urination and defecation. The child does not understand that his urine and feces are of no value, but he is praised for this or scolded. Fixation at this stage - excessive accuracy, thrift, stubbornness.
3) phallic - from the age of 3, the child pays attention to the presence of a penis. Sexuality is elevated to the top and is associated with irritation of the genitals. The main object of the libido is the parent of the opposite sex (the Oedipus complex). The way out is to identify yourself with the competing parent.
By the age of 5-6, sexual orientation decreases - the latent period is 6-12 years.
Adolescence - sexuality rises - erotic dreams, wet dreams, masturbation - then this energy manifests itself on a sexual partner.
4) genital
Early childhood experiences have an impact on the formation of personality.
Emotional disorder is the result of broken past, parent-child relationships.
12. Methodological foundations of psychodynamic theories of the family: the concept of object relations.
Object relations theory is recognized as one of the main theories that linked psychoanalysis and family therapy.
From birth, the child seeks to establish a relationship with external objects that could satisfy his needs.
Representatives of this theory reject the biologism of Freud, who argued that the child unconsciously satisfies his instinctive drives.
A child needs not only mother's milk, but also warmth and affection. It is important what the parents were like, what impression the child has of them. The child retains the impression of real people unconsciously. As a result, a self-image or self-representation appears in the child's psyche.
The image of a significant other (an object of representation), as well as an image about relationships. Interactions internalized in early childhood (placed from outside to inside) become a model of future relationships, a filter for the perception of events in adult life.
From the point of view of psychoanalysis, we all unconsciously try to build relationships with loved ones so that they are as close as possible to the familiar, internalized in the child's model. People use current relationships to return to the variable conflicts of childhood to satisfy their former unsatisfactory positions in the parental family.
Melanie Klein emphasized the role of the child's fantasy, which, in her opinion, exists in him even before the first meeting with the object and organizes his perception. Instead of the phases of psychosexual development that Freud singled out, she singled out 2 phases:
1. paranoid - schizoid ---- the infant perceives the object in fragments; if he feels that the nipple of the mother's breast is dry, then the facial expression is angry, the child has fears.
2. depressive ---- is formed starting from the 6th month of life. It includes the experiences of the child, feels guilty for the harm that he can inadvertently cause to the mother.
A person throughout his life can be either in a paranoid-schizoid position or in a depressive one. She considered the latter to be healthier. Those individuals who linger on a paranoid-schizoid position are less interested in their environment, other people. Those who linger in a depressive position are more responsive, tend to have inner experiences.
M. Mahler: being in the autistic phase (0-1 month) - the child is focused on his body and feelings
in the symbiotic phase (2-6 months) - the mother helps the child to ease his inner tension - feeds, holds, swaddles, smiles.
Then the process of separating the child from the mother begins. If it proceeds satisfactorily, then a successful individualization ensues, in which a good differentiated internalized organization of the self arises. If the child does not achieve separation and individualization, then the result is intense emotional attachment and dependence on parents.
14. The essence of the psychodynamic approach to the family.
From the point of view of the psychodynamic approach, the family consists of individuals who have their own history of development, their own experience of living in the parental family, and the scheme of interaction.
The psychodynamic approach is a vertical approach to the family, i.e. marital, parent-child relationships in the family are considered as dependent on the life history of both spouses. The focus is on the life history of 3 generations.
Marriage as a psychological contract about what each of the spouses can contribute to the family and what he can receive from the other.
Consent can be conscious; may be conscious but non-verbalized; can be both conscious and verbalized; may be unconscious and non-verbalized.
Consent can be: agreed and conflict.
The family script is inherited and for a long time.
Expectations can be: healthy, not healthy, realistic, not realistic.
Harmonious marriage - if individual expectations are consistent.
Difficulties in the family are the result of the relationships in which the child was included in the process of his development. It is important how the Oedipus complex was resolved, to remember psychosexual development.
Reasons that doom marriage to failure:
*when individual expectations are not compatible
*if the spouses are trying to break the contract, or he is ready to change his partner.
"Family Theater" - devotes his life to the struggle for demonstrative prestige in his inner circle. It develops under the influence of an individual who has certain mental problems in the implementation of self-esteem.
All this masks his psychological tension from the most influential individual of the family and from other family members. Motives:
* masking certain personal shortcomings, the desire to preserve and protect personal positive self-esteem, despite the shortcomings; * the desire to satisfy some needs that conflict with the ideas of the individual and the whole family.
Each of the spouses seeks to transfer the model of the parental family into their own.
13. Dependence of marital relations on the model of parental relationship.
Many authors have shown the presence in marriage of an unconscious tendency to repeat the family model of their parents. This has a significant impact on the relationship between spouses, whether the two models are the same or different.
An individual learning his marital role based on self-identification with a parent of the same sex. Forms of parental relationships become standards for the individual. In marriage, both partners try to adjust their relationship to their inner schemas. Often, under the influence of falling in love, an individual shows compliance, abandoning his program for the sake of a partner out of a desire to adapt to him, which causes internal contradictions. But after some time, the repetition scheme again makes itself felt and the individual tends to return to the programmed path. The partner obviously goes the same way, thus. creates a basis for conflict. The realization of this provides the key to choosing a partner for a stable marriage based on characterological similarity. The programmed system of relations can be harmoniously realized only with a partner who, with his internal program, resembles a parent of the opposite sex.
The inheritance of personality traits also determines the similarity of marital relations, which are also inherited, and very often behavior is repeated not only in choice, but also in mistakes and problems. Thus: * the child learns from the parent of the same sex the role that he later retains
* the image of a parent of the opposite sex has a significant impact on the choice of a partner in marriage (if the image is positive, then harmony; if the image is negative, then it is looking for a partner with a different character)
* the model of the parental family determines in general terms the model of the family that their children subsequently create. The probability of a harmonious union is the higher, the closer the models of families from which the spouses come.
15. Identification, projection and project identification as mechanisms for transferring the model of the parental family.
Three mechanisms for model transfer:
1) identification(identical) - on its basis, the child learns his marital role. Initially, identification occurs with the mother. Small-to immediately mom, and then based on the father. Gradually, the parent of the opposite sex is included and the choice of a marriage partner is based on the principle of similarity with the parent of the opposite sex. As a result, the forms of parental relationships become an internal scheme for the child, a model of relations between a man and a woman.
In marriage, both partners try to adjust their relationship to their internal schemas.
2) projection- an attempt to change the scenario, the choice of a sexual partner leads to an internal conflict, because there is no interaction with a person with opposite characteristics of father or mother. The choice of a spouse and the nature of marital relations are influenced by children's desires that were not satisfied by their parents.
3) projective identification- the future spouse projects his experiences onto another, attributes to him his feelings, thoughts that are repressed from him, and he himself begins to behave as if another person can actually behave this way (this is unconscious). The other partner, due to various circumstances, may behave in accordance with this projection. Mutual projective identification - the other behaves projectively.
Marital conflict - actualized from the past, non-actualized - the conflict of childhood.
16. Characteristics of sibling positions and personal characteristics of brothers and sisters depending on the birth rate.
In the mid-1950s, Mr. Toumen deduced the characteristics of children by age, sex, and birth order. He noticed that children who occupy the same position in different families have similar personality traits. If the difference is no more than 5-6 years, then the characteristics of junior and senior are more vivid. If the difference is more than 6 years, then these children will grow up as the only ones.
Only children- both the oldest and the youngest.
Parents build his line of life: they easily accept the help of others, a high level of pretension, a high level of self-esteem, a high level of intelligence, they have many personal characteristics of a parent of the same sex, a high development of speech, he feels comfortable alone with himself, he does not depend much on any groups, he is more independent , there may be problems in establishing contacts. Never experience a sense of rivalry and competition. Very demanding of life and of others. He has less spontaneity and naivety than other children. The only son- a favorite of both parents, I am sure that the whole world around him will be delighted. He is highly motivated to achieve, demonstrative, ambitious. Therefore, contacts with peers are easier with adults. More often inherits the characteristics of its kind-la of the same sex. only daughter- feels like a queen, remains naive, capricious for a long time, demands enthusiasm, admiration from other people. older child - initially brought up as the only one. This is an experimental child. The more he is brought up as the only one, the more he has his traits. Then there is his change of position in the family. If the appearance of a younger sib occurs before the age of 5, it can cause: jealousy, discontent. After 5 years, then: rivalry. If the youngest child is of the opposite sex, then the competition is less pronounced. The child tries to be noticed, loved. There is a desire to achieve something in order to pay attention. Parental qualities are being formed, ready to lead and command. Easier to develop leadership qualities. An increased sense of responsibility, but can lead to over-anxiety. High ambitions, focus on achievement. It is the older children who transmit the model of relations in the family. Sensitive to disrespect from others. Sisters older sister- bright, independent, trusts only herself, her opinion is the most important, fulfills all the instructions and recommendations of her parents. Rarely accepts help from others. Having created a family, she becomes an overbearing, overbearing mother. Brothers older sister strong, independent, but demanding. Subjugating men to itself. Easily establishes contacts with men. Guardianship of minors and children. Elder brother of brothers - leader, chief, chief. High level of intelligence development, pedantic. Dominant, strict, conservative, sometimes competes with his brothers. Sisters older brother softer, more gentle, attentive, attached to them. Likes to be in the center of attention of women. Attentive, trusting relationship with sisters. younger child - will not be traumatized by the birth of a newborn. The danger of infantilism. Guardianship of him - all those around him. Adventure type of character. Manipulative communication style, populist, optimistic, kind. He is treated with great loyalty. These are direct people, creative, easy to communicate with. Deprived of self-discipline, difficulty in making decisions. A rebel if he is too taken care of. Sisters' younger sister spontaneous, not organized, capricious, easy in relations with people. Difficulties in making decisions therefore waiting for help from the parents, and then from the husband and children. Brothers younger sister addicted, optimistic, attractive, plays the role of a tomboy. Easily enters into contact with men. In marriage, he takes a submissive position. She is a good mother, especially for sons. Brothers younger brother capricious, daredevil, carefree, sociable. Shy towards women. He has the role of a clown. Sisters younger brother in a situation of overprotection, a rebel. If not, then he has high self-esteem. Accepts help from parents. middle child - is both senior and junior. There may be problems with self-determination. If you have to compete with other children, then the only purpose is to become a destroyer. These children are in the most unenviable position. More flexible in their interactions. Good diplomats, able to negotiate, direct. They often feel unfair. The best gender of boys among girls or a girl among boys. Twins - extremely close people. For personal characteristics, it matters whether there are children in the family. If not, then the features are like the only ones. If they appear first, then the features of the elders. If following other children, they show lower intelligence. Time of birth and physical characteristics: - the first - stronger, stronger. If the twins are the only ones in the family, then they are little concerned about contacts with other children. The problem of razl-I in adulthood when creating a family.
17. Psychodynamic theories about the dependence of marital relations on sibling positions. The concept of identity and complementarity of marital roles.
For a stable marriage, according to Toumen, what is more important is the extent to which it repeats the gender that each of the spouses occupies among their brothers and sisters. Sibling positions have an impact on interactions in marriage. If the marital roles of partners in the family are similar to the positions held by partners in the parental family - the same - the relationship is identical.
Complementary roles - complementary if he is the eldest, and she is the youngest.
Three types of marital unions can be put forward:
1) complementary - such a union in which each of the spouses occupies the same position in relation to the other as he had among brothers and sisters in the parental family (according to all sibling characteristics - number, gender composition, different ages). In a complementary marriage of an older and younger child, it is easier for spouses to negotiate with each other, because they reproduce their experiences of relationships with brothers and sisters.
2) partially complementary - in this case, if the spouses have one sibling characteristic, then they complement each other. Relationships are established when one or both spouses had several types of relationships with their brothers and sisters, of which one matched with the partner.
3) non-complementary - there is a lot of pon-i between spouses with identical sibling positions. The danger can be observed in the form of competition and rivalry for power among the elders; in the younger ones, both avoid making a decision. They need more time and skills to negotiate.
Toumen is also vyd-l identich-b (identifier-I) - partners who occupy the same gender in the family of origin, recognize each other more easily and achieve mutual understanding faster. They easily understand each other, but do not cooperate well. They only then preserve consent in marriage when they work in different areas, provide each other with personal freedom, have different companies and raise children in parallel.
18. Combinations of personality types as a cause of supr-o good-I - unfavorable.
Within the framework of the modern psychodynamics, those and nouns are a class of types of personal and with (.) pov-I soup-in marriage:
* romantic partner - a guide to chuvs, romantic symbols (if they are not there, then disappoint).
*partner, focus on equality
* parent partner - fears and educates
* children's partner - brings spontaneity, allowing you to take care of yourself.
* ration - responsible, well adapted to life, considers emotions a weakness
* comrade partner - spouse life with a colleague, comrade
* independent partner - save the defined distance, independent
He considers some combin-and part-in congruent (independent-independent; independent - rational). There are competent unions (genus - children). Conf-e essay (rac-th - novel-th; romantic. - comrade). There is also a class-i of profiles:
* symmetrical - both spouses have rights, no one is subordinate to the other;
* compliment th - one distributes prik th, the other subordinate th, awaits advice or instructions;
* meta-complement - there is a leading, cat-th real-t own goal by emphasizing my weakness, manip-I in such a way with my party.
Marriage profiles suggested by Satir, and shown on models comm-x rel-th:
ingratiating (accusing)
Calculating (aloof)
Balanced (flexible) - this type of repetition is sequential and harmonic. Relative open, not feeling the destruction of the feelings of self-worthy. This type of response reduces the need for fawning, accusations, and calculation. Only this type makes it possible to overcome obstacles, to find a way out of the difficult floor. This life has become rich and full of meaning. This type helps to agree in a real situation, calmly react to the pov-e of people, help to create harmony with relatives.
When taking into account the degree of emotional partner from marriage, the marriage profile m/b is estimated as:
a) good (manager moderately adequate); b) doomed to failure (one partner has an excessive factory) c) disastrous (bilateral factory)
Unnecessarily head of steam striving half from other docking of love, calling roar, provoking quarrels, dragging into conferences. Often he suffers from a neurotic and directive, cries, threatens suicide, becomes repulsive for a partner.
18. The dynamics of marital relations in the psycho-m approach to the family.
This is a change occurring in the head and from the change of phases of marital relations.
There are the following phases:
* choice of partner
* romanticization of the rel-th - at this phase, the beloved nah-I in relation to the symbiosis, see each other through rose-colored glasses. There is no real perception of oneself and others in the spouse. If the motive for getting married was contradictory, then many of the saints of the partner, who didn’t seem to notice at the beginning, may later be perceived in a hypertrophied way.
* individualization of the style of the spouses rel th - the formation of rules, as a result of the arranging of the rules, determining who, in what way and in what sequence, performs certain actions in the family. Multiple repetition of the rules leads to their automatic. As a result of this, some interactions are simplified, and some become unsatisfactory effect.
* stability (change) - in the norm of a functioning family, the tendency to stability is balanced by a tendency to change. In the case of rigid fixation of rules in the family, marriage acquires signs of dysfunction, rel-I become stereotypes and monotony
*existential assessment phase - the spouses sum up the results of their joint life, find out the degree of satisfaction (and dissatisfaction) over the years, getting ready together or separately for the last transition. The main result is the decision of the question of whether the marriage was genuine (desired, harmonious) or accidental.
The age of family members when they enter one or another phase depends on: country of residence, ethnic group, culture, religion.
Stages from the point of view of psychodynamic theory:
Attachment;
Differentiation - more often divorces;
Sipporation (separation) - a married couple becomes a differentiated whole
19. Causes of alienation from a partner in marriage. The origins of the monogamous ideal (K. Horney "Problems of monog-th marriage")
Marriage is a social institution. The attraction that urges us to enter into marriage is nothing more than the expectation to find in it the fulfillment of all our long-standing desires, which stemmed from the Oedipal situation of our childhood, yimkak exclusive th own th and give birth to children for him. People quite naturally strive to explain to themselves the high demands on the psychic life in marriage by the power of feeling. Nevertheless, it must be admitted that such an explanation is rather superficial.
There are two factors that entail hidden hostility towards a husband or wife, leading to alienation from a partner - it is a disappointment and a ban on incest. This is the main sit-I, create-I try monog-and. The origins of much of the ideal lie in the impressions of childhood and their recycling and, of course, from Ed-va comps. The difference in the resolution of the Ed-wa complex in mu-n and in women-n m / b is formulated in the following way: the boy more radically refuses the primary object of love in the name of his genius pride, while the girl the rest is more fixated on the personality of the father, but she can do this, obviously, only on the condition that she renounces her sex role to a significant extent. In this case, the question is whether we do not find in distant life we witness such a difference between the sexes precisely in women's more fundamental and general genes, and does not it just make it easier position of loyalty. After all, in the same way, we are much more often faced with frigidity than with impotence, or even other essence of manifesting genit prohibitions. thus, the main condition of fidelity is the genit prohibition. The requirement of monogamy is an attempt to insure against the pangs of jealousy.
21. Prich-s of marriage and this-about unfavorable in theo-and K. Horney (“Problems of marriage”)
A long and monotonous life with the same person makes it boring and tiresome in general and especially about sex. Consequently, gradual fading and cooling, shit, is inevitable. But to say that marriage is deprived of meaning and joy because of the boredom of many years of monotony means limiting me to only a superficial look at this sit-th. The common knowledge comes from our human imperfection, which we all recognize ... and the shortcomings of the spouse over the long years of their life together will undoubtedly manifest themselves. Ordinary human imperfections include the undesirable application of more efforts, both external and internal, than is absolutely necessary. An official, whose position is provided for life, is usually not very diligent ...
Ex-t different ways, cat-and conflicts m-t call dislike for a partner. We m-m be set against him for his inability to give us what is very important to us, taking for granted and debasing what he really gives. Marriage is also the sex of 2 people of the opposite sex. This circumstance can become a source of strong hatred if the relationship between the sexes is already violated. We tend to lose sight of the fact that we decide the fact m / b our internal installation in relation to the opposite sex, which is exactly the same way m-t manifested in our relative -x with any other partner. The lion's share of problems is created by ourselves as a result of our own development. The secret distrust between husband and wife stems from childhood wounds. The last experience, whether it comes at puberty or in adolescence, is on the whole already conditioned by the early folding of tiredness, although we are not aware of these connections.
That. determine the establishment in relation to the opposite sex m / b acquired in children and will inevitably be manifested in the last mutual relations, in particular in marriage, and regardless of personal -and a partner. The less I manage to overcome these tiredness in the process of development, the more discomfort the husband will feel in relation to his wife. Nal-e such feelings are often mt not realizing, and their source is never realizing. The reaction to them m / b is very different. She can lead to tension and marital conf, which varies from skr-th dislike to outright hatred, or encourage her husband to look for relaxation at work, in the husband's company or in the community of other wives, treb-I cats do not frighten him, and in the presence of cats, he is not pressed by the burden of all kinds of obligations. But again and again we are convinced that marital ties, for good or for worse, turned out to be stronger. However, relative to other wives, it is not uncommon to take more ease, satisfaction, and happiness. Of those difficult things that a wife introduces into marriage is frigidity. She always indicates discord in relation to her husband. This is an inability to truly love, an inability to completely surrender to a husband. Such wives either prefer to go their own way, or scare off their husbands with their jealousy, demands, whining and tediousness. Next, marriage trials cannot be solved either by exhortations regarding duty and self-denial, or by giving unlimited freedom to the attracted. With every right to say that luck in marriage depends on the degree of emotional stability reached by both partners before marriage. Perhaps, in the very nature of a person - wait for the fulfillment of desires as a gift, instead of making an effort .. The most desirable goal of marriage, like any other relative, is, perhaps , reaching a compromise between self-denial and permissiveness, between limited and free drives.
21. The end of marriage in the theory of K. Jung. ("Marriage as a psychological relationship")
Whenever we talk about "psychological relationship", we assume a conscious relationship, because there is no such thing as a psychologist relationship between 2 people, finding -Xia in a state of unconsciousness. To be conscious of myself, I must be able to distinguish myself from others. The larger the zone of unconsciousness, the less marriage is a matter of free choice, which is subjectively manifested in that fatal coercion, a cat-e person feels so acutely when he is in love .
Marriage is rare, and perhaps never developed to an individual relationship smoothly and without crises. Without pain, the birth of consciousness does not occur.
Even the best marriage is not able to erase an individual's divergence to such a degree that the soul's state of supr-in is absolutely identical. In most words, one of them adapting to marriage means faster than the other. For one who is based on positive relationships with relatives, almost or not at all, I experience difficulty in adapting to a partner, while, for others, an obstacle in this mt become deeply rooted, unconsciously, I have a connection with the genus. Therefore, he will get a complete adaptation later, and she reached the search with great difficulty, then it turns out to be more durable and long-term. Every husband carries in himself the eternal image of a wife, and not some particular wife, but in general, although in itself such a female image is defined. This image is princely but unconscious, hereditary factor of the original nature, imprinted in the living organic system of the husband, imprint or "archetype" of the entire experience of the ancestors in relation to wives, kept, so to speak, all the impressions, ever produced by wives, is a congenital system of psychic adaptation. The same is true for the wife: she also has her innate image of the husband. If this image is unconscious, it is always unconsciously projected onto the figure of a person and is one of the main causes of attraction or repulsion. A wife has no anima, no soul, but she has an animus. The anima wears an erotic, emotional character, while the animus is adelen rationalized character. Both the anima and the animus character are unusually versatile. In marriage, it is the “container” who always projects this image onto the “container”, while the latter only partially projects the corresponding unconscious image onto his partner. The more monotonous and simpler this partner is, the less complete the projection will be. In this case, this very captivating image, as it were, hangs in the air, so to speak, in anticipation that it is a living person, Exist certain types of wives, as if nature created for in order to attract the projections of the anima, and in fact, it is hardly possible not to mention the ex-"anima-type". The wife of this type is old and young, mother and daughter, the region is more than doubtful of chastity, but childishly innocent and, moreover, endowed with that naive cunning that I so disarm my husband n. Not everyone who is really smart is supposed to be an animus, because the animus has to be a master not so much of brilliant ideas as of great words - words that look full of meaning and have the goal of staying , a lot of unspeakable m. He also has to belong to the class of "non-pon" or, in some sense, not get along with his environment, so that the idea of self-sacrifice can creep into his image. He must be a hero with a somewhat damaged reputation, a man with a possibility, about a cat you cannot say that the projection of the animus cannot reveal the truths about the hero long before he became noticeable for the sluggish mind of the person-ka "middle way-th".
Just as the projection of the wife's animus is able to find the truly outstanding mu-u, not recognized by the masses, and can even help him achieve his true purpose, provide sea support, so and mu-a spos-n sotv-b to himself a wife-inspired-tsu good-I projections of his anima. However, more often it turns out to be an illusion with a destructive and consequential, prov, caused by an unworthy faith.
The progress of m / b was forever delayed at one of the levels, with the complete absence of the consciousness that it could be continued to the next stage and beyond. As a rule, the next stage is blocked by strong and predisposed and superstitious and fears.
There are many different options composition, or structure, of the family:
“nuclear family” consists of husband, wife and their children;
"completed family" - an enlarged union: a married couple and their children, plus parents of other generations, such as grandparents, uncles, aunts, who live together or in close proximity to each other and make up the family structure;
A “blended family” is a “reconstructed” family formed as a result of the marriage of divorced people. A blended family includes step-parents and step-children, since children from a previous marriage merge into a new family unit;
A “single parent family” is a household that is run by one parent (mother or father) because of divorce, the departure or death of a spouse, or because the marriage never took place (Levi D., 1993).
A. I. Antonov and V. M. Medkov distinguish by composition:
nuclear families, which are currently the most common and consist of parents and their children, that is, two generations. In a nuclear family, there are no more than three nuclear positions (father-husband, mother-wife, son-brother, or daughter-sister);
extended families are a family that unites two or more nuclear families with a common household and consists of three or more generations - grandparents, parents and children (grandchildren).
The authors point out that when it is necessary to emphasize the presence of two or more wives-mothers (polygyny) or husbands-fathers (polyandry) in a nuclear family based on polygamous marriage, then one speaks of composite, or complex nuclear family.
In repeated families(based on a second, not the first marriage), children of a given marriage and children of one of the spouses brought by him to a new family may be with the spouses (Antonov A.I., Medkov V.M.)
E. A. Lichko (Lichko A. E., 1979) developed the following classification of families:
1. Structural composition:
complete family (there is a mother and a father);
incomplete family (there is only mother or father);
a distorted or deformed family (the presence of a stepfather instead of a father or a stepmother instead of a mother).
2. Functional features:
harmonious family;
disharmonious family.
There are various classifications of types of distribution of roles in the family. So, according to I. V. Grebennikov, there is three types of distribution of family roles:
autonomous - husband and wife distribute roles and do not interfere in the sphere of influence of the other;
democratic - family management lies on the shoulders of both spouses approximately equally.
Types of family structures according to the criterion of power (Antonov A.I., Medkov V.M., 1996) are divided into:
patriarchal families, where the head of the family state is the father,
8. FAMILY LIFE CYCLE
According to D. Levy, the study of the family life cycle requires a longitudinal approach. This means that the family in its development goes through certain stages, similar to those that the individual goes through in the process of ontogenesis. The stages of the family life cycle are associated with the creation of a family, with the appearance of new family members and the “leaving” of old ones. These changes in the composition of the family largely change its role functioning.
Carter and Mac Goldring (1980) distinguish six stages in the family life cycle:
out-of-family status: single and unmarried people who have not created their own family;
family of newlyweds;
family with small children;
family with teenagers;
departure of grown-up children from the family;
family at a late stage of development.
V. A. Sysenko highlights:
very young marriages - from 0 to 4 years of marriage;
young marriages - from 5 to 9 years;
average marriages - from 10 to 19 years;
elderly marriages - more than 20 years of marriage.
G. Navaitis considers the following stages of family development:
Premarital communication. At this stage, it is necessary to achieve partial psychological and material independence from the genetic family, gain experience in communicating with the other sex, choose a marriage partner, gain experience in emotional and business communication with him.
Marriage - adoption of marital social roles.
Honeymoon stage. Its tasks include: accepting changes in the intensity of feelings, establishing a psychological and spatial distance with genetic families, gaining experience of interaction in solving issues of organizing the everyday life of a family, creating intimacy, and initially coordinating family roles.
Stage of a young family. The scope of the stage: the decision to continue the family - the return of the wife to professional activity or the beginning of the child's attendance at preschool.
mature family, that is, a family that performs all its functions. If at the fourth stage the family was replenished with a new member, then at the fifth stage it is supplemented with new personalities. Accordingly, the roles of parents change. Their ability to meet the needs of the child in care, security should be supplemented by the ability to educate, organize the social ties of the child.
The stage ends when the children achieve partial independence from the parental family. The emotional tasks of the family can be considered solved when the psychological influence of children and parents on each other comes to balance, when all family members are conditionally autonomous.
Family of older people. At this stage, marital relations are resumed, new content is given to family functions (for example, the educational function is expressed by participation in the upbringing of grandchildren) (Navaitis G., 1999).
The presence of problems among family members may be associated with the need for the family to move to a new stage of development and adapt to new conditions. Usually the most stressful are the third stage (according to the classification of Carter and McGoldring), when the first child appears, and the fifth stage, when the family structure is unstable due to the “arrival” of some family members and the “leaving” of others. Even positive changes can lead to family stress.
Unexpected and especially traumatic experiences, such as unemployment, early death or the birth of a late child, can make it difficult to solve the problems of family development and transition to a new stage. Rigid and dysfunctional family relationships also increase the likelihood that even normal family changes will be experienced as a crisis. Changes in the family are seen as either normal or "abnormal". Normal family changes are those transformations that the family can expect. And the “abnormal”, on the contrary, are sudden and unexpected, such as death, suicide, illness, flight, etc.
According to D. Levy (1993), there are the following types of changes in the family:
“departure” (loss of family members for various reasons);
"growth" (replenishment of the family in connection with birth, adoption, arrival of a grandfather or grandmother, return from military service);
changes under the influence of social events (economic: depression, earthquake, etc.);
biological changes (puberty, menopause, etc.);
change in lifestyle (solitude, relocation, unemployment, etc.);
"violence" (theft, rape, beating, etc.).
In the course of psychotherapy, it is checked to what extent the family adapts or does not adapt to these changes, how flexible the family is in adapting. It is believed that an open and flexible family is the most prosperous and functional.
There is a continuum of families from optimal (well organized, relatively open to change) to significantly dysfunctional (chaotic, rigid, closed systems that do not interact well with the outside world).
6.3. Family life path. Family genogram
The selected stages of the life cycle describe the general trends in the development of any family system. At the same time, the life of each family is unique, unique. This originality in its functioning can be described through the concept of the life path of the family. The life path of a family is a biography, a consistent chain of significant events of a particular family. Psychotherapists widely use the genogram in the study of the family system, with the help of which one can symbolically describe in chronological order the events of the life path of a particular family. The author of the genogram technique is Murray Bowen. He used this method to record the history of the family, taking into account the parental and ancestral families, and proposed some principles for analyzing the nature of relationships between people in generations.
The main symbols used in the genogram are:
6.4. Characteristics of the main parameters of the family structure: cohesion, hierarchy, boundaries, flexibility, role structure
The main parameters describing the structure of the family, allowing to understand the basic stereotypes of interaction, are: family composition, hierarchy, cohesion, flexibility, boundaries, roles.
When meeting with a family, it is necessary to determine its composition. It is known that people of the same family answer the question about family members in different ways: including some, omitting others; some are called immediately, some are remembered last.
When studying the structure of the family, the subsystems included in it are analyzed, that is, it is considered at different levels of functioning: the whole family as a whole, the marital subsystem, parental, child, individual subsystems.
Speaking of hierarchy, we are, first of all, talking about power relations: domination - submission.
All married couples are faced with the problem of the division of power and the creation of a hierarchy in the family, in which areas of control and responsibility are distributed between husband and wife.
The concept of power is associated not only with the ability to dominate and obey, but also to take care, accept care, promote change, change, be responsible for a spouse.
The distribution of marital power can be different: authoritarian (matriarchal, patriarchal) or parity, when the spheres of responsibility and control are distributed between spouses. The distribution of power in the marital and parent systems may or may not be identical. A man can occupy a dominant position in the marital subsystem, at the same time, in matters of raising children, it is the woman who is more competent, taking responsibility and power in relation to children. Its own hierarchy also exists within the sibling subsystem. It should be noted that in a functional family system, the possession of power and the acceptance of responsibility are combined within the same subsystem. If the power belongs to one person, and the responsibility is assigned to others, then this situation indicates family dysfunction.
Hierarchy also exists between the subsystems of the family: marital, parental, child, individual. By identifying the hierarchy between family subsystems, one can understand its centering, and therefore, determine the type: patriarchal, matrimonial, child-centered, ego-centered.
Five types of social power are distinguished between the child (children's subsystem) and parents, depending on the ways of interaction in the child-parent subsystem:
1. The power of reward. Parents can reward a child for certain behaviors. Reward, as a rule, follows socially approved actions, punishment follows socially condemned ones.
2. The power of coercion. It is based on strict control over behavior: when every minor misconduct of a child is subject to punishment (either verbal - a threat, or physical).
3. The power of an expert. It is based on the greater competence of parents in a particular matter. It is about their social or professional competence.
5. The power of law is the only form of impersonal power of parents. But it is the parents who are the first and permanent bearers and conductors of the “law” (rules of conduct) for the child.
Each family has its own ways of establishing power over children: some are more pronounced, others are less.
Normal hierarchical relations can develop between the parent and child subsystems, when power and responsibility are concentrated in the parental subsystem. Parents, as more competent, experienced, take care of their children, protect, inform, orient, encourage, punish - take responsibility for their physical and mental health. If the child dominates over one or both parents, then we are talking about hierarchical dysfunction about such a violation as an inverted hierarchy, when the influence of the child can exceed the authority of one or both parents. This can be observed in families where parents, for one reason or another, do not cope or do not fulfill their parental duties at all.
Family cohesion refers to the emotional connection, closeness or affection of its members.
In relation to family systems, this concept is used to describe the extent to which family members see themselves as a connected whole. There are different levels of cohesion, or emotional closeness: from low (family members are separated) to excessively high (when emotional dependence, absorption occurs in the family). With a high level of emotional cohesion, family members have little personal space, subsystems do not have the necessary autonomy. Emotional symbiosis and emotional disunity, being the polar characteristics of family interaction, are evidence of family dysfunctions. The normal functioning of the family system occurs when the forces of attraction and alienation are in balance. In such a family, its members are quite autonomous and maintain emotional ties with each other.
Border - the term is used to describe the relationship between the family and the social environment, as well as between various subsystems within the family. Family boundaries are expressed through rules that determine who belongs to the system, subsystem, and how.
There are external boundaries - the boundaries between the family and the social environment. They are manifested in how the family behaves with the external environment: relatives, friends, educators, teachers, colleagues, acquaintances, etc. According to this parameter, one can speak of open and closed families. If the boundary is too rigid, then there is little information exchange between the family and the social environment, stagnation occurs in the system. Such a family is closed.
Internal boundaries - boundaries between family members and its subsystems. They characterize the degree of differentiation of family members and subsystems. Internal boundaries are created through differences in behavior among members of different subsystems. For example, spouses behave differently with each other than with a child. In well-functioning families, the rules governing interactions in parent-child subsystems are different from those in parent-child subsystems. Parental dyads as a whole have a higher degree of cohesion than in the parent-child subsystem.
The concept of a generational boundary (intergenerational boundary) is used to show differences between them in proximity and hierarchy. There are clear generational hierarchical boundaries in those families where parents have a relatively higher status than children in decision-making because of their experience, responsibility, and material resources.
The trouble of the family is often associated with the ambiguity of the boundaries of generations. This is expressed in coalitions through the generation (intergenerational coalitions), where the cohesion of the grandparents (or one of them) with their children (son, daughter) is higher than between the grandparents themselves.
Thus, the presence of clear internal and external boundaries indicates the functionality of the family system. Vertical coalitions are dysfunctional, while horizontal coalitions are functional.
Flexibility is the ability of the family system to change in power relations, cohesion, family roles, rules governing relationships. Such a need arises whenever a family in its development moves from one stage of the life cycle to another, when significant events occur in it. According to this parameter, the family structure can be described on a scale, where the extreme poles are rigidity and randomness.
The system becomes rigid when it ceases to respond to the life tasks facing the family, does not change its style of functioning in response to a changed situation (birth, death, growing up, leaving children, etc.), excessively hierarchical, roles are constant, boundaries are rigid , the rules are unchanged.
The chaotic state of a system is associated with an excessive amount of change in response to a situation. Such a position can be acquired by any family in a situation of stress, at one time or another (birth of the first child, death of a family member, loss of income). At such times, leadership becomes unstable, roles are unclear (often shifting from one member to another), decisions are made rashly and impulsively. This is fine. The problem arises if the family is stuck in this state for a long time.
The flexibility of the family system is manifested in the democratic leadership style, in the open interaction of family members and subsystems, in the ability to discuss and change family rules.
In the family, each person performs both formal and informal roles. There are roles of husband, wife, father, mother, son, daughter, brother, sister. They are called formal. Informal roles can be divided into duty roles and interaction roles. An example of duty roles can be such as “cook”, “dishwasher”, “food buyer”, etc. Interaction roles: “lawyer”, “victim”, “rescuer”, “clown”, “executioner” , "psychotherapist", etc. In the analysis of the role structure, role expectations and role claims are important. Consistency of role expectations and role claims is a sign of the functionality of the family system. Their discrepancy is a source of family conflicts and indicates family dysfunction.
The considered characteristics of the family structure are an integrated generalization of various schools of a systematic approach to the family.
10. Features of the functioning of the family at various stages of its development.
The birth of a family. Before the birth of the first child, a young family solves a number of problems. The most important of them is the adaptation of the spouses to the conditions of family life in general and to the psychological characteristics of each other. During this period, the mutual sexual adaptation of the spouses ends (if premarital relations took place) or is carried out. Significant efforts at this stage of family development, as a rule, are made for the “initial family establishment” (Gordon L.A., Klopov E.V., 1972). We are talking about solving the problem of housing and acquiring joint property. Finally, it is at this stage of family development that relations with relatives are formed - especially if a young family, as often happens, does not have its own housing.
The process of forming intra-family and extra-family relations, convergence of points of view, value orientations, ideas, habits of spouses and other family members at this stage is very intense and intense. An indirect reflection of the complexity of this process is the number of divorces that occur during this period and their causes. “A considerable part of young families break up at the very beginning of their life together. The main reasons for this are unpreparedness for married life, poor living conditions, the lack of their own living space after the wedding, the interference of relatives in the relationship of young spouses ”(Dichus P., 1985).
Families with children who have not started working. The initial stage of family life under normal conditions is followed by the main, central stage of the life cycle - the established mature family with children. This is the period of greatest activity in the sphere of life and household. Women - mothers of minor children - spend a significant part of their non-working time on housekeeping; male fathers devote an average of 1.5-2 hours a day to domestic work (Gruzdeva E.V., Chertikhina E.S., 1983; Klichyus A.I., 1987).
Simultaneously with the duration, the intensity of domestic work increases, it becomes more difficult to combine domestic duties with work activities. At this stage, the functions of spiritual (cultural) and emotional communication change significantly. The spouses are faced with the difficult task of maintaining an emotional community in completely different conditions than those in which it was formed (that is, no longer during leisure and entertainment, which played an important role in the first stage of family development). In the conditions of the workload of both spouses with household and work duties, their commonality manifests itself to a much greater extent - in the desire to help each other, in mutual sympathy and emotional support. The educational function of the family is especially significant at this stage: ensuring the physical and spiritual development of children is felt by parents as the most important task. It is no coincidence that a number of researchers divide this stage into several: a family with a child in the first years of his life, a family during the child's stay in kindergarten, a schoolchild's family, etc. (Barcai A., 1981). Each new stage in the development of the child, on the one hand, becomes a kind of test of how effective the functioning of the family was at the previous stages; on the other hand, it sets new tasks, requiring other qualities, abilities and skills from parents. The requirements for the parents of a one-year-old child and a teenager are very different.
This stage of family development is characterized by a variety of problems and disorders. It is indicative that it is during this period that a decrease in satisfaction with family life is usually found (Aleshina Yu. E., 1987). The main sources of disturbances in the life of the family at this time are the overload of the spouses, the overstrain of their forces, the need to restructure their spiritual and emotional relationships. Conflict and problematicness, characteristic of the first stage of family life, is replaced by the danger of emotional "cooling off", various manifestations of which (adultery, sexual disharmony, divorce due to "disappointment in the partner's character", "love for another person") precisely on this stage are most frequently observed. The main violations of family life usually lead to the ineffectiveness of spouses in the role of parents (Chechot D. M., 1973; Chuiko L. V., 975; James M., 1985; Solovyov N. Ya., 1985; Tamir L., Antonucci S. , 1981; Schater R., Keeth R., 1981).
final stages of family life. When children start working and create their own families, the parents' family stops educational activities. Attempts to continue it most often cause resistance from children. The most obvious shifts in the daily life of the family are associated with the characteristics of old age. There is less and less physical strength, therefore, the need for recreation is increasing, and rest is becoming increasingly important. The state of health of spouses is deteriorating, and the problems associated with this come to the fore, interests move in this direction, and all efforts are often concentrated here. At the same time, in the typical case Active participation family members in housework and childcare. The new roles of "grandmothers" and "grandfathers" require especially a lot of strength in the first years of the life of grandchildren. There is a shifting of part of the concerns to the older generation, which is due to the difficulties that children face in the first stages of life in their own married families (Gordon L. A., Klopov E. V., 1972).
The end of the life cycle - the end of employment, retirement, narrowing the range of opportunities - increases the need for recognition, respect (especially from children). The need to feel one's need and significance at this stage begins to play a particularly prominent role.
12-17 . PSYCHODYNAMIC THEORY OF THE FAMILY
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Structural family parameters
The concept of family structure
family social structure
Family structure is one of the basic concepts used in describing family interaction. The family structure is a set of elements of the family system and the relationships between them. Subsystems act as structural elements of the family as a system.
An individual subsystem is represented by a separate member of the family. Within the framework of family therapy, it is always considered in relation to other subsystems, that is, the functioning of an individual family member is analyzed in the context of his numerous family ties.
marital subsystem. This subsystem is the basis of the nuclear family, determining its functioning. It includes spouses whose interaction is aimed at maintaining the main task of this subsystem - meeting the personal needs of marriage partners (in love, intimacy, support, care, attention, as well as material and sexual needs). Consequently, the interaction of spouses within the framework of this subsystem is built according to the “adult-adult” type.
parent subsystem. This subsystem combines family members whose interaction is related to the performance of parental functions, including caring for children, their upbringing, development, socialization, etc. Thus, the rules of behavior in this subsystem are determined by the nature of parent-parent interactions. The parental subsystem does not always consist of a father and mother, as in the traditional family model, but may also include significant others who are involved in one way or another in the upbringing of children. In the event of a child out of wedlock, adoption of a child by one parent, in a situation of an incomplete family, a single parent may need an additional support system. Such a support system may include members of the extended family (grandparents), representatives of social systems (psychological assistance centers, social service centers, church), friend (girlfriend), ex-spouse, etc. The parental subsystem in such a family may be volatile, due to the specific needs of the single parent, as well as its ability to "share" parent functions with temporary members of the parent subsystem.
Sibling subsystem. This subsystem consists of brothers and sisters of the nuclear family. This also includes foster and adopted children. The rules of behavior in the sibling subsystem are determined by interactions of the type "brother - sister" ("brother - brother", "sister - sister"). The main task of this subsystem is to promote the development of the child's interaction skills with peers. This is a kind of experimental platform where the child has the opportunity to explore other people and build different types of relationships with them. The ability to defend one's position, join a coalition, yield, negotiate - all this a child learns in a group of peers. If there is only one child in the family, he usually establishes friendly relations with the children of neighbors and relatives, provided that there are no obstacles to his communication outside the family system. These relationships make it possible to replace the interaction in the sibling subsystem.
The child-parent subsystem is represented by family members belonging to different generations, namely parents and their not yet adult children. The rules of behavior in this subsystem are determined by interactions of the "parent-child" type, aimed at realizing the task of developing self-regulation skills in children, assimilation by them of norms, values and models of relationships in a hierarchical social system. It is within the framework of these relationships that the child builds a system of life values, gains experience in observing rules and laws, fulfilling obligations, following traditions, etc.
The relationship between the structural elements of the family system can be described through the following parameters: cohesion, hierarchy, external and internal boundaries, flexibility, role structure of the family.
Note that, unlike the exact sciences, where it is possible to clearly define the unit of analysis through specifically measurable variables, in psychology (as in other social and philosophical sciences) this unit is more of a declarative nature and is a subjective value. Nevertheless, the selection of such units of analysis allows us to solve the problem of describing the family system.
Cohesion
Cohesion (connection, emotional closeness, emotional distance) can be defined as the psychological distance between family members. The criterion for determining this parameter of the family structure is to a greater extent the intensity of subjective experiences of family members of the nature of their relationship than the modality of these experiences (for example, love, hatred, resentment, etc.).
Disunited - a low degree of cohesion of family members, a relationship of alienation. In such systems, family members are emotionally separated, have few attachments to each other, and exhibit inconsistent behavior. They often spend their time apart, have different interests and different friends. It is difficult for them to support each other and jointly solve life problems.
According to M. Bowen, through isolation from each other and emphasized independence, marriage partners often hide their inability to establish close relationships, increasing anxiety when approaching each other (M. Bowen, 2005). This kind of phenomenon was described by P. Kutter as "emotional impotence". It is most often based on two fundamental human fears - the fear of loneliness and the fear of being absorbed by another (P. Kutter, 1998).
Separated - some emotional distance of family members. Families with a divided type of relationship are characterized by emotional separation of family members from each other, but it is not as pronounced as in a disconnected system. Despite the fact that for family members, especially spouses, time spent separately is more important, they are able to unite to discuss problems, support each other and make joint decisions.
Connected - emotional closeness of family members, loyalty in relationships. The connected type of family is characterized by emotional closeness, loyalty in relationships, not reaching the level of confusion. Family members often spend time together, and it is more important than time dedicated to friends and interests.
Confused - the level of cohesion is too high, the degree of differentiation of family members is low. In such families, a lot of energy is spent on maintaining the unity of their members, there is an extreme demand for emotional closeness and loyalty. Family members cannot act independently of each other, have little personal space for the development and manifestation of their individuality, and are characterized by excessive mutual emotional involvement.
Hierarchy
The hierarchy characterizes the relationship of dominance-subordination in the family, and also includes the characteristics of various aspects of family relations: authority, supremacy, dominance, the degree of influence of one family member on others, the power to make decisions.
Hierarchy exists in any social system. All families, including, have a certain hierarchical structure, where adults are endowed with a certain power. However, the idea of hierarchy is always contextual. For example, in the same family, the power of raising children may belong to the mother, while the distribution of the family budget is handled by the father.
The following types of families can be distinguished, according to the system of family hierarchy established in them:
An authoritarian family, the hierarchy in which is based on the supremacy of one of the partners. There is a patriarchal family, where the father is the head, and a matriarchal family, where the power belongs to the mother. Thus, in an authoritarian family, the head is one of the spouses, who holds the main power and who bears the main responsibility for the family. The other spouse has less power than the first, but more than the children. The relationship of the head of the family with the other spouse and children is based on the principle of "dominance - submission".
An egalitarian family is a family based on the equality of spouses. As a rule, in families with this type of hierarchy, spouses can either distribute areas of responsibility, as in the example described above, or share responsibility within the same area (for example, both spouses are equally responsible for maintaining the family budget, raising children, etc.). d.). It is this type of family that occupies a leading position in developed Western countries. It arose as a result of changes in social gender stereotypes that determine behavior and influence the development of gender-role attitudes. Changes in attitudes towards traditional female and male professions, economic instability in society, growing social and geographical mobility and remoteness from relatives are accompanied by a trend towards increasing the egalitarianity of marriages.
In different families, there are different bases on which the hierarchy is based:
Gender (for example, “in our family, women are the main ones”);
Age (for example, "the power to make decisions belongs to the elders");
socio-psychological characteristics (for example, “whoever earns more is the boss”, “who is smarter has power”, etc.);
Traditions (for example, “in our family, power always belongs to men”), etc.
In a normally functioning family, hierarchy is inextricably linked with responsibility. However, there are situations in which power and responsibility in the same area belong to different people. In this case, we are talking about a dysfunctional family.
The next and most typical type of violation of the family structure by the hierarchy parameter is the inversion of the hierarchy (inverted hierarchy). With such family dysfunction, the child acquires a higher status and, accordingly, more power, in comparison with at least one of the parents. This situation, as a rule, has support at the macrosystem level through the recognition of the special status of the child by the grandparents and other members of the extended family.
Hierarchy inversion is often seen when:
Intergenerational Coalition;
Chemical dependence of one or both parents;
Illness or disability of one or both parents;
Illness or symptomatic behavior in a child, due to which he acquires excessive influence in the family and regulates intra-family relationships.
Violation of the “hierarchy” parameter is also diagnosed in case of its extreme manifestations: excessive hierarchization of the family system and, conversely, the absence of a hierarchical structure in it. This applies to both the family as a whole and its individual subsystems.
Family boundaries
The concept of "family boundaries" is used to describe the relationship between the family and the social environment (external boundaries), as well as between various subsystems within the family (internal boundaries). Family boundaries are symbolic emotional barriers that protect and maintain the sense of integrity of individuals, subsystems, and entire families.
Boundaries are maintained primarily by a system of rules and agreements that exist between family members. These rules determine who belongs to a given system or subsystem, and what is the nature of this membership.
In D. Olson's model, the parameter "family boundaries" is described as a continuum, on one pole of which there are rigid, impenetrable boundaries, on the other - blurred boundaries or their complete absence (A.V. Chernikov, 2001).
Thus, according to the degree of permeability, hard, permeable and blurred boundaries are distinguished. Clearly defined and permeable boundaries correspond to the optimal way the family functions.
Internal boundaries describe the differences between subsystems and are determined by the specifics of the interaction rules existing in them. In the case when the internal boundaries between the parent and child subsystems are very rigid, the family may lack warmth and intimacy. If the boundaries, for example, between the marital and parental subsystems are blurred, then parents often cease to function as spouses, performing only tasks related to caring for and raising children. Subsystems where boundaries are not clear enough do not encourage the development of interpersonal skills within those subsystems. For example, if parents interfere in children's conflicts, the children will never learn to defend themselves, and this will disrupt their relationships with peers.
Features of internal boundaries determine the quantity and quality of family coalitions - associations that exist between family members. The concept of coalitions is one of the central ones in S. Minukhin's structural approach. Two types can be distinguished:
Functional (between members of the same subsystem)
Dysfunctional (between members of different subsystems).
A.V. Chernikov describes the following variants of intergenerational coalitions (all of which are signs of family dysfunction):
A coalition of one parent with a child against another, distant parent. In such a situation, a parent who is not a member of the coalition loses his status and authority in the eyes of the child.
A coalition of one parent with a child against another parent who is also in a coalition with another child. In this situation, each parent justifies the behavior of "their" child and condemns the behavior of the other.
Coalition of the grandparent with the child against the parent. In a situation where representatives of three generations live together, the grandmother (grandfather) often forms such a coalition with the child, directed against the educational influences of one or both parents.
Coalition of a parent with one of the children (pet), causing envy and jealousy in others.
Coalition of one of the spouses with their parents against the other spouse, etc.
The presence of intergenerational coalitions indicates violations of boundaries and hierarchy in the family. J. Haley writes that "there is a fundamental rule of social organization: the organization suffers disaster when coalitions are formed across levels of hierarchy, especially when these coalitions are secret" (J. Haley, 1976). A coalition based on a shared secret associated with the attempt of certain family members to hide certain information from others will destabilize the entire family system.
Features of external borders reflect the degree of openness of the family system for contacts with the outside world. Too open family systems (with blurred external boundaries) are characterized by frequent, uncontrolled “invasions” from outside. Such a family does not provide the necessary level of security and comfort for its members. But no less dangerous is the excessive closeness of the system, which is a consequence of its rigid external boundaries. Family members with rigid external boundaries tend to have increased anxiety, fear of the outside world, and may have difficulty establishing contact with other people. External boundaries also perform a protective function, protecting the family and its subsystems from dangerous information, contacts, etc., and also contribute to the preservation of family identity and the stabilization of intra-family relations.
The relationship between external and internal boundaries is usually described as inversely proportional: the more diffuse and permeable the external boundaries of the system, the more rigid and rigid the internal boundaries are, and vice versa.
On the contrary, if a family establishes rigid and rigid external boundaries, then its internal boundaries, most often, turn out to be diffuse and permeable. Such a system makes a small number of exchanges with the external environment, and the absence or super-permeability of internal boundaries causes the "fusion" of family members, their loss of autonomy (S. Minuchin, 1974).
Flexibility
Flexibility - the ability of the family system to adapt to changes in the external and intra-family situation. To function effectively, families need an optimal combination of intra-family changes with the ability to keep their characteristics stable.
In the R. Beavers system model of family functioning, the family's ability to respond flexibly and adapt to changing conditions is denoted by the "competence" parameter (R. Beavers, 1990).
In D. Olson's circular model, the flexibility of the family system reflects "the number of changes in family leadership, family roles and rules governing relationships" (A.V. Chernikov, 2001, p. 32). The author suggests that this parameter, like the previous ones, should also be considered as a continuum describing four levels of flexibility (A.V. Chernikov, 2001).
Rigid (very low). A family system is called rigid if it is characterized by a low ability to adapt to changing conditions of life, due to which it ceases to adequately fulfill the tasks that arise before it in connection with the passage of life cycle stages. That is, the family is unable to change and adapt to a new situation for her. There is a tendency to limit negotiations, most decisions are imposed by the most status member of the family. According to D. Olson, a system often becomes rigid when it is overly hierarchical. According to a number of studies (Yu.B. Aleshina, 1989), the family becomes most rigid during the birth and care of a small child. At this time, in a married couple, there is an increase in the value of sex-role stereotypes in interpersonal relationships, which is expressed in a rigid sex-role differentiation. A strict distribution of functions is a way for the family system to achieve a certain level of homeostasis. A child reaching the age of independence reduces the problem of the distribution of roles in the family, becoming a source of increasing the flexibility of the family system.
Structured (between low and moderate). When the flexibility parameter corresponds to a structured level, there is a certain degree of plasticity in the family system: for example, family members are able to discuss common problems and take into account the opinion of children. Roles and intra-family rules are stable, but there is the possibility of discussing them.
Flexible (moderate). A flexible type of family system is characterized by a democratic style of family leadership, open negotiations, and the ability to change family roles if necessary. For example, the rules may be adjusted according to age changes or new family members. Sometimes such a family may lack guidance based on the acceptance of some family member responsibility for change. However, this does not lead to a loss of system stability.
Chaotic (very high). A system in a chaotic state has unstable or limited guidance. Decisions made in the family are often impulsive and ill-considered. The roles are unclear and often shift from one spouse to another.
According to D. Olson's model, the central levels of flexibility (structured and flexible) are balanced and ensure optimal family functioning, while the extreme values of the flexibility scale (rigid and chaotic levels) lead to disruption of family functioning.
Role structure of the family
A role is a concept that reflects both social and individual characteristics of a person, the interaction of external and internal aspects of its development. According to E Thomas and B. Biddle, “a role is a set of prescriptions that determine what should be the behavior of a person occupying a certain social position. In different contexts, the role defines the prescription, description, evaluation and action; the idea of a role reflects hidden and overt processes, one's own behavior and the behavior of others, the behavior that the individual initiates and the behavior that is directed at him.
Thus, roles are patterns of behavior, regulated by duties and expectations, which determine both the person's own actions and the actions of the people around him. In addition to actual behavior, the concept of "role" includes desires, goals, beliefs, feelings, social attitudes, values and actions that are attributed to a person. The nature of the distribution of roles in the family is greatly influenced by family values and norms.
Family roles are sets of behavioral patterns assigned to each member of the family system, defined as individual (a set of ideas about oneself as a role carrier), and micro-, macro- and mega-system levels of family functioning (N.I. Olifirovich, T.A. Zinkevich-Kuzemkina, T.F. Velenta, 2005). The role structure of the family prescribes to its members what, how, when and in what sequence they should do, interacting with each other.
The role behavior of family members may be associated with the performance of certain duties and with the maintenance of intra-family interaction.
Roles-duties allow you to determine the contribution of each family member to the organization of a joint life and are described through the functions performed: the one who cooks food, earns money, cleans the apartment, etc.
The roles of interaction allow you to identify typical behaviors in various situations of family communication. For example, in a family there may be such roles as a scapegoat, universal comforter, eternal victim, and so on.
The role structure of family relations varies between rigid and flexible poles, from strictly distributed roles and strict family rules to such a style of family leadership, when the roles between family members can change if necessary. For example, in a married couple, the manifestation of these polarities in the role structure are, respectively, traditional and egalitarian or equal marriages.
In well-functioning families, the structure of family roles is holistic, dynamic, alternative in nature and meets the following requirements:
The consistency of the totality of roles that form an integral system, both in relation to the roles performed by one person and the family as a whole;
The fulfillment of the role should ensure the satisfaction of the needs of all family members while maintaining a balance of individual needs - the needs of others;
Correspondence of the accepted roles to the capabilities of the individual;
The ability of family members to function flexibly in multiple roles.
An indicator of the dysfunctionality of the family system is the emergence of pathological roles that allow the family as a system to maintain stability, however, due to their structure and content, they have a traumatic effect on its members.
Basic concepts
System - a set of elements that are in relationships and connections with each other, which forms a certain integrity, unity.
Family system options:
Stereotypes of family interaction - they are understood as messages that family members exchange with each other (the husband smiles at his wife, and she shows her tongue in response - a preamble to a scandal or sex, etc.). Any event is a message in the family.
Types of messages: 1) Single-level (on one channel) - for example, the sound of a slamming door. 2) Two-level - the sound of a slammed door, plus a cry after. 3) Multilevel. One level is always verbal, the 2nd is non-verbal
Two and multilevel messages are divided into: Congruent (matching). Incongruent (mismatched, divergent).
Family rules - every family has its own rules of life. They are divided into vowels and unspoken ones, which everyone knows, according to which everyone lives, but which are not voiced or are not recognized. If we are talking about vowel rules, then it is easy to agree on them. If they are not voiced, submissions are unspoken, people pretend that there are no rules. It is important to identify not only vowels, but unspoken rules.
There are also rules:
1. Cultural, which exist in a particular culture and are accepted by many families. They are known to all family members and all families. For example, parents should not have sex in front of their children.
2. Unique rules apply to each individual family, arise due to the uniqueness of the history of the family and are known only to members of this family. Often they are unspoken.
The rules in each family determine the place for a family member, which he will take in the family hierarchy. The new element in this structure will be promoted according to the rules. The rules apply to the place of children in the family.
The totality of all family rules is subject to the law of homeostasis (preservation), which ensures the constancy of these rules. If someone can point to this unspoken family rule, it can become persona nongrata for the family.
The rules need to be changed in line with the dynamics of family life. This is a painful process.
The rules of family life apply to all areas of life. Part is produced within the family (unique), part is brought into the family culturally. The rules relate to the distribution of roles in the family. They are quite contradictory. On the one hand, there is a rule that the husband is the head of the family, on the other hand, there is a rule of equality between a man and a woman. Rules define the struggle for power within the family and define family dysfunction.
The rules can be divided into:
1. Functional.
2. Dysfunctional.
Dysfunctional in a rule may be its content. Those who allow domestic violence to occur set dysfunctional rules. Dysfunctional rules are stable (rigidity). Any hard-to-change rule is dysfunctional.
Functional rules are those that can be changed. To help the family, you need to identify dysfunctional rules.
Family boundaries. Any family is a system, and any system has its own structure and boundaries. The boundaries of the family are closely dependent on the state of the boundaries of large social systems. The more open the boundaries of a larger social system (state), the more closed are the boundaries of a smaller social system (family) and vice versa. A positive attitude towards closed family systems is being formed. But if the boundaries of the family are closed, then the boundaries of the subsystem (mother, father) are more and more open. For such systems, vertical dysfunctional coalitions (mother and daughter versus father) are very common. All vertical coalitions are dysfunctional, while horizontal coalitions are functional. When counseling, it is important to answer the question - where are the boundaries, what are they, how do they pass, why is the restructuring taking place. The triangle allows you to see coalitions: the evening triangle and the daily triangle. For example, in a family, father, mother, child and TV. Evening triangle when the child is sleeping. If mom and dad do not talk, communication can go through the child. When the child falls asleep in the evening, his place in the triangle is taken by the TV. The boundaries of the family are visible at a glance. They are clearly visible based on how the family interacts with close families.
Family stabilizers. Each family, both functional and dysfunctional, has its own stabilizers:
§ forms of activity
§ material things, etc.
They support the life of the family, prolonging its life.
Functional Stabilizers:
1. Common place of residence
2. General financial resources
3. General forms of activity and activity
4. General entertainment, etc.
Dysfunctional stabilizers are those that prolong the life span of a dysfunctional family:
1. Children. They are an element of the family system, grow and develop in it. In a functional family, they are not stabilizers. But in dysfunctional, instead of the family wasting energy on its development, all elements of the system spend a lot of energy on maintaining the family. The presence of a child forces the family not to break up. Children began to become such stabilizers in the last 100 - 150 years, which is associated with an increase in life expectancy. Previously, marriages lasted no more than 20 years, children did not have time to become stabilizers. In accordance with the law of homeostasis, the family tries to maintain its stability and the child acts as a stabilizer that keeps the family from breaking up.
2. Diseases
Both diseases that arise apart from the influence of the family system (somatic), and disorders generated by the system itself (psychosomatic and mental). If a sick child appears in the family, then he becomes a dysfunctional stabilizer of the system. Similarly, if a mentally ill person appears in the family. Various psychosomatic disorders can also occur, which also make the family exist for a long time.
3. Conduct disorders
There are a sufficient number of families where children run away from home, commit petty theft, etc. This becomes a kind of family stabilizer. These behavioral disturbances are often a reaction to a dysfunctional family relationship. The twos in the diary are often an unconscious action to draw the attention of parents to children. Such a problem child prolongs the life span of a dysfunctional family.
4. Adultery - with a syndrome of fear of intimacy.
Family myths. This is a complex family knowledge, often poorly realized, which consists of a set of family rules that have been formed over at least three generations and which are, as it were, a continuation of the phrase "We are..." Usually, the family myth is in a latent state. He wakes up when:
A stranger enters the family.
At times of major social change.
In a situation with family dysfunction.
Usually in a functional family, the myth is very deep. The more the family becomes dysfunctional, the more the myth begins to awaken. Myth is not always dysfunctional. It can be quite natural and determined by the conditions where the family lives. But if in the 1st generation it is perceived normally, then by the third it can become painful for one of the family members.
People who are inside a myth, as a rule, do not realize this myth. Since they are inside the myth, they begin to see reality in terms of this myth. Often family myths correspond to well-known ancient Greek myths. Heracles, Domokles, Tantalus, etc. live in families.
Depending on the stage of development of the myth, the family can develop from functional to dysfunctional. The myth: "We are a close-knit family..." in two generations, in the third generation leads to difficulties in separating children from their parents.
Family history.
Many dysfunctional stereotypes in the family are reproduced in generations. For example, alcoholism, suicides, lavelace, etc.
Today, genetic diseases and simply stereotypes of behavior with inheritance stereotypes are precisely established. Hence, family psychologists are interested in the family life history of the family being studied and each of the members of the family they make up. This interest helps to understand the actual trouble that arose. One of the techniques by which you can correctly learn the history is the technique of genograms. It was created by Murray Bowel, an American psychologist. This technique allows you to record not only the structure of the family, but also to verify one or another type of relationship in families. A circle is a designation of a woman, a square is a man. The line of their connection is marriage. Children are indicated, respectively, by a circle or a square, the age is put inside. This gives an idea of the nature of relationships in the family. If someone in the family has died, this is indicated by a crossed out square, the dates of life and death are put. Abortions and miscarriages - a crossed out triangle. Divorce is indicated by two parallel lines. Restoring a marriage is a line reconnecting a square and a circle. Communication without marriage is a dotted line. The nature of the relationship is also fixed - two parallel lines with good relations, distant relations - a dotted line. In families there are symbiotic relationships - 3 parallel lines. This is a very close relationship with a pronounced emotional dependence of people on each other. With an increase in interpersonal distance, children find it difficult to tolerate separation. Various neurotic states arise, the child becomes more infantile, he is not able to start and lead an independent life. If 2 elements are surrounded by a dotted line - there is a coalition. If there is a coalition symbiotic relationship - there is a dysfunction. Any vertical dysfunction will be reproduced horizontally.
Two oblique lines - relationships such as an emotional break. Conflict relations in families are depicted by a wavy line.
Ambivalent relationships - 2 parallel lines crossed by a sinusoid - when people experience strong conflicting relationships with each other. Periods of intimacy alternate with conflicts.
Names, dates of birth and death, and significant dates in the history of the family (moves, arrests, etc.) are indicated on the margins of the genogram. If the genogram is examined in three generations, it is possible to establish the source of the family myth. This technique allows you to set the boundaries of the family who had similar stereotypes. There are certain patterns that are reproduced in the family.
The genogram technique also makes it possible to determine the degree of differentiation in the family. What is differentiation is a concept that defines the characteristics of the individual psyche and reflects the degree of differentiation between the individual and the functional. The lower the level of differentiation, the easier thought processes fall under the power of emotions. The higher the dependence of the individual's behavior on the situation. There is a scale of differentiation with 4 areas.
The extreme region of 0-25% - emotions completely dominate thought processes. Behavioral attitudes are completely dependent on stereotypes. In stable conditions, it functions based on common sense, but with a little stress, emotions acquire complete power over such a person.
At 25-50%, a person also predominantly has emotions, but they are more adaptive and less environmentally conditioned. There is purposeful behavior here, but the person is overly dependent on the opinions of others. A person checks each step with the environment and does not really trust himself. A person may not perform significant actions if the environment looks at it negatively.
50 - 70% of the intellectual functions are sufficiently formed not to fall under the emotions. They take over only when stressed. Most of humanity falls under this parameter. Intelligence determines decision making, and emotions are actively manifested in intimate relationships.
How is it related to the family? Non-differentiation means that when interacting in a group, an individual easily enters into emotional fusion with others. A person who is not able to separate his mind from emotions cannot separate this in others, especially in those close to him. Such a person, without realizing it, charges the family with different emotions. Such a family is called emotionally united. Family ego mass - it is not clear who is the source of emotions. This emotional unity begins to affect the model of individual behavior and family behavior too. A child in such a family will be infected, for example, by the emotions of the mother. Having created his family, he will try to merge excessively with his wife.
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Dissertation abstract on the topic "Structural and functional characteristics of the family as a factor in the development of communicative abilities of high school students"
As a manuscript
VOYUBIEVA Natalya Anatolyevna
STRUCTURAL AND FUNCTIONAL CHARACTERISTICS OF THE FAMILY AS A FACTOR IN THE DEVELOPMENT OF COMMUNICATION ABILITIES OF HIGH SCHOOL STUDENTS
19.00.07 - educational psychology
Irkutsk-2004
The work was done at the Kemerovo State University
scientific adviser
Candidate of Psychological Sciences, Associate Professor Gorbatova Marianna Mikhailovna
Official opponents - Doctor of Psychology, Professor
Karyayshev Alexander Dmitrievich
Candidate of Psychological Sciences, Associate Professor Yamshchikova Olga Alexandrovna
To the traveling organization
Tomsk State University
The defense will take place on June 25, 2004 at 12:00 pm. at a meeting of the dissertation council D 212.072.01 at the Irkutsk State Pedagogical University at the address: 664011, Irkutsk, st. Sukhe-Bator, 9, room. 203.
The dissertation can be found in the library of the Irkutsk State Pedagogical University
Scientific Secretary
dissertation council
GENERAL DESCRIPTION OF WORK
In the interpretation of psychological phenomena of senior school age, the position of the dominant role of communication is generally recognized (L. I. Bozhovich, I. V. Dubrovina, I. V. Strakhov, I. E. Strelkova, V. E. Pakhalyan, I. S. Kon, M. I. Lisina, A. V. Mudrik, etc.) The effectiveness of communication largely depends on communicative knowledge, skills, the acquisition and assimilation of which is largely associated with the development of communication abilities. Studying the communicative abilities of high school students, identifying patterns and factors influencing their development, creates a real basis for choosing a scientifically based approach to the development of communicative abilities in the transition period from adolescence to youth.
Relevance of the topic. The need to study the problem of communicative abilities is determined by the logic of the development of psychological research on communication. While the phenomenon of communication is being actively studied by foreign and domestic researchers, the problem of the conditions for the formation and development of communicative abilities, the diagnosis of communicative abilities, as well as the factors influencing their development, is not the subject of deep scientific development. Psychology faces a number of problems related to the search for causes and factors influencing the development of communication skills, accelerating or inhibiting this process. One of these factors is the structural and functional characteristics of the family, since the decisive factor in the development of the individual is the social relationship between the child and parents.
In modern society, the values of the family are changing, the birth rate is falling, the number of incomplete, deformed, disharmonious families is growing. Representing a system of human relationships that are realized in family interaction and communication, the family turns out to be the most important factor in the daily existence and development of the individual. However, so far, only the first steps have been taken in understanding those psychological parameters of the family that are determinants of the individual development of children, the formation of their personal properties and communication skills in this environment. Despite the abundance of theoretical and empirical studies, R. Eidemiller, V. Justickis, A. E Lichko, A. Freud, A. Adler, K. Horney, E Erikson, V. Shuti, E Maccoby, G. T. Homentauskus, A. J. Varga, T. V. Nesche -ret, V. Ya. Gyndikin, V. N. Druzhinin, et al. Until now, the question of the mechanism of influence of the characteristics of family upbringing (the nature of intra-family relations and communication, types of parental attitude) on the communication abilities of children remains insufficiently studied.
In addition, the change in the socio-economic situation in Russian society (the development of ideology, social instability, and: stay, breaking stereotypes, the emergence of market relations
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workers, etc.) makes higher demands on the development of the communicative abilities of the individual, which leads to the formation of a new social order for psychological science.
The urgency of the problem, its insufficient theoretical and methodological development, the need to optimize the process of developing the communicative abilities of the individual determined the choice of the topic of our study.
The purpose of the study is to study the influence of the structural and functional characteristics of the family on the development of communicative abilities of high school students.
The object of the study is the family as a factor in the development of communicative abilities of high school students.
The subject of the study is the structural and functional characteristics of the family and their influence on the development of the communicative abilities of high school students.
Research hypothesis. We proceeded from the assumption that the development of communicative abilities of high school students is determined by the structural (type of family, sibling position of the child, number of children in the family) and functional (styles of parental attitude, features of family interaction and communication) characteristics of the family. Features of the influence of such structural characteristics of the family as the type of family (full, incomplete), and the number of children in the family depend on the characteristics of family relationships and communication.
In accordance with the goal and hypothesis, the following tasks were formulated:
2. To study the influence of the structural and functional characteristics of the family on the development of communicative abilities of high school students.
The methodological basis of the study is the theoretical and methodological provisions of the representatives of the psychodynamic approach to personality development (K. Hornn, A. Adler, V. Shuti), according to which the experience of relationships acquired at an early age determines the development of the personality and depends on the nature of the relationship between the child and parents . The basis for the analysis of communicative abilities in the dissertation was the fundamental scientific and theoretical principles and approaches to studying the problem of abilities, developed in the works of A. N. Leontiev, K. K. Platonov, S. L. Rubinshtein, B. M. Teplov and other domestic psychologists. We also relied on some theoretical provisions on the development of communicative abilities in ontogeny, formulated in the works of D. B. Elkonin, V. V. Davydov, M. I. Lisina, I. S. Kon, A. V. Mudrik, V. E Pahalyan.
Research methods. To solve the tasks and test the hypothesis, a wide range of methods was used: theoretical analysis of psychological literature on the research topic, questionnaires, interviews, peer review, copying data from personal files, as well as test questionnaires:
16 factor questionnaire by R. Cattell (modification of the “17 LF” test), “Personal differential” technique (E. F. Bazhina, A. M. EtkindaKh “Method of assessing the communication skills of high school students” (author’s), parental attitude test questionnaire A. Ya Varga, V. V. Stalin, projective test "Family Drawing" by G. T. Homentauskus.
When processing the data obtained, statistical methods were used to process the results of the study (the method of comparing average values according to Student's t-test, the study of correlation coefficients by the Spearman rank method, factor analysis, cluster analysis).
Base and stages of research. The study was conducted in 1997-2004 on the basis of secondary school No. 3 in Anzhero-Sudzhensk and included three stages, one preparatory and two experimental.
During the preparatory stage (1997-1999), a set of methods for collecting empirical data was formed that corresponded to the hypothesis formulated in advance, the content and scheme of the experimental study were refined.
At the first experimental stage (1999-2000), a pilot study was conducted, in which 103 high school students aged 14-16 took part. At this stage, there were structural components communicative abilities of high school students, a diagnostic model was developed for their assessment, the scheme for conducting the second stage of the experimental study was refined.
In the course of the second experimental stage of the study (2000-2004), the influence of the structural and functional characteristics of the family on the development of the communicative abilities of high school students was studied, recommendations were developed for conducting training to improve the communicative abilities of high school students. 150 schoolchildren took part in the study at this stage. The age of the subjects is 14-16 years old.
The total sample size was 253 high school students.
The reliability of the results and the validity of the conclusions were ensured by the complex use of proven research methods that are adequate to the subject and objectives of the study, the mutual verification of the results, as well as the use of mathematical statistics methods and a meaningful analysis of the data obtained, identified on a representative sample of subjects.
The scientific novelty and theoretical significance of the work lies in the fact that new data have been obtained regarding the influence of the structural and functional characteristics of the family on the development of the communicative abilities of high school students. It has been established that the structural characteristics of the family (family type, serial number of birth of children, number of children in the family) and the functional characteristics of the family (features of parental relationships, features of intra-family relationships and communication) determine the nature of the development of high school students' communicative abilities. Data have been obtained and substantiated that clarify the theoretical ideas about the structural components of the communicative abilities of high school students, a diagnostic model has been developed to assess communicative abilities.
The results obtained in the work make it possible to clarify the general theoretical ideas about the mechanisms of family influence on the development of communicative abilities.
The practical significance of the dissertation research is determined by the fact that the results of the study and the recommendations developed on their basis can be used in the development of psychological and pedagogical programs and guidelines for improving the communication skills of high school students, in the practice of family counseling. The results of the dissertation work have been introduced into the practice of the psychological service of secondary school No. 3 in Anzhero-Sudzhensk. Based on the data obtained, a training program was developed to improve the communicative abilities of high school students, which is practically used in the work of psychologists. The data obtained also make it possible to make a certain contribution to the development of methods for diagnosing the communicative abilities of high school students.
Provisions for defense:
1. The development of communicative abilities of high school students is due to the structural characteristics of the family, namely, the type of family, the serial number of birth and the number of children in the family. Among the structural characteristics of the family that favorably influence the development of communicative abilities, one can single out the third sibling position. Features of the influence of such structural characteristics of the family as the type of family (full, incomplete) and the number of children in the family depend on the characteristics of family relationships and communication.
2. The development of communicative abilities of high school students is conditioned by the functional characteristics of the family, namely, the peculiarities of the parental relationship, the peculiarities of intra-family relationships and communication. Among the functional characteristics of the family that have a beneficial effect on the development of communication skills, the following can be distinguished:
Peculiarities of parental attitude: styles of maternal attitude "symbiosis", paternal attitude "authoritarian hypersocialization", maternal emotional acceptance of children, consistency of upbringing;
Features of family relationships: favorable psychological climate of the family, emotional “inclusion” of the child in the family, friendly relations in the family, friendly relations between the family and other relatives, high family status of a brother or sister, perception of high school students and their status in the family as average, manifestation of interpersonal -stnoy attraction to a brother or sister;
Features of family communication: spending days off (holidays) with parents, spending free time reading books together, a positive attitude towards communication with parents and (as in gaining life experience and interesting communication).
3. Structural components and communicative abilities of high school students are: productivity and variability of communication, manifestation of positive emotions and trust in people, observation, features of speech and
Approbation of work. The results obtained in the dissertation research were reported at the International Winter Psychological School "Integral Individuality: Theory and Practice" (Kemerovo, 2000), the International Conference "Sociocultural Hermeneutics: Theoretical and Methodological Substantiation in the Context of the Development of Tolerance" (Kemerovo, 2002X at the annual final scientific and practical April conferences of students and young scientists of the Kemerovo State University, were discussed at the methodological seminars of the Department of Social Psychology and Social Work of the Kemerovo State University.
Dissertation structure. The dissertation consists of an introduction, two chapters, a conclusion, a list of references, and an appendix. The main content of the work is presented on 159 pages. The dissertation text contains 6 tables and 11 figures. The bibliographic list includes 309 sources.
The introduction substantiates the relevance of the study, shows its novelty, practical and theoretical significance, defines the object, subject, goals and objectives, formulates the research hypothesis, outlines the provisions submitted for defense, describes the research methods.
The first chapter "Theoretical and methodological aspects of the problem of the influence of the family on the development of communicative abilities of high school students" provides a theoretical analysis of domestic and foreign studies on the problem of the influence of the family on the development of communicative abilities of high school students.
Traditionally, both in domestic and foreign psychology, the special importance of the family environment in the mental development of the child is recognized (L. S. Vygotsky, L. I. Bozhovich, I. V. Dubrovina, M. I. Lisina, A. S. Makarenko, D (B. Elkonin, A. N. Leontiev, K. Horney, V. Justickis, E. Eidemiller, etc.) Most of the researchers (E. Eidemiller, V. Justickis, A. E Lichko, A. Ya. V. Neshcheret, V. Ya. Gindikin, O. V. Kebrikov, I. A. Sikorsky, G. T. Homentauskus, A. Adler and others) believe that the most important characteristics of the family that affect the development of personality and communication abilities, are structural and functional characteristics. The following are at the center of experimental and clinical studies of family factors influencing the development of communicative abilities: features of the upbringing of the child and the attitude of parents towards him, the style of communication in the family, the nature of family interaction, family structure, the specifics of the distribution of roles, etc.
In domestic and foreign psychology, there are two main approaches to researching the role of the family in the development of a child's communication skills. Representatives of the first approach (I. Ranshburg, P. Popper, R. Richardson,
T. N. Trefilova, J. Claussen, K. Jones, L. Adamson and others) predict the dependence of the development of personality and communication skills on the structural features of the family: family type (polyaya, incomplete), birth order and number of children in the family.
Representatives of the second approach (A. Freud, K. Horney, E. Erickson, V. Schutz, E. Maccoby, G. T. Homentauskus, A. Ya. Varga, V. Ya. Gindikin, V. N. Druzhinin, T. V. Neshcheret et al.) state that "the functional characteristics of the family, namely the features of child-parent relationships, the features of intra-family communication and interaction have a decisive influence on the development of the individual and the development of communication skills. It should be noted that all research explanations of the representatives of this approach have been completed within the framework of two orientations Representatives of the first orientation (W. Schutz, E Maccoby, G. T. Homentauskus, E. Erikson, N. T. Kolesnik, K Spock, etc.) establish a connection between certain family and family influences, individual and parameters and, properties and, qualities and interaction of an adult and a child and abilities and to communication of children as "objects" of influence. In many works (A. Ya. Varga, A. S. Spnvakovskaya, A. M. Vinogradova, E Shefer, K. Bell) analysis of the interaction between the child and the parent is considered as a holistic phenomenon, as a type of interaction between an adult and a child or a type of communication between a parent and a child. A number of researchers (V.I. Garbuzov, A.I. Zakharov, D.N. Isaev) put in the analysis of violations of the process of interaction between the child and the parent, consider violations of the system of family education and disharmony of family relations as the main factors causing the occurrence of neuroses , psychopathy, deviant behavior in children.
The second orientation, whose representatives (L.I. Bozhovich, I.G. Chesnova and others) are trying to prove that the child himself determines his place in the cotext of family influences, is not so rich in experimental studies, since the experimental implementation of this approach requires a significant complication of the experimental scheme. Within the framework of this orientation, the relationship "parent - child" is described not as a process of unidirectional influence, but as a process of interaction in which the child is a full-fledged subject, that is, the activity of the child, the world of his subjective experiences are taken into account.
An analysis of the psychological literature on the role of the family in the development of communicative abilities showed that, despite the abundance of theoretical work and empirical data, the problem of the influence of intra-family relations on the communicative abilities of a child leaves room for further study. This is due to the fact that in most of the existing studies, the influence of certain parameters or types of education on the communicative abilities of children is considered, and the internal position of the child when perceiving parental attitudes is not taken into account. At the same time, the question of the mechanism of influence of the characteristics (styles, types, models of relationships, parental position, etc.) of family education on the communication abilities of children remains insufficiently studied. In addition, the methods that were used by researchers and allowed to identify only some of the features of intra-family relations that affect the development of communication skills.
A review of the psychological and pedagogical literature devoted to the study of the development of communicative abilities in ontogeny suggests that the ability to communicate effectively in senior school age becomes the most relevant. Communication in senior school age is characterized by a number of qualitative and quantitative neoplasms. Being a general mechanism for the inclusion of a high school student in social life, communication is qualitatively different at this age stage in its sharp intensification and the appearance of some peculiar elements that are not traced at previous age stages and are much smoother at subsequent ones (we mean the phenomena of expectation and search for communication, an increase in the importance of interpersonal communication, expanding the circle of communication, etc.). The specificity of communication in senior school age has the following features: the need for intimate and personal communication with a close friend, the desire for self-affirmation and the desire to be accepted in a peer group, to achieve recognition of one's adulthood and one's individuality, etc. The need for isolation, which is clearly manifested in the older school age, finds its concrete expression both in communication and in solitude.
The need to communicate with adults, developing along with the need to communicate with peers, comes to the fore in senior school age. This need is realized mainly in communication with parents. The studies of A. V. Mudrik, V. E. Pakhalyan, T. P. Skripkina show that this need finds its satisfaction primarily in the form of “non-regulated”, “confidential”, “free” communication, the development of which largely depends on on the characteristics of family relationships. The correct line of behavior of adults in relation to high school students can largely contribute to the fact that high school students develop an optimal position in relationships with people around them in the present and in the future. Thus, the nature of relationships with significant and adults (in particular, with parents and) influences the development of high school students' communicative abilities.
Based on the fact that the ability to communicate productively becomes most relevant at senior school age, the introduction of a training program to improve communication skills into the work of a school psychologist can contribute to the development of communication skills of high school students.
To date, thanks to the works of B. G. Ananiev, E. A. Golubeva, A. N. Leontiev, K. K. Platonov, S. L. Rubinshtein, K M. Teplov, V. D. Shadrikov, T I. Artemyeva, E. P. Ilyin, and others, the problem of abilities can be classified as one of those studied in detail in psychology. Questions of understanding the nature of communicative abilities are among the most controversial in the psychological theory of abilities. In theoretical developments of the problem of communicative abilities, there is no strict term hypo-logical differentiation regarding the very concept of these abilities, their structure, functions, etc.
The most complete theoretical aspect of the problem of abilities is presented in the works of representatives of the personal-activity approach to abilities (B. M. Teplova, V. D. Nebylitsina, A. N. Leontiev, K. K. Platonov, A. G. Kovaleva, V. N. Myasishchev and others). The value of these studies lies in the fact that abilities are considered from the standpoint of personality structure, when determining their place among other "psychological phenomena" and from the standpoint of activity, when explaining the genesis of abilities. According to these concepts, it can be argued that communication skills are individual psychological characteristics that distinguish one person from another and are manifested in the success of mastering or performing communicative activities; they are formed and improved in practical communication; the structure and subject content of communicative activity indirectly reflects the structure and content of communicative abilities.
The essence of the concept of communicative abilities is revealed by K. K. Platonov, N. V. Kuzmina, G. S. Vasiliev, L. M. Mitina, N. A. Karaseva, A. A. Kidron, V. V. Burlakov, E A. Golubeva, M. K. Kabardov, L. A. Tsvetkova, etc. Based on a theoretical analysis of the current state of the problem of communicative abilities, we define communicative abilities as a complex multi-level personality formation, a set of communicative characteristics of a person, as well as its social perceptual and operational-technical knowledge, skills and abilities that ensure the regulation and flow of communication activities. The basis of the structure of communicative abilities singled out to us are ideas about the structure of objective activity, as well as the principles and approaches to identifying the structural components of communicative abilities, proposed by N. M. Melnikova, N. I. Karaseva, V. I. Kashnitsky. The structure of communicative abilities can be represented as a hierarchy of blocks, based on the regulatory role that they play in the activity of communication, where each underlying block performs a regulatory function in relation to the overlying one:
1. Personal block, which includes characteristics related to the orientation of the personality, attitude towards oneself, towards others, towards communication activities, as well as some characteristics of the emotional-volitional and intellectual spheres.
2. Socio-perceptual block, which is the mechanisms of interpersonal perception.
3. Operational-technical block, consisting of m different communicative skills, characteristics of the communicative repertoire.
All structural components of communicative abilities act in an indissoluble unity, in a complex, ensuring the regulation of communication activities.
In general, a review of the literature on the topic of the study showed that the problem of the influence of the family on the development of the communicative abilities of the individual received a fairly deep coverage both in domestic and foreign studies: the influence of individual parameters and types of education on the communicative abilities of children was considered, the structure of communicative skills was revealed.
properties, some psychological patterns of their formation and development are described. At the same time, the question of the nature of the relationship between the features of the development of communicative abilities of high school students and the structural and functional characteristics of the family remains insufficiently studied. Among the factors favorably influencing the development of communicative abilities, the following stand out: the presence of a complete family, older brothers and sisters, parental education, cultural environment, favorable intra-family atmosphere, personal characteristics of parents that contribute to the development of communicative abilities, the dominance of parental parameters such as acceptance and love, consistency in upbringing, the style of parental relationship "cooperation", etc. Following the representatives of the psychodynamic approach (K. Horney, A. Adler, etc.), we believe that the experience of relationships gained in early childhood in family relationships determines the development of personality and subsequently affects the establishment of contacts. It is this approach that forms the basis of this dissertation research.
The second chapter "Experimental study of the influence of the structural and functional characteristics of the family on the communication skills of high school students" describes the course and procedure of the study, presents the results of an empirical study. The objectives of the study included identifying the structural components of the communicative abilities of high school students, developing a diagnostic model for their assessment, determining the nature of the relationship between the features of the development of communicative abilities of high school students and the structural and functional characteristics of the family.
With the help of questionnaires, copying data from public records, interviews with high school students and parents and teachers, some autobiographical data, family type, birth order, number of children in the family, some features of family relationships and communication were identified.
With the help of the test-questionnaire of the parental relationship (A. Ya. Varga, V. V. Stolin), the features of the parental relationship, the dominant style of the parental relationship, such parameters of the parental relationship as acceptance (emotionality of the relationship) and control (attitude towards autonomy) were revealed. ).
With the help of the projective test "Family Drawing", the features of intra-family relations and the emotional well-being of the child in the family were revealed, and the features of the psychological climate in the family (family cohesion, manifestation of positive emotions, emotional involvement in family relationships, features of interpersonal attraction), status relationships in the family.
To joke the communicative abilities of high school students, the structural components of communicative abilities were identified, a diagnostic model was developed to study their development.
The assessment of communication skills (CS) of high school students was carried out using the author's "Methodology for assessing the communication skills of high school students." This technique is based on the analysis of the main theoretical approaches in domestic and foreign psychology to the structure of communication.
cationic abilities, as well as it is based on the Methodology for assessing the communicative abilities of teachers (L. M. Mitina) and the list of communication properties of the polar profile method (A. A. Kidron)
The choice of communicative qualities underlying the creation of the author's methodology turned out to be a complex methodological problem. On the one hand, the “semantic field” (the designation of language with them and) communicative abilities had to be covered as fully as possible. On the other hand, it was necessary to choose the optimal number of communicative properties so that it would not tire the subjects and would not cast doubt on the quality of the answers. Initially, 85 communicative properties were identified. As a result of the peer review procedure, in which 15 psychologists took part (of which 7 were teachers of the socio-psychological faculty of the KemSU, 8 were practicing psychologists), some properties were eliminated, some were clarified and changed, some were added. As a result, the main communicative properties were identified, which were grouped into 19 main blocks: the need for communication; sociability; trust in people; goodwill; self-control; intellectual qualities; emotionality; the ability to enjoy communication; the ability to accurately perceive oneself, a partner, the situation of communication as a whole; empathy; the ability to listen to others; observation; features of speech; voice features; expressive movements; the ability to influence and optimize interpersonal relationships in a group; the ability to organize the space and time of communication; creativity in communication; communication etiquette. During the pilot study, in which 103 high school students took part, the level of development of these communicative properties was assessed in a self-assessment variant.
In order to give the information accumulated as a result of the study a compact form, to conduct a meaningful analysis of the data obtained, factor and cluster analysis was carried out (to process all the study data, the automatic data processing program Statistica 5.5. A was used).
As a result of the rotation of factors with the help of Vagimaxs, ten factors were identified that formed the basis of the structural components of the CS and the final version of the author's "Methodology for assessing the communicative abilities of high school students":
1. The productivity and variability of communication made up the following communicative properties: sociability, the ability to influence and optimize interpersonal relationships in a group, expressive movements, creativity in communication, the need for communication, the ability to organize the space and time of communication (contribution to the dispersion of variables -29.13% ).
2. The manifestation of positive emotions and trust in people: emotionality and trust in people (8.64%).
3. Observation (6.99%).
5. Intellectual qualities (5.42%).
6. Self-control (4.44%).
7. Empathic attitude: the ability to listen to others and empathy (4.35%).
8. Tolerance and accuracy of perception: benevolence and the ability to accurately perceive oneself, a partner, the situation of communication in general (4.3%).
9. The ability to enjoy communication (3.83%).
10. Communication etiquette (3.72%).
Each structural component of the CS was assessed from 1 to 6 points, which corresponded to the following indicators: low, below average, average, above average, high, highest. This made it possible to assess the individual level of development of both each structural component of the CS, and all as a whole (total indicator). Also, three levels of development of communicative abilities of high school students were identified: a low level of development of the CS (from 1 to 4.05 points); average level of CS development (from 4.06 to 4.77 points); high level of CS development (more than 4.78 points) The distinguished levels of CS development were used to interpret the results and may be the “key” to the use of the methodology.
1. Constructive validity was tested on the basis of the correlation of the results obtained according to the "Methodology for assessing the CS of high school students", R. Cattell's questionnaire, the "Personal Differential" method using the Spearman rank method. When identifying the strength of the connection between the studied parameters of communication abilities and the parameters of the R. Cattell questionnaire, the "Personal Differential" methodology, the correlation coefficient (r) was taken into account. At n = 103, statistically significant correlations were found between the structural components of the CS with the factors C, H, B, E, L, M of the R. Cattell questionnaire and with the factors A, O, C of the "Personal Differential" method, significant at 0.05 level .
2. The reliability of the methodology was verified by re-testing after three months and after six months. At P=30, G not lower than 0.82.
3. To identify the percentage of coincidence, an expert assessment of the communicative abilities of high school students was carried out by teachers according to the "Methodology for assessing the CS of high school students." As a result of comparing the data obtained in the self-assessment variant and as a result of expert evaluation, a rather high percentage of coincidence (p) p = 83% was revealed (which also confirms the validity of the methodology).
Thus, the results obtained in terms of constructive validity and reliability made it possible to use the "Methodology for assessing the CS of high school students" for research purposes.
The structural characteristics of the family included the following characteristics: type of family (full, incomplete), serial number of birth and number of children in the family.
As a result of the study, it was found that the type of family does not directly affect the development of the CS of high school students. The absence of differences in the development of the CS of high school students from complete and incomplete families is due to
leno by the influence of the functional characteristics of the family. Despite the fact that many researchers come to the conclusion that upbringing in an incomplete family can have a negative impact on the development of CS, the results obtained suggest that the absence of one of the parents in the family is perhaps less significant for the development of a child's CS than the nature of the relationship between the child and a single parent, the psychological climate in the family, the availability of material resources that are important for the development of the CS, the presence of other siblings who can provide emotional support to each other.
The dissertation research provides data proving that the order of birth of children in the family affects the CS of high school students.
Table 1
Average indicators of the structural components of communicative. abilities of high school students with different birth numbers
No. Structural components of the CS Ordinal number of birth R R R R R R
first second third only
1 2 3 4 1 "2) from 1 and 4 2 and 3 2 and 4 3 and 4
1. Productivity and variability of communication 4.48 4.57 4.78 4.37 0.49 0.12 0.63 0.19 0.33 0.09
2. Manifestation of emotions and trust 4.I 4.00 4.61 3.81 0.53 0.05 0.35 0.009 0.49 0.01
3. Observation 5 4.81 5.17 4.90 0.29 0.50 0.79 0.14 0.76 0.97
5." Intellectual qualities 4.29 4.36 4.47 4 0.67 0.47 0.34 0.65 0.23 0.15
6. Self-control 3.74 3.86 4.05 3.63 0.58 0.36 0.78 0.55 0.54 0.38
7. Empathic attitude 4.58 4.75 5.05 4.5 0.26 0.04 0.77 0.14 0.33 0.05
8. Tolerance and accuracy of perception 4.61 4.51 4.76 4.40 0.49 0.49 0.48 0.18 0.66 0.29
9. Satisfaction with communication 4.66 4.79 4.88 4.27 0.50 0.49 0.32 0.69 0.06 0.04
10. Communication etiquette 4.56 4.62 4.76 4.90 0.77 0.49 0.33 0.56 0.95 0.58
11. Total indicator 4.42 4.44 4.69 4.26 0.77 0.05 0.35 0.04 0.20 0.01
It has been established that the third sibling position is a condition for the favorable development of the CS (see Table 1), which is explained by the possibility of communicating simultaneously with many participants (siblings and parents), the age of the parents at the time of the birth of the children, and the psychological characteristics of high school students with different birth numbers.
The following characteristics were attributed to the functional characteristics of the family: features of the parental relationship; features of family relationships (psychological climate of the family, the nature of family conflicts, status relationships in the family, features of the manifestation of interpersonal attraction); features of intra-family communication.
After analyzing the influence of the characteristics of parental attitudes on the development of communicative abilities, it can be argued that one of the mechanisms leading to differences in the development of the CS of high school students is the parental attitude. It was found that the style of maternal attitude "symbiosis" has a positive effect on the development of the CS, and "infantilization" and "rejection" have an unfavorable effect. A positive maternal emotional attitude towards the child (“acceptance”) contributes to the development of CS in high school students, and an authoritarian attitude has an adverse effect on the development of CS. Thus, the lack of interpersonal distance between mother and child, the feeling of being one with the child, the desire to satisfy all the needs of the child contribute to the development of the child's abilities. Maternal love and acceptance create in the child a sense of security, a sense of trust in the world and other people, necessary for the development of an active and independent attitude towards the world around them, contribute to the development of broad and deep social ties, and obtaining the right patterns of communication. Rejection by the parents of the child, avoidance of contact with the child leads to a change in intra-family attachments, changes the educational opportunities of parents, which adversely affects the development of children's CS.
The study found that the style of paternal attitude "authoritarian hypersocialization" favorably affects the development of CS. The requirement from the child of unconditional obedience and discipline from the fathers, close observation of the achievements of the child contributes to the development of the CS.
One of the conditions for improper upbringing is its inconsistency. It was found that the consistency of educational influences in the parental relation contributes to the development of the CS.
Another mechanism leading to differences in the development of CS in high school students is the peculiarities of family relationships. One of the most important indicators of the characteristics of family interaction is the psychological climate, which is determined by the cohesion of the family, emotional "inclusion" in family relationships, and the characteristics of family conflicts. The feeling of being one with the family, the high cohesion of the family, the rare nature of family conflicts contribute to the formation of a favorable psychological climate in the family. The study found that a favorable psychological climate in the family, the emotional "inclusion" of the child in family relationships, friendly relationships in the family, friendly relationships between the family and other relatives have a beneficial effect on the development of the CS of high school students.
The study of other indicators of family relationships allows us to state that the child's perception of his role in the family as dominant (high family status) or a sense of inferiority in the family situation (low family status) adversely affect the development of CS. The perception of one's family status as average (adequate to the family situation) favorably affects the development of the CS. Also, the perception of high school students and the status of siblings in the family as you
sokogo, the manifestation of a positive emotional attitude (interpersonal attraction) to a brother or sister.
Communication with parents is an important condition for the development of the communicative abilities of the individual. However, the mere existence of live communication between a child and an adult is not enough for his harmonious mental development. Great importance have the quantity and quality of communication with adults. As a result of the study of the influence of the amount and nature of spending free time with parents, attitudes towards communication with parents on the development of the CS of high school students, it was found that spending days off (holidays) with parents, spending free time reading books together, and the attitude to communication with parents as gaining life experience and interesting communication contribute to the development of the CS. An unfavorable condition for the development of the CS is the attitude to communication with parents as a duty, duty, predominantly spending free time outside the family.
The fact that we revealed the interconnected influence of the structural and functional characteristics of the family on the development of the CS is especially clearly expressed in the following results of the study:
1. The favorable impact on the CS of such a structural characteristic of the family as the number of children in the family is due to the influence of functional characteristics, namely, friendships and relations between parents, the rare nature of family conflicts, a favorable psychological climate, predominantly spending free time with parents and others and sib-lingam i.
2. The influence on the CS of such a structural characteristic as the type of family (complete, incomplete X is due to the influence of the psychological climate of the family (functional characteristic of the family). Thus, the presence of even a moderately favorable psychological climate in the family can be a condition for the high development of the CS of high school students from single-parent families, which calls into question the fact of the negative impact of an incomplete family on the communication abilities of a child, which is available in the literature.
Thus, the results of the experimental study confirmed the hypothesis put forward that the features of the development of the communicative abilities of high school students are determined by structural (family type, sibling position of the child, number of children in the family) and functional characteristics of the family (styles of parental attitude, features of family interaction and communication). ).
At the end of the dissertation, the results of the study are summarized and the following conclusions are formulated:
1. Structural characteristics of the family, namely the type of family, serial number of birth, the number of children in the family, determine the features of the development of the communicative abilities of high school students. Among the structural characteristics of the family that favorably influence the development of communicative abilities, the third sibling position stands out.
2. The functional characteristics of the family, namely the features of the parental relationship, intra-family relationships and communication determine the nature of the development of the communicative abilities of high school students. Kia-pleasantly affect the communication skills of the following functional characteristics of the family:
Styles of maternal attitude "symbiosis" and paternal "authoritarian hypersocialization", emotional acceptance of the child, consistency of parental attitude;
Favorable psychological climate of the family, friendly relations in the family, high status in the family of a brother or sister, perception by a high school student of his status in the family as average, manifestation of interpersonal attraction to a brother or sister.
Joint vacations and days off with parents, as well as free time reading books, attitude to communication with parents as to gaining life experience and interesting communication.
3. There is a mutual influence of the structural and functional characteristics of the family on the development of communication skills. The impact on communication skills of such structural characteristics of the family as the type of family, the number of children in the family is due to the influence of the functional characteristics of the family.
4. Communication abilities is a complex multi-level personal education, a set of communicative characteristics of a person, as well as his social-perceptual and operational-technical knowledge, skills and abilities. The structure of communicative abilities can be represented as a hierarchy of blocks, based on the regulatory role they play in the activity of communication: personal block, social-perceptual block, operational-technical block. In the structure of the CS, the following components can be distinguished: productivity and variability of communication, the manifestation of positive emotions and trust in people, observation, speech and voice features, intellectual qualities, self-control, empathic attitude, tolerance and accuracy of perception, the ability to enjoy communication, communicative etiquette .
The study allows us to outline some promising directions in the study of this problem. The subject of a special study may be the study of the influence of other factors and conditions on the development of communicative abilities: socio-economic factors, heredity, gender and personality characteristics, as well as the study of the relationship between the influence of these factors and the structural and functional characteristics of the family on the development of communicative abilities. In addition, it is interesting to study the impact on communication skills of professional characteristics, as well as the requirements that are imposed on individuals in different groups. Promising directions for further research of this problem are the study of the level and characteristics of the development of the communicative abilities of the individual in preschool, school age, during adulthood, as well as the creation of psychological and pedagogical optimization programs
and development of communication skills in different age periods and a number of others.
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6. Vorobyova N. A. The use of elements of socio-psychological training in the work of curators of student groups // Psychological service of the university: Bulletin of intra-university scientific and practical research of the psychological service Kem GU (2001-2002> - Kemerovo, 2002. - P. 58 -63 (co-authored with M. M. Gorbatova, 50% personal contribution).
7. Vorobieva N. A. Influence of features of child-parent relationships on the development of communication skills of high school students // Collection of works of students and young scientists of the Kemerovo State University, dedicated to the 50th anniversary of the Kemerovo State University. - Issue. 5: Materials of the XXXI April conference of students and young scientists by Kem GU. - T. 1. - Kemerovo, 2004. - S. 222-225.
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Dissertation content author of the scientific article: candidate of psychological sciences, Vorobyova, Natalya Anatolyevna, 2004
INTRODUCTION
CHAPTER 1. THEORETICAL AND METHODOLOGICAL ASPECTS OF THE PROBLEM OF THE INFLUENCE OF THE FAMILY ON THE DEVELOPMENT OF COMMUNICATION
HIGH SCHOOL STUDENTS.
1.1. The role of the family in the development of communication skills
1.2. Development of communicative abilities in ontogeny.
1.3. Communication skills as an object of psychological research.
1.4. Conclusions.
CHAPTER 2. EXPERIMENTAL STUDY OF THE INFLUENCE OF THE STRUCTURAL AND FUNCTIONAL CHARACTERISTICS OF THE FAMILY ON THE COMMUNICATION ABILITIES OF HIGH SCHOOL STUDENTS.
2.1. Methods and organization of the study.
2.2. Structural characteristics of the family as a factor in the development of communication skills
2.3. Functional characteristics of the family as a factor in the development of communication skills.
2.4. Conclusions.,.
Dissertation Introduction in psychology, on the topic "Structural and functional characteristics of the family as a factor in the development of communicative abilities of high school students"
Communication, according to many researchers, is the leading activity in senior school age (M.I. Lisina, D.B. Elkonin, V.V. Davydov, etc.) - The effectiveness of communication largely depends on communicative knowledge, skills and abilities , the acquisition and assimilation of which is largely associated with the development of communication skills. Studying the communicative abilities of high school students, identifying patterns and factors influencing their development, creates a real basis for choosing a scientifically based approach to the development of communicative abilities in the transition period from adolescence to youth.
The need to study the problem of communicative abilities is determined by the logic of the development of psychological research on communication. While the phenomenon of communication is being actively studied by foreign and domestic researchers, the problem of the conditions for the formation and development of communicative abilities, the problem of diagnosing communicative abilities, as well as the factors influencing their development, is not the subject of deep scientific development, although this issue is important and voluminous. Psychology faces a number of problems related to the search for causes and factors influencing the development of communication skills, accelerating or hindering this development. One of these factors is the structural and functional characteristics of the family, since the experience of relationships received at an early age determines the development of the individual and depends on the nature of the relationship with parents.
The relevance of the study of the problem of the structural and functional characteristics of the family as a factor in the development of communicative abilities of high school students is due to at least several circumstances.
Firstly, these are the features of the socio-economic situation, which place higher demands on the development of the communicative abilities of the individual.
Secondly, in modern society, the values of the family are declining, the birth rate is falling, the number of incomplete, deformed, disharmonious families is growing.
In domestic and foreign psychology, the leading role of the adult, the role of the family in the mental development of the child is traditionally recognized. Representing a system of human relationships that are realized in family interaction and communication, the family turns out to be the most important factor in the daily existence and development of the individual. However, only the first steps have been taken so far in understanding those psychological parameters of the family that are the determinants of the individual development of children, the formation of their personal characteristics and communication skills in this environment.
Thus, the study of the structural and functional characteristics of the family as; factor of development of communicative abilities of high school students seems to be relevant in theoretical and practical terms.
Based on the relevance of the problem, its insufficient theoretical and methodological elaboration, the need to optimize the process of development of communicative abilities, the purpose of this study was determined * to study the influence of the structural and functional characteristics of the family on the development of communicative abilities of high school students.
Object of study: family as a factor in the development of communicative abilities of high school students.
Subject of study: structural and functional characteristics of the family and their influence on the development of communicative abilities of high school students.
Research hypothesis. We proceeded from the assumption that the development of communicative abilities of high school students is determined by the structural (type of family, sibling position of the child, number of children in the family) and functional (styles of parental attitude, features of family interaction and communication) characteristics of the family. Features of the influence of such structural characteristics of the family as the type of family (full, incomplete) and the number of children in the family depend on the characteristics of family relationships and communication.
To achieve this goal and test the proposed hypothesis, it is necessary to solve the following tasks:
1. To give a theoretical analysis of the scientific literature on the problem of the influence of the family on the development of the communicative abilities of high school students.
2. To investigate the influence of the structural and functional characteristics of the family on the development of the communicative abilities of high school students.
3. Reveal the structure of the communicative abilities of high school students and develop a diagnostic tool for their study.
The methodological basis of the study is the theoretical and methodological provisions of the representatives of the psychodynamic approach to personality development (K. Horney, A. Adler, W. Schutz), according to which the experience of relationships acquired at an early age determines the development of the personality and depends on the nature of the relationship between the child and parents. The basis for the analysis of communication skills in the dissertation was the fundamental scientific and theoretical principles and approaches to the study of the problem of abilities, developed in the works of A.N. Leontiev, K.K. Platonov, S.L. Rubinshtein, B.M. Teplov and other domestic psychologists. We also relied on some theoretical provisions on the development of communicative abilities in ontogenesis, formulated in the works of D.B. Elkonin, V.V. Davydov, M.I. Lisina, I.S. Kon, A.V. Mudrik, V.E. .Pahalyan.
Research methods. To solve the tasks and test the hypothesis, we used a wide range of methods: a theoretical analysis of psychological literature on the topic of the study, questionnaires, interviews, peer review, copying data from personal files, as well as test questionnaires: R. Cattell's 16 factor questionnaire (modification of the test " 17 LF"), the method "Personal differential" (E.F. Bazhina, A.M. Etkinda), "Methodology for assessing the communicative abilities of high school students" (author's), test questionnaire of parental attitude A. Varga, V. V. Stolina, projective test "Family Drawing" by G.T. Homentauskus.
When processing the obtained data, statistical methods were used to process the results of the study (the method of comparing average values according to the Student's t-test, the study of correlation coefficients by the Spearman rank method, factor analysis, cluster analysis).
The reliability and reliability of the data obtained in the work is ensured by the use of a set of tested and validated methods, the use of methods of mathematical statistics, a meaningful analysis of the data obtained, identified on a fairly representative sample of subjects.
The total sample in the empirical study consisted of 253 subjects - high school students No. 3 in Anzhero-Sudzhensk.
The scientific novelty of the work lies in the fact that new data have been obtained regarding the influence of the structural and functional characteristics of the family on the development of communicative abilities of high school students. In particular, it has been established that the structural characteristics of the family (family type, serial number of birth of children, number of children in the family) and the functional characteristics of the family (peculiarities of parental relationships, features of intra-family relationships and communication) determine the nature of the development of high school students' communicative abilities. As a result of the empirical study, data were obtained and substantiated that refined the theoretical ideas about the structural components of the communicative abilities of high school students, and a diagnostic model for assessing communicative abilities was developed.
The theoretical significance of the study lies in the fact that the data obtained clarify the general theoretical ideas about the mechanisms of family influence on the development of communication skills.
The practical significance of the dissertation research; is determined by the fact that the results of the dissertation work are introduced into the practice of the psychological service of the secondary school No. 3 in Anzhero-Sudzhensk. Based on the data obtained, a training program was developed to improve the communication skills of high school students, which is practically used in the work of psychologists. The results of the study and the recommendations developed on their basis can also be used in the practice of family counseling.
The study was conducted in 1997-2004. The research process took place in three stages, one preparatory and two experimental.
During the preparatory stage (1997-1999), a set of methods for collecting empirical data was formed that corresponded to the hypothesis formulated in advance, the content and scheme of the experimental study were refined.
During the first experimental stage (1999-2000), a pilot study was conducted, in which 103 high school students, aged 14-16, took part. At this stage, the structural components of the communicative abilities of high school students were identified, a diagnostic model was developed for their assessment, and the scheme for conducting the second stage of the experimental study was refined.
At the second experimental stage (2000-2004), 150 schoolchildren took part in the study. The age of the subjects is 14-16 years old. During the second experimental stage of the study, the influence of the structural and functional characteristics of the family on the development of the communicative abilities of high school students was studied, recommendations were developed for conducting training to improve the communicative abilities of high school students.
As a result of the study, the following provisions are put forward for defense.
1. The development of communicative abilities of high school students is due to the structural characteristics of the family, namely the type of family, the serial number of birth and the number of children in the family. Among the structural characteristics of the family that favorably influence the development of communicative abilities, one can single out the third sibling position. Features of the influence of such structural characteristics of the family as the type of family (full, incomplete) and the number of children in the family depend on the characteristics of family relationships and communication.
2. The development of communicative abilities of high school students is conditioned by the functional characteristics of the family, namely, the peculiarities of the parental relationship, the peculiarities of intra-family relationships and communication. Among the functional characteristics of the family that have a beneficial effect on the development of communication skills, the following can be distinguished:
Peculiarities of parental attitude: styles of maternal attitude "symbiosis", paternal attitude - "authoritarian hypersocialization", maternal emotional acceptance of children, consistency of upbringing;
Features of family relationships: favorable psychological climate of the family, emotional "inclusion" of the child in the family, friendly relations in the family, friendly relations between the family and other relatives, high family status of a brother or sister, high school students' perception of their status in the family as average, manifestation of interpersonal attraction to brother or sister;
Features of family communication: spending days off (holidays) with parents, spending free time reading books together, a positive attitude towards communication with parents (as to gaining life experience and interesting communication).
3. The structural components of the communicative abilities of high school students are: productivity and variability of communication, the manifestation of positive emotions and trust in people, observation, features of speech and voice, intellectual qualities, self-control, empathic attitude, tolerance and accuracy of perception, the ability to enjoy communication, communicative etiquette .
Approbation of work. The results obtained in the dissertation research were reported at: International Winter Psychological School "Integral Individuality: Theory and Practice" (Kemerovo, 2000); International conference “Sociocultural hermeneutics:; theoretical and methodological substantiation in the context of the development of tolerance” (Kemerovo, 2002)
Dissertation structure. The dissertation consists of an introduction, two chapters, a conclusion, a list of references, an appendix that includes tables and a figure. The main content of the work is presented on 159 pages. The dissertation text contains 6 tables and 11 figures. The bibliographic list includes 309 sources.
Dissertation conclusion scientific article on the topic "Pedagogical psychology"
2.4. conclusions
Thus, the analysis of the results of an experimental study of the influence of the structural and functional characteristics of the family on the development of the CS of high school students allows us to state:
1. In the structure of the communicative abilities of high school students, the following components can be distinguished: productivity and variability of communication, manifestation of positive emotions and trust in people, observation, features of speech and voice, intellectual qualities, self-control, empathic attitude, tolerance and accuracy of perception, the ability to enjoy communication , communication etiquette.
2. Among the structural characteristics of the family that favorably influence the development of communicative abilities, the third sibling position stands out. Features of the influence of such structural characteristics as the type of family and the number of children in the family are determined by the influence of the functional characteristics of the family (favorable psychological climate, friendly relations between parents, the rare nature of family conflicts, predominantly spending free time with parents and other siblings).
3. The functional characteristics of the family, namely, the features of the parental relationship, the features of intra-family relationships and communication determine the nature of the development of the communicative abilities of high school students. Among the functional characteristics of the family that have a beneficial effect on the development of the CS, the following can be distinguished:
Peculiarities of parental attitude: styles of maternal attitude "symbiosis", paternal attitude - "authoritarian hypersocialization", maternal emotional acceptance of children, consistency in raising children;
Features of family relationships: favorable psychological climate of the family, emotional "inclusion" in the family, friendly relationships in the family, friendly relationships between the family and other relatives, high family status of a brother or sister, high school students' perception of their status in the family as average, manifestation of interpersonal attraction to a brother or sister;
Features of family communication: spending days off (holidays) with parents, spending free time reading books together, treating communication with parents as gaining life experience and interesting communication.
CONCLUSION
The ability category refers to the main categories of psychology. In all branches of modern psychology, extensive and profound work is being carried out in the field of investigating the problem of abilities. However, the issues of understanding communication skills, the factors influencing their development, are one; one of the most controversial abilities in psychological theory. In the theoretical developments of the problem of communicative abilities, there is no strict terminological differentiation regarding the concept, structure, and functions of communicative abilities.
In this work, we did not set the task of presenting all the numerous studies on the problem of abilities, however, we tried to use all the most important results of these works, which allowed us to generalize to some extent what has been accumulated on the problem of developing communicative abilities. The emphasis was on clarifying the concept of communicative abilities, their structure, features of formation and development.
The theoretical analysis of domestic and foreign studies allows us to assert that communication skills are a complex, multi-level personal education, a set of communicative characteristics of a person, as well as his social-perceptual and operational-technical knowledge, skills and abilities that ensure the regulation and flow of communication activities. The structure of communicative abilities can be represented as a hierarchy of blocks, based on the regulatory role they play in the activity of communication: personality block, social-perceptual block, operational-technical block. All structural components of communicative abilities act in an indissoluble unity, complex, providing the regulation of communication activities.
At present, the problem of socio-psychological factors influencing the development of abilities is being actively studied in psychology. A number of studies have been carried out that examined the influence of various factors and conditions on the development of a person's ability to communicate. Researchers include these factors:
Functional characteristics of the family: features of family interaction and communication, features of the parental relationship;
Structural characteristics of the family: the structural composition and configuration of the family, the order of the birth of children, the type of family;
Social factors: environmental conditions, intellectual level and education of parents, material wealth;
Heredity;
Personal and gender characteristics.
Being on the position of a psychodynamic approach to personality development, according to which the family and the nature of child-parent relationships play a leading role in personality development, we studied the influence of the structural and functional characteristics of the family on the development of communication skills.
The materials of the study allow us to draw the main conclusions and outline the prospects for further development of the problem of the structural and functional characteristics of the family as a factor in the development of communicative abilities.
1. The structural characteristics of the family, namely the type of family, the serial number of birth, the number of children in the family determine the features of the development of the communicative abilities of high school students. Among the structural characteristics of the family that favorably influence the development of communicative abilities, the third sibling position stands out.
2. The functional characteristics of the family, namely, the characteristics of the parental relationship, the characteristics of intra-family relationships and communication determine the nature of the development of the communicative abilities of high school students. The following functional characteristics of the family have a positive effect on communication skills:
Peculiarities of parental relationship: styles of maternal relationship "symbiosis" and paternal "authoritarian hypersocialization", emotional acceptance of the child, consistency of parental relationship;
Features of relationships in the family: favorable psychological climate of the family, friendly relations in the family, high status in the family of a brother or sister, perception by a high school student of his status in the family as average, manifestation of interpersonal attraction to a brother or sister.
Features of family communication: joint vacations and weekends with parents, spending free time with parents reading books, attitude to communication with parents as to gaining life experience and interesting communication.
3. There is a mutual influence of the structural and functional characteristics of the family on the development of communication skills. The impact on communication skills of some structural characteristics of the family (type of family, number of children in the family) is due to the influence of the functional characteristics of the family.
4. Communication abilities is a complex multi-level personal education, a set of communicative characteristics of a person, as well as his social-perceptual and operational-technical knowledge, skills and abilities. The structure of communicative abilities can be represented as a hierarchy of blocks, based on the regulatory role they play in the activity of communication: personal block, social-perceptual block, operational-technical block. In the structure of the CS, the following components can be distinguished: productivity and variability of communication, the manifestation of positive emotions and trust in people, observation, speech and voice features, intellectual qualities, self-control, empathic attitude, tolerance and accuracy of perception, the ability to enjoy communication, communicative etiquette.
In order to more effectively develop the communicative abilities of high school students, it is necessary to ensure the introduction of knowledge about the conditions, factors, mechanisms of productive communication through seminar courses for teachers and parents, lecture courses on the psychology and mental hygiene of communication for high school students, psychodiagnostic and psychoconsulting procedures.
An important role in development; communicative abilities of high school students can play an active socio-psychological training in practical skills and communication skills under the guidance of a psychologist by means of role-playing, group discussions, and communicative competence training. The introduction of a training program for improving communication skills into the work of a school psychologist can contribute to the development of communication skills (Appendix 8).
In general, it can be stated that the goal and objectives set in the dissertation research have been fulfilled, the hypothesis and provisions submitted for defense have been proven.
A promising direction for further research on this problem is to study the influence of other factors and conditions on the development of communicative abilities: socio-economic factors, heredity, gender and personality characteristics, as well as to study the relationship between the influence of these factors and the structural and functional characteristics of the family on the development of communicative abilities.
In addition, it is interesting to study the influence of age and professional characteristics, as well as the requirements that individuals in different groups have on the structural components of communication abilities.
The subject of a special study may be the study of the level of development of communication skills in other age periods, the study of the development of communication abilities of a particular individual in preschool, school age, adulthood, as well as the creation of psychological and pedagogical programs for optimizing and developing communication skills in different age periods.
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308. Wilson E.O. Sociobiology. //The New Synthesis. Cambridge (Mass). -L, 1976 p. 176-187.1. QUESTIONNAIRE1. Full name 2. Age
309. Underline who lives in your family: mother, father, stepfather, brother (brothers), sister (s), grandmother, grandfather, or indicate your own option
310. Indicate the place of work, education of all family members1. Mother1. Father
311. Indicate the age of all family members Mother1. Father1. Other
312. If mother or father does not live with you, underline for what reason (divorce, death, indicate your option).
313. Underline what kind of child you are in the family (first, second, third, fourth, only, or indicate your own option).
314. Underline the average monthly income of your family (one thousand rubles, two thousand rubles, three thousand rubles, four thousand rubles, five thousand rubles, six thousand or more, indicate your option).
315. Underline what your living conditions are (good, normal, bad, or specify your own option).
316. Emphasize if your family includes persons with the following signs of mental disorders, alcoholism, drug addiction, abuse of family members).
318. A) between parents (friendly, conflict, equal)
319. B) between parents and children (friendly, conflict, equal)
320. B) between family members and other relatives (friendly, conflict, even)
322. A) between parents (permanent or rare, prolonged or quickly resolved)
323. B) between you and your parents (permanent or infrequent, long-term or short-lived)
324. Arrange the percentage of free time: 1. With parents % of the time1. Alone % of the time1. With friends % of the time
325. During your parents' holidays and days off, you most often visit (underline the appropriate option): with them, with friends, with grandparents, with other relatives, alone).
326. Emphasize the forms of joint recreation with parents (hiking, joint sports, visiting friends and relatives, reading books together, visiting theaters, cinemas, museums, indicate other options).
327. In your understanding, spending free time together with parents is: a duty, a necessary duty of all children, interesting communication, gaining life experience, specify your option)
328. Methodology for assessing the communicative abilities of high school students
329. Characteristics of the verbal and non-verbal behavior of a high school student Urovnin and. 3 k i n c i n d e r e d n i d m e d n i n s e r s h e h i n g h i n g h i s
330. The need for communication (communication is an important value, there is a high need for communication, attitude to communication as a dialogue, not a monologue, focus on bestowal, and not on receiving in the process of communication). 1 2 3 4 5 6
331. Sociability (active in establishing contacts, wide range of contacts, contacts are stable). 1 2 3 4 5 6
332. Trust in people 1 2 3 4 5 6
333. Goodwill 1 2 3 4 5 6
334. Self-control (the ability to behave adequately in various communicative situations, including conflicts) 1 2 3 4 5 6
335. Intellectual qualities (wit and awareness, ability to analyze decision-making) 1 2 3 4 5 6
336. Emotionality (manifestation of personal enthusiasm and positive emotions) 1 2 3 4 5 6
337. The ability to enjoy communication (getting pleasure from communication). 1 2 3 4 5 6
338. The ability to accurately perceive oneself, a partner, the situation of communication in general 1 2 3 4 5 6
339. Empathy (desire to understand others, desire to emotionally respond to the problems of others) 1 2 3 4 5 6
340. Ability to listen to others 1 2 3 4 5 6
341. Observation (reacting to the slightest changes in the external appearance and internal state of people) 1 2 3 4 5 6
342. Speech (literate, convincing, meaningful, spontaneous, free, expressive) 1 2 3 4 5 6
344. Expressive movements (a wide range of gestures, postures, facial expressions are used to show a benevolent attitude towards people, there is no tension, stiffness, tightness) 1 2 3 4 5 6
345. Ability to influence and optimize interpersonal relations in a group (behavior and communication contributes to the improvement of relationships between people, the ability to achieve their own goals of communication) 1 2 3 4 5 6
346. The ability to organize the space and time of communication (the ability to maintain contact without tiring the interlocutor, maintaining the necessary distance) 1 2 3 4 5 6
347. Creativity in communication (flexibility of communication, ability to improvise, ability to transform known knowledge, skills in a new situation, ability to find new solutions from knowledge, skills, skills, new methods and techniques) 1 2 3 4 5 6
348. Communicative etiquette (politeness, observance of rituals and social etiquette). 1 2 3 4 5 6
Short description
A family is a small social group based on marriage and (or) consanguinity, whose members are united by living together and housekeeping, emotional connection and mutual responsibilities towards each other.
The main characteristics of a family are: 1) marriage and consanguinity ties between family members; 2) cohabitation; and 3) joint housekeeping or shared family budget.
Family definition. Family characteristics.
Family functions.
Family structure.
The role and place of the family in modern society. Features of the modern family.
Attached files: 1 file
3. Care and protection. The family provides its members with guardianship, protection, social security. Children not only need a roof over their heads, food and clothing, but they also need the emotional support of their father and mother during a period of life when no one else offers them such protection and support. The family supports those members who, due to disability, old age or youth, cannot take care of themselves.
4. Social self-determination. Legitimizing the birth of a person means its legal and social definition. Thanks to the family, a person receives a surname, name and patronymic, the right to dispose of inheritance and housing. He belongs to the same class, race, ethnicity, and religious group as the family of origin. It also determines the social status of the individual.
In addition to those listed, the most important functions of the family include: organization of everyday life, organization of personal consumption, psychological and material support for family members, etc.
Along with the main function, the family performs a number of other important social functions:
- educational - the formation of the personality of the child, the systematic educational impact of the family team on each of its members throughout his life, the constant influence of children on parents and other adult family members);
- regenerative ("renewal") - the transfer of status, property, social status;
- economic and household - maintaining the physical health of members of society, caring for children and elderly family members;
- economic - obtaining material resources of some family members for others, economic support for minors and disabled members of society;
- the sphere of primary social control - the moral regulation of the behavior of family members in various spheres of life, as well as the regulation of responsibility and obligations in relations between spouses, parents and children, representatives of the older and middle generations;
– spiritual communication – personal development of family members, spiritual mutual enrichment;
- sexual-erotic - satisfaction of the sexual needs of spouses, sexual control;
- social status - granting a certain social status to family members, the reproduction of the social structure;
- leisure - organization of rational leisure, mutual enrichment of interests;
- emotional - obtaining psychological protection, emotional support, emotional stabilization of individuals and their psychological therapy;
- recreational ("recovery") - the function of restoring psychological health, achieving psychological comfort.
Some researchers call this function psychotherapeutic. In a family, as in an intimate primary group, the emotional attraction of its members to each other is assumed - respect, devotion, sympathy, which contributes to trust in family communication, the strength of family relationships.
Some authors distinguish between specific and nonspecific family functions (Kharchev, 1968; Antonova and Medkov, 1996; Navaitis, 1999). The specific functions of the family stem from the essence of the family and reflect its features as a social phenomenon, while non-specific functions are those that certain historical circumstances force the family to perform.
The specific functions of the family, which include the birth (reproductive function), maintenance of children (household function) and their upbringing (socialization function), remain with all changes in society, although the nature of the relationship between the family and society may change in the course of history.
Non-specific functions of the family associated with the accumulation and transfer of property, status, with the organization of production and consumption, recreation and leisure, with care for the health and well-being of family members, with the creation of a microclimate conducive to stress relief and self-preservation. All these functions reflect the historical nature of the relationship between the family and society, revealing a historically transient picture of how exactly the birth, maintenance and upbringing of children in the family takes place (Antonov, Medkov, 1996).
Most important feature family functions is their complexity, based on the interaction of relatives (Navaitis, 1995). Every need met by the family can be realized without her participation. However, only in the family these needs can be met comprehensively. In other cases, they must be distributed among a variety of people and social institutions.
Over time, changes occur in the functions of the family: some are lost, others appear in accordance with new social conditions.
Violations of the functions of the family are such features of its life that make it difficult or prevent the family from fulfilling its functions. Based on this concept, there are two main types of families: normally functioning and dysfunctional.
A normally functioning (harmonious) family is a family that performs all its functions responsibly and differently, as a result of which the need for growth and change is satisfied both for the family as a whole and for each of its members (Eidemiller et al., 2003).
A dysfunctional family is a family in which the performance of functions is impaired, due to which the goals of family members and society as a whole are not achieved in marital, parental, material and household and other spheres of life. This hinders personal growth and blocks the need for self-actualization.
Violations arise due to various factors: personality traits of family members and relationships between them, certain family living conditions. For example, the reason for violations of the educational function of the family can be the lack of appropriate knowledge and skills of the parents, and violations in their relations (conflicts on education, interference by other family members, etc.).
Studies have identified the following motives for marriage in dysfunctional families:
- running away from parents
- duty (marriage out of a sense of duty);
- loneliness;
- following tradition (initiative of parents);
- love;
- prestige, search for material wealth;
- revenge.
The motive "escape from parents" often means a passive protest against parental authority, an inability to perceive life in all its real fullness. To paraphrase the words of E. Fromm, we can say that such a marriage is more an attempt to compensate for one's own emptiness than a way to enrich life.
Marriage on the basis of "should" very often means that the partner became pregnant or that sexual intimacy was accompanied by a sense of guilt that forced the union.
The motive "loneliness" was found among people who moved to a new place of residence. They entered into marriage with those people whom they knew before or who were recommended by colleagues (“You live alone, and your mistress has a daughter in Kazan. She is so good and lonely, look ...”). In other cases, "loneliness" was a consequence of the experience of existential emptiness.
- Family structure is the composition of the family and the number of its members, as well as the totality of their relationships.
The main characteristics of the family structure include: family composition and a set of social roles, supremacy and leadership in the family, distribution of rights and duties among family members.
An analysis of the family structure makes it possible to answer the questions: how are the functions of this family realized? how many generations does the family consist of? How are marriages presented? who manages the life of the family? who is the performer? How are responsibilities and roles divided?
Sociologists divide families into parental ones, i.e. families of the older generation, and procreation, created by adult children who have separated from their parents.
According to the number of generations included in the composition, families are divided into extended (three or more generations) and nuclear (two generations).
Division according to another criterion - the presence of parents - gives the types of complete (two parents) and incomplete: (one parent) families.
By the number of children, families are divided into three types: childless (no children); one-child (one child) and large (three or more children).
The criterion of leadership differentiates families into three groups: paternal (male dominance), material (female dominance), egalitarian (equality of roles).
There are many different options for the composition, or structure, of the family:
- the "nuclear family" consists of a husband, wife and their children;
- "replenished family" - an enlarged union in its composition: a married couple and their children, plus parents of other generations, for example, grandmothers, grandfathers, uncles, aunts, living all together or in close proximity to each other and making up the structure of the family;
- a "mixed family" is a "reorganized" family formed as a result of the marriage of divorced people. A blended family includes step-parents and step-children, since children from a previous marriage merge into a new family unit;
- A “single parent family” is a household run by one parent (mother or father) due to divorce, the departure or death of a spouse, or because the marriage never took place (Levi D., 1993).
A. I. Antonov and V. M. Medkov distinguish by composition:
- nuclear families, which are currently the most common and consist of parents and their children, that is, from two generations. In a nuclear family, there are no more than three nuclear positions (father-husband, mother-wife, son-brother, or daughter-sister);
- extended families are a family of
two or more nuclear families with a common household and consisting of three or more generations - grandparents, parents and children (grandchildren).
The authors point out that when it is necessary to emphasize the presence in a nuclear family based on a polygamous marriage, two or more wives-mothers (polygyny), or husbands-fathers (polyandry), then they speak of a composite, or complex nuclear family.
In repeated families (based on a second, not the first marriage), along with the spouses, there may be children of a given marriage and children of one of the spouses brought by him to a new family (Antonov A.I., Medkov V.M.)
E. A. Lichko (Lichko A. E., 1979) developed the following classification of families:
1. Structural composition:
- complete family (there is a mother and father);
- incomplete family (there is only a mother or father);
- a distorted or deformed family (the presence of a stepfather instead of a father or a stepmother instead of a mother).
2. Functional features:
- harmonious family;
- disharmonious family.
There are various classifications of types of distribution of roles in the family. So, according to I. V. Grebennikov, there are three types of distribution of family roles:
- centralistic (or authoritarian, with shades of patriarchy), when one of the spouses is at the head, often the wife, who has supreme power in solving the main issues of family life;
- autonomous - husband and wife distribute roles and do not interfere in the sphere of influence of the other;
- democratic - family management lies on the shoulders of both spouses approximately equally.
Types of family structures according to the criterion of power (Antonov A.I., Medkov V.M., 1996) are divided into:
- patriarchal families, where the head of the family state is the father,
- matriarchal, where the mother and father enjoy the highest authority and influence
- egalitarian families in which there are no clearly defined family heads and where the situational distribution of power between father and mother prevails.
In our country, the most common structure is in which a family consists of adults (husband, wife, and in some cases grandparents) and children (usually there are one or two children in a family). The family structure is characterized by certain distinctive features that may act as the causes of its dysfunction (Eidemiller, 2002):
- the patriarchal family, consisting of several generations, is preserved;
- the boundaries between the subsystems of grandparents, parents and children are poorly structured and diffuse, so power often belongs to grandparents (more often) and grandfathers;
- in many families in several generations there are no men, which leads to developmental delay in children, their mental instability and greater sensitivity to the state of the mother, to difficulties in gender-role identification (especially in boys), the formation of inadequate stereotypes and attitudes in relation to family life, not to mention already about the overload of women;
- several generations of families are in long-term dependence on each other not only from the spiritual side, but also from the material side: young families live either in communal apartments or with relatives, without the hope of acquiring their own housing and the possibility of an independent independent life;
- the ideology of the totalitarian society that existed in the USSR formed a rigid system of coercion and obligation, due to which, at the level of life, behavior and spiritual values, a person was forced to forget about his own “I”, his desires and needs to please the state;
- the destruction of the old ideology and the absence of a new one that would allow the individual to gain a sense of belonging, security, to build and realize moral values, led to the fact that society has increased the need for illusions and miracles, on the one hand, and the desire for superficial, not for what non-binding contacts - on the other.
