Socialization is a complex of social and mental processes, due to which a person acquires knowledge, norms and values ​​that define him as a full member of society. This is a continuous process and a necessary condition for the optimal life of the individual.

preschool age in the system of GEF DO

According to the Federal State Educational Standard (FSES), socialization and communicative development of the personality of a preschooler are considered as a single educational area - social and communicative development. As a dominant factor social development child favors the social environment.

The main aspects of socialization

The process of socialization begins with the birth of a person and continues until the end of his life.

Includes two main aspects:

• assimilation of social experience by an individual due to its entry into social system public relations;
• active reproduction of the system of social relations of the individual in the process of his inclusion in the social environment.

Structure of socialization

Speaking of socialization, we are dealing with a certain transition of social experience into the values ​​and attitudes of a particular subject. Moreover, the individual himself acts as an active subject of perception and application of this experience. The main components of socialization include transmission through social institutions(family, school, etc.), as well as the process of mutual influence of individuals within the framework of joint activities. Thus, among the areas to which the process of socialization is directed, activity, communication and self-consciousness are distinguished. In all these areas, there is an expansion of human ties with the outside world.

Activity aspect

In the concept of A.N. Leontief activity in psychology is an active interaction of an individual with the surrounding reality, during which the subject purposefully influences the object, thereby satisfying his needs. It is customary to distinguish on several grounds: methods of implementation, form, emotional tension, physiological mechanisms, etc.

The main difference between different types activity is the specificity of the subject to which this or that type of activity is directed. The subject of activity can act both in material and in ideal form. At the same time, behind each given item there is a certain need. It should also be noted that no activity can exist without a motive. Unmotivated activity, from the point of view of A.N. Leontiev, is a conditional concept. In reality, the motive still takes place, but it can be latent.

The basis of any activity is individual actions (processes determined by a conscious goal).

Sphere of communication

Scope of communication and closely related. In some psychological concepts, communication is considered as a side of activity. At the same time, activity can act as a condition under which the process of communication can be carried out. The process of expanding the communication of the individual occurs in the course of increasing his contacts with others. These contacts, in turn, can be established in the process of performing certain joint actions - that is, in the process of activity.

The level of contacts in the process of socialization of an individual is determined by his individual psychological characteristics. The age specificity of the subject of communication also plays a significant role here. The deepening of communication is carried out in the process of its decentration (transition from a monologic form to a dialogic one). The individual learns to focus on his partner, to more accurately perceive and evaluate him.

Sphere of Self-Consciousness

The third sphere of socialization, self-consciousness of the individual, is formed through the formation of his I-images. It was experimentally established that I-images do not arise in an individual immediately, but are formed in the course of his life under the influence of various social factors. The structure of the I-individual includes three main components: self-knowledge (cognitive component), self-assessment (emotional), self-attitude (behavioral).

Self-consciousness determines the individual's understanding of himself as a certain integrity, awareness of his own identity. The development of self-awareness in the course of socialization is a controlled process carried out in the process of acquiring social experience in the context of expanding the range of activities and communication. Thus, the development of self-consciousness cannot take place outside the activity in which the transformation of the individual's ideas about himself is constantly carried out in accordance with the idea that is emerging in the eyes of others.

The process of socialization, therefore, should be considered from the point of view of the unity of all three spheres - both activity and communication and self-consciousness.

Features of social and communicative development in preschool age

The social and communicative development of preschool children is one of the basic elements in the system of the formation of a child's personality. The process of interaction with adults and peers has an impact not only directly on the social side of the development of a preschooler, but also on the formation of his mental processes (memory, thinking, speech, etc.). The level of this development at preschool age is directly proportional to the level of effectiveness of its subsequent adaptation in society.

Social and communicative development according to GEF for includes the following parameters:

• the level of formation of a sense of belonging to one's family, respect for others;
• the level of development of the child's communication with adults and peers;
• the level of readiness of the child for joint activities with peers;
• the level of assimilation of social norms and rules, the moral development of the child;
• the level of development of purposefulness and independence;
• the level of formation of positive attitudes towards work and creativity;
• the level of knowledge formation in the field of life safety (in various social, domestic and natural conditions);
• level of intellectual development (in social and emotional sphere) and the development of the empathic sphere (responsiveness, compassion).

Quantitative levels of social and communicative development of preschoolers

Depending on the degree of formation of skills that determine social and communicative development according to the Federal State Educational Standard, one can distinguish low, medium and high levels.

A high level, respectively, takes place at a high degree of development of the parameters discussed above. At the same time, one of the favorable factors in this case is the absence of problems in the sphere of communication between the child and adults and peers. The dominant role is played by the nature of relations in the family of a preschooler. Also, classes on the social and communicative development of the child have a positive effect.

The average level, which determines social and communicative development, is characterized by a lack of skill development in terms of some of the selected indicators, which, in turn, gives rise to difficulties in the child's communication with others. However, the child can compensate for this lack of development on his own, with little help from an adult. In general, the process of socialization is relatively harmonious.

In turn, the social and communicative development of preschoolers with a low level of severity in some of the selected parameters can give rise to significant contradictions in the sphere of communication between the child and the family and others. In this case, the preschooler is not able to cope with the problem on his own - assistance is required from adults, including psychologists and social educators.

In any case, the socialization of preschool children requires constant support and periodic monitoring by both the parents of the child and educational institution.

Social and communicative competence of the child

Social and communicative development in preschool educational institutions is aimed at shaping children. In total, there are three main competencies that a child needs to master within this institution: technological, informational and socio-communicative.

In turn, social and communicative competence includes two aspects:

1. Social- the ratio of their own aspirations with the aspirations of others; productive interaction with group members united by a common task.
2. Communicative- the ability to obtain the necessary information in the process of dialogue; willingness to present and defend one's own point of view with direct respect for the position of other people; the ability to use this resource in the process of communication to solve certain problems.

Modular system in the formation of social and communicative competence

Social and communicative development within the framework of an educational institution seems to be appropriate to accompany in accordance with the following modules: medical, module PMPK (psychological-medical-pedagogical council) and diagnostics, psychological, pedagogical and socio-pedagogical. First, the medical module is included in the work, then, in case of successful adaptation of children, the PMPk module. The remaining modules are launched simultaneously and continue to function in parallel with the medical and PMPK modules, until the release of children from preschool.

Each of the modules implies the presence of specific specialists acting clearly in accordance with the tasks of the module. The process of interaction between them is carried out at the expense of the management module, which coordinates the activities of all departments. Thus, the social and communicative development of children has support at all necessary levels - physical, mental and social.

Differentiation of children in preschool educational institutions within the framework of the PMPk module

As part of the work of the psychological, medical and pedagogical council, which usually includes all subjects of the educational process of the preschool educational institution (educators, psychologists, head nurses, heads, etc.), it is advisable to differentiate children into the following categories:

• children with poor somatic health;
• children belonging to the risk group (hyperactive, aggressive, withdrawn, etc.);
• children with learning difficulties;
• children with pronounced abilities in a particular area;
• children with developmental disabilities.

One of the tasks of working with each of the identified typological groups is the formation of social and communicative competence as one of the significant categories on which the educational field is based.

Socio-communicative development is a dynamic characteristic. The task of the council is to monitor this dynamics from the point of view of harmonious development. The corresponding consultation should be held in all groups in the preschool educational institution, including social and communicative development in its content. middle group, for example, during the program is included in the system social relations by solving the following tasks:

• development ;
• instilling elementary norms and rules for the relationship of the child with adults and peers;
• the formation of patriotic feelings of the child, as well as family and citizenship.

To implement these tasks in the preschool educational institution, there should be special classes on social and communicative development. In the process of these classes, the child's attitude to others is transformed, as well as the abilities for self-development.

Social work is a special type of activity characterized by close interaction between a specialist and a client. The client, as a person who finds himself in a difficult life situation and needs help, is the object of the activity of a social work specialist. The main task of the specialist is to provide the client with support, help solve the problem and teach him to cope with life's difficulties without outside help. To perform this difficult task, the specialist must have all the necessary skills to interact with the client. After all, disagreements often arise between a client and a specialist, both professional and interpersonal, which can develop into conflict situations. Conflicts that arise during the interaction of a social worker and his ward interfere with the achievement of the goal - to help the client become a full-fledged member of society, capable of independently solving their problems to the extent possible. Therefore, the specialist must be able to interact with his ward, avoiding conflict situations and misunderstandings. Therefore, the interaction between the social worker and the client plays a crucial role in the activity of the social worker.

An object term paper- interaction between a social worker and a client.

The subject of the course work is the features of interaction between a specialist and a client.

The purpose of the course work is to determine the main features of the interaction between a social worker and a client.

Objectives of the course work:

1) determine the essence of the interaction between the social worker and the client.

2) to determine the nature of the problems and the problems that arise in the interaction of the social worker and the client.

3) to determine the features of interaction between a social worker and a client.

The theoretical basis for the course work are Scientific research on the theory of social work Firsova M.V., Studenova E.G., Dobroshtana V.M. and Guslova M.N.

The course work consists of an introduction, two chapters, a conclusion and a list of sources used.

Chapter 1

Social work as a communicative activity and social therapy

Social work as a professional activity has specific features, one of which is the nature of the relationship between the social work specialist and the client. In the process of social work, the subject is mainly used - subject relations, and assistance is primarily focused on activating the potential for self-defense of an individual or group, or is only auxiliary in nature.

Social work as a kind of activity is essentially communicative. Communicative interaction is a relationship, a semantic aspect of interaction. The main goal of interaction between a social worker and a client is to optimize the mechanisms of social functioning of an individual or a social group, which involves:

Increasing the degree of independence of the client, his ability to control his own life and more effectively resolve emerging problems;

Creation of conditions in which the client can show his capabilities to the maximum extent;

Adaptation or readaptation of a person in society.

The ultimate goal of the social worker's activity involves achieving such a result when the client no longer needs his help.

Communicative interaction is the process of exchanging communicative actions between subjects through the use of signs of verbal and non-verbal systems with the aim of mutually informing, influencing the intellectual and emotional condition and its modification and regulation.

All forms and methods of interaction of a social worker can be divided into two groups: work with a client's problem and work on this problem with other institutions, organizations, services. Within these groups, in turn, there is a classification of various types social interaction. So, for example, the first group includes questions about the nature of the client's problem (loss of a job, divorce, etc.), on the one hand, and about the client's characteristics, on the other.

An important component of social interaction is the professional skills of a social worker and, in particular, the degree of mastery of methods of support, social therapy, correction and rehabilitation.

The interaction of a social worker and a client is part of a purposeful process of practical impact of relevant state structures, public organizations and associations, including religious ones, on specific forms of manifestation of social relations or social actions. This process of influence in scientific terminology is called social therapy. Unlike psychotherapy, it is a specific service, organizing the support of the environment for the client, helping to cope with social conflicts and problems.

Social therapy is carried out with the help of a set of measures of a socio-economic and organizational-educational nature, aimed at bringing the norms and rules of the client in line with the established or generally accepted norms and rules of relationships in society, pursuing the ultimate goal of restoring his social status.

The nature and content of these measures are determined by the indicators of social diagnosis and the specifics of the social relations or actions themselves, with the obligatory use in each specific case of acceptable, from the point of view of law and morality, techniques and methods for verifying the results obtained.

Social therapy at the individual-personal or family level is carried out for the purpose of social adaptation and rehabilitation of the individual, as well as the resolution of conflict situations at the environmental level.

In the process of social and therapeutic interaction between a social worker and a client, verbal and non-verbal behavior is important. As is known, life experience a person is expressed in two ways: verbal (word language) and non-verbal (body language). Human ability verbally - speech communication arose from the need for constant interpersonal contacts or interaction in the process of various types of social activities. Verbal communication is mainly determined by the laws of psycholinguistics and is associated with the formation of an utterance (expressive speech) and its perception by the recipient (impressive speech).

In modern psychology, non-verbal communication is assessed as more reliable than verbal, since it is carried out, as a rule, spontaneously, unconsciously. Means of non-verbal communication contribute to the process of transferring information in the system " Social worker-- client". On the one hand, in order to be understood and able to exert a psychological influence on the client in order to change his behavior, a social worker needs to master these two means of communication, be able to code and convey his states and intentions in gestures, facial expressions, postures, intonations. On the other hand, in the course of observing the verbal and non-verbal behavior of the client, the social worker receives information about how the client perceives him, how to build relationships with him.

The peculiarity of social and therapeutic contact is that in the process of interaction with the client, the social worker influences the client's vision of the problem and, thereby, his behavior. The resulting interaction leads to a certain type of relationship.

Thus, the choice of action strategies pursues the following goals:

Influence the client.

Establish a relationship with him.

G. Bernler, L. Junsson offer a three-part model of action, which covers three groups of action strategies that differ in levels of management and action.

First, these are strategies aimed at directly effecting change by influencing the baseline. They do not require understanding on the part of the client. The therapist achieves change in the client's life situation through his own actions.

Secondly, these are actions, the purpose of which is to encourage the client to change his basic actions. Understanding system processes in this case is based on generalizations, i.e. For advice and suggestions to be effective, the client must have the same qualities as other people, including the therapist himself. The therapist achieves change in the client's life situation through direct management. In this case, the therapist takes responsibility for what kind of changes need to be made, while the client is responsible for implementing the actions.

Thirdly, these are actions aimed at internal change system, which can subsequently lead to changes in customer behavior. These activities require a deep psychological understanding of the client from the social worker. Changes in the client's life situation occur through indirect control. The goal of indirect therapy is to encourage the client to voluntarily accept responsibility for their change.

Such a tripartite model of action does not imply the use of only one of the strategies. As a rule, all types of approaches are used in practice, since the life of social therapy clients is full of problems, which makes it possible to use different types the behavior of the therapist.

The necessary conditions for establishing and maintaining social and therapeutic contact, according to Rogers, are the following characteristic steps of therapeutic assistance:

the client comes for help;

free expression is encouraged;

the adviser accepts and clarifies;

gradual expression of positive feelings

detection determined by the situation;

positive impulses;

manifestation of insider (i.e. guesses, insights);

an explanation of the choice;

affirmative action;

increase in insider knowledge;

growing independence;

the need for help decreases.

This sequential series of events, involving more than one session, reveals the stages of the therapist's activity, encouraging the client, with approval and support, to determine his own path, so that as a result he no longer needs support.

The degree of participation of a social worker in providing practical and concrete assistance in solving social problems depends on the client's field of activity, his professional role and the nature of the problem.

Undoubtedly, first of all, the client should use his own capabilities. Although the social worker can act as an intermediary here, he must be very careful, because such a role involves a certain risk when, instead of facilitating the development of the client's activity, he makes him more passive. But if a person is really bad at coping with the situation or is not able to act, then a social worker is needed here, acting as a “second self”.

Thus, the interaction between a social worker and a client is built on a trusting relationship. The social worker must help the client get rid of the problem using various methods (communicative interaction and social therapy), with minimal interference in the client's life. The client, in turn, must trust the social worker for fruitful work.

The social worker constantly communicates with clients: visitors, petitioners, intercessors, i.e. one of key features The professional activity of a social worker is clientele activity. The crisis situation of the client, which the social work specialist deals with, causes a certain degree of tension in communication with the client, which imposes strict requirements on the social worker's communication skills, which can be combined with the concept of communicative competence. Communicative competence is the knowledge, skills and abilities associated with the process of communication between people, including the ability to listen and understand a person, establish good personal and business relationships with him, and influence him. The degree of development of this quality, as well as the professional knowledge, skills and abilities possessed by a social worker, will largely depend on the effectiveness of his interaction with the client.
N.M. Poluektov and I.V. Yakovlev8, based on the results of special professional studies

1. Poluektova I.M., Yakovleva I.V., Problems of diagnosing professional suitability for social work // Bulletin of St. Petersburg State University. Ser. 6. 1994, Issue. 3 C 47-58.

ny, described the professionally important qualities of a social worker and divided them into five relatively independent groups.

1. Professional Competence implies a high level of education and culture, awareness of a wide range of professionally significant problems, knowledge in the field of social work theory, pedagogy, psychology, jurisprudence, sociology, anthropology.
2. Organizational and communication skills, which include high sociability, sociability, social courage, initiative; the ability to manage people, influence their positions and beliefs; the ability to inspire confidence and support a person in a difficult moment for him.
3. A benevolent attitude towards people, manifested in kindness, love for people, a desire to help, sensitivity, a sense of compassion and mercy, sympathy for others and altruism.
4. Moral and ethical qualities, such as disinterestedness, honesty, decency, responsibility, high morality.
5. Neuropsychic endurance, manifested

in efficiency, vigor, perseverance in achieving the goal.
Thus, in relation to the sphere of communication of a social worker with clients, we can distinguish: personal qualities social worker, which he uses as a tool to improve the effectiveness of communication; professional knowledge, skills and abilities.
The central concept of the issue we are considering is “skill”, which can be defined as the intersection of knowledge, skill and desire. * Knowledge is a theoretical paradigm that determines what to do and why. Skill determines how to do it.
9Covey St. R. The Seven Habits of Highly Effective People. The return of character etiquette. Per. from English. - M.: Veche, Perseus, ACT, 3998, S. 58-59.

motivation - I want to do. The formation of a skill involves the presence of all three components.
Mastering knowledge and skills also involves the development of certain qualities that are important for interpersonal communication, especially in the professional activities of a social worker, which include the following:
Empathy is the ability to see the world through the eyes of other people, to understand it in the same way as they do, to perceive actions from their positions. The basic principle of empathy is to first seek to understand, then to be understood. The technology of empathic interaction will be discussed further.
Goodwill is the ability not only to feel, but also to show one's benevolent attitude, respect, sympathy. The ability to accept people even when you do not approve of their actions; willingness to support others.
Authenticity is the ability to be natural in relationships, not to hide behind masks and roles, the ability to be yourself in contacts with others.
Concreteness is the rejection of general meaningful and incomprehensible arguments and remarks, the ability to speak about one's specific experiences, opinions, actions, and the willingness to answer questions unambiguously. A person who conveys feelings adequately and unambiguously uses the pronouns “I” or “me” in his statements. Concreteness in relation to describing the behavior of other people means reporting the observed actions of other people without attributing to them motives for actions, evaluating attitudes or personality traits, i.e., the ability to report
about their observations without giving judgments. This position is manifested in the feedback technique and will be discussed further.
Initiative - a tendency to take an active position in relations with people, to “go forward”, and not just react to what others are doing; the ability to establish contacts without waiting for the initiative
from the side; willingness to take on some business in a situation that requires active intervention, and not wait for others to start doing something.
Immediacy - the ability to speak and act directly, open demonstration of one's attitude to problems and people.
Openness - a willingness to open one's inner world to others and a firm conviction that openness contributes to the establishment of healthy and lasting relationships with others, sincerity, which is not the equivalent of a willingness to reveal all the most intimate secrets. In relation to the practice of social work, openness must be built on the professionalism of relationships, which implies the establishment of a boundary between friendly and working relationships. The social worker must be able to keep an optimal distance between himself and the client.
Acceptance of feelings - the absence of fear in direct contact with one's feelings or with the feelings of other people, the ability to accept and readiness to express emotional expression.
Confrontation - the ability to communicate with other people with full responsibility for one's own point of view, readiness to confront in case of disagreement, but not with the aim of frightening or punishing the other, but with the hope of establishing a genuine and sincere relationship.
Self-knowledge - an exploratory attitude towards own life and behavior, the desire to use the help of others for this, the willingness to receive information from them about how they all accept you, but at the same time be the author of your self-esteem. Attitude towards confrontation with other people and new experiences as valuable material, important for deeper self-knowledge. Thus, the social worker must have the skill to critically reflect on his practice, which
means: to know what he does, when he does it and why, why he does something.
Flexibility - the ability to change your communication style depending on the situation and communication partner.
Social worker communication skills requirements vary with specific activities related to working with specific client groups (e.g. the elderly), in a specific social environment (e.g. correctional facilities) or a specific work method (e.g. for example, working with a group).
The social worker should strive to develop their communication skills using various technologies, such as psychosocial training. The desire to improve one's qualifications should cover the entire professional activity of a social worker, and not just the field of communication. By shielding themselves from the learning process, the social worker risks falling into what is commonly referred to as "skilled incompetence"19.
It was previously noted that the process of communication between a social worker and a client is characterized by a certain degree of tension, however, the effectiveness of the process of communication with a client can be influenced by the most common errors in communication, the knowledge of which will allow you to note and avoid them:

• poor listening - it was noted that listening is an important skill of a social worker and should be active;
• non-use of orientation to the listener - people are interested in that something is done in their interests, therefore it is important to focus on the interests of the listener in the process of communication;
• incorrect non-verbal signals - in the process of communication, verbal and non-verbal signals should

"YDoel M., Shadlow S. The practice of social work / Translated from English; edited by B.Yu. Shapiro. - M .: Aspect Press, 1995. S. 15.

correspond to each other, that is, be congruent
"nym;

• ignorance of the audience - the message should take into account and rely on the interests, characteristics, needs of a particular audience. The communicator needs to take into account that from the flow of information a person perceives well only what corresponds to his picture of the world, rejecting what is trying to break it;
• not understanding that communication is a two-way process - the process of issuing information is not yet communication, feedback plays a large role in communication through both verbal and non-verbal means of communication;

« non-compliance elementary rules politeness - the aggressiveness and rudeness of the communicator create interference in the communicative space and affect the effectiveness of communication.
Perception stereotypes also have a great influence on the effectiveness of communication. From the point of view of the perception of a person by a person, for effective communication it is necessary to be well versed in the feelings, personality traits, motives and needs of your interlocutor. The source of information about them is the appearance of the interlocutor, his speech and non-verbal behavior. However, when evaluating the roles and personal characteristics of those around us, as a rule, we rely on the standard that has developed in us. The standards are based on the belief in a stable connection between certain features of appearance and certain role and personality traits person. Identifying the interlocutor with the standard according to some observable features, we simultaneously attribute to him many other features that, in our opinion, are found in people of this kind.
Thus, the correlation of a person with a certain social stereotype allows one to conjecture a large amount of necessary, but missing information.

At the same time, the stereotypical perception of people according to standards is associated with a number of specific errors:

• projection effect - we tend to ascribe our own to a pleasant interlocutor own virtues, and unpleasant - their shortcomings, that is, to most clearly identify in others those features that are clearly represented in ourselves;
• effect of the average assessment - the tendency to average the assessments of the most striking features of another person;
• order effect - conflicting information is given more weight to the data received first, but when communicating with old acquaintances, preference is given to the latest information;
• halo effect - a certain attitude is formed towards a person according to his any act, the halo can have both positive and negative coloring;
• the effect of stereotyping is the attribution to a person of traits characteristic of certain social groups (for example, professional ones).

A social stereotype is a stable idea of ​​any phenomena or signs characteristic of representatives of a particular social group. Different social groups, interacting with each other, develop certain social stereotypes. The most famous are ethnic or national stereotypes - ideas about members of some national groups from the point of view of others. For example, stereotypical ideas about the politeness of the British, the frivolity of the French, or the mysteriousness of the Slavic soul.
At the same time, stereotypes can also play a positive role in relationships with people, as they save the time and effort of the social worker and make it possible to automatically respond in stereotypical situations.

In the latest edition (1994) of the tariff-qualification characteristics of the position “specialist in social work”, the following functions are distinguished:

· analytic-gnostic(identification and registration in the service area of ​​families and individuals, including minor children in need of various types and forms social support, and exercise patronage over them);

· diagnostic(determining the causes of difficulties that citizens face);

system-modeling (determination of the nature, volume, forms and methods social assistance);

· activation(promoting the activation of the potential of one's own capabilities of an individual, family and social group);

· effective-practical(assistance in improving relationships between individuals and their environment; consultations on social protection issues; assistance in preparing documents necessary to resolve social issues; assistance in placing those in need in stationary medical and recreational institutions; organizing public protection of juvenile delinquents, etc.);

· organizational(coordination of the activities of various state and non-state institutions, participation in the formation of social policy, development of a network of social service institutions);

· heuristic(improvement of one's qualifications and professional skills).

Of particular note is the function communicative, with the help of which almost all the previous ones are carried out. “ Communicative function is called upon to establish with those in need of this or that help and support, to organize the exchange of information, to promote the inclusion of various institutions of society in the activities of social services, to help the perception and understanding of another person.

In fact, the social worker is supposed to be able to act as a social statistician, administrator and manager; provide various kinds of social services; help in the upbringing of children; to carry out psychological and legal consulting and expertise; conduct educational work on a variety of issues, including such as healthy lifestyle life, family planning, crime prevention, etc.

Among the main professional requirements for a social worker, in addition to the fact that he must have good professional training and knowledge in various fields, have a sufficiently high general culture, have information about modern political, economic and social processes, he must also have a certain social fitness. He needs to skillfully contact and win over “difficult” teenagers, orphans, the disabled, people in rehabilitation, etc. A social work specialist must have a professional tact that can arouse sympathy and trust in people, observe professional secrecy, be delicate In a word, he must be able to communicate.

Thus, the activity of a social worker consists in constant contact with people, that is, in direct communication with them. All tasks facing a social worker are solved through communication. In the process of communication, the exchange of information between its participants is carried out both at the verbal and non-verbal levels. “The task of a social worker is to create a friendly environment, find a suitable way of behavior and communication with the client. To do this, it is necessary to know not only the techniques of conversation and the rules of communication, the psychological characteristics of people and the meaning of non-verbal means of communication, but also to possess such qualities as politeness, friendliness, courtesy, focus on people, patience (tolerance), intuition, compassion, etc. d.”

Creating a welcoming environment and choosing the right way to behave and communicate will allow the social worker to please people and persuade them to his point of view. The effectiveness of the work of a social worker depends on this.

So, from the foregoing, we can conclude: social work is a communicative profession, that is, it is closely related and inseparable from the process of communication, both at the micro and meso levels, and at the macro level of social work.

1. Communication management in communication activities social worker.

“The palette of communication is very rich in the variety of types, forms, and means used. And this is understandable: in the socio-psychological sense, the very essence human life can be defined as communication, because the entire space of human life is interpersonal in nature. From this point of view, it is difficult to overestimate the contribution of competent communication to the quality of human life, to destiny in general.

In diverse cases of communication, the invariant components are such components as partner-participants, situation, task. Variability is usually associated with a change in the nature (characteristics) of the components themselves - who is the partner, what is the situation or task - and the originality of the connections between them. In the very general plan competence in communication involves the development of an adequate orientation of a person in himself - his own psychological potential, the potential of a partner, in a situation and a task.

For a social work specialist, the palette of communication is perhaps even richer than that of representatives of other professions, because in addition to communicating with clients of social services and his colleagues, he also contacts with representatives of various organizations, with officials various levels(including the government and legislative bodies of the country - the impact on social policy state, its activities in the social sphere), the functions of a social worker may include PR (for example, attracting the general public to help people in need), he can also contact representatives of international organizations (UN, Red Cross, etc.). It is very important that a social worker be competent in communication, because the effectiveness of his work, and hence the state (mental, physical, material, etc.) of his clients depends on this. In addition, a competent social worker can assist in the ability to communicate to his client and through this solve his problem.

For a social worker in his professional activity, 3 main types (types) of communication can be distinguished:

1. business(this is communication in the official business sphere of a social work specialist with representatives of organizations, social institutions, officials of various levels, in order to improve the activities of social assistance services, solve any problems (legal, material, housing, psychological, etc.) of their clients etc.)

2. advisory(this is communication with the aim of helping the client, most often psychological, but not necessarily)

3. intimate-personal(this is communication based on friendly, trusting relationships between the client and the social worker).

All these types of communication can be intertwined, and all of them are carried out using both verbal (speech) and non-verbal (non-verbal) means.

Thus, the communication of a social worker is multifaceted, multifunctional, and therefore each social worker must be able to communicate in various areas of his activity, using both verbal and non-verbal means of communication, be able to understand other people, i.e., must be competent in communication, and this is due to that social work is one of the most communicative professions

Traditional communication is divided into business and interpersonal. In business interaction, its participants perform social roles, therefore, the goals of communication, its motives and ways of making contacts are programmed in it. In contrast to business communication, there is no strict regulation of behavior, emotions, and intellectual processes in interpersonal, informal communication. The essence of interpersonal communication is the interaction of a person with a person, and not with an object. Psychologists emphasize that the extreme deficit of interpersonal communication and the inability to carry it out negatively affect the activity and mental well-being of people. According to A. A. Bodalev, such communication is psychologically optimal, “when the goals of the participants are realized in it in accordance with the motives that determine these goals, and with the help of such methods that do not cause the partner to feel dissatisfied.” At the same time, it is emphasized that optimal communication does not necessarily imply “the merging of the minds, wills and feelings of the participants” - such communication can take place while maintaining the subjective distance desired for each partner. In other words, communication becomes psychologically full-fledged only if the partners interact “on an equal footing”, when an adjustment is constantly made for the uniqueness of each other and infringement of the dignity of each is not allowed. Optimal interpersonal communication is always dialogic communication.

The main characteristics of the dialogue are:

equality of the essential positions of the communicants (relationships "subject-subject");

confidential mutual openness of both parties;

lack of evaluation, "measurement" of any individual features everyone;

perception of each other as unique and valuable personalities.

M. M. Bakhtin defines a special attitude to a dialogue partner as a state of “outsideness”, A. A. Ukhtomsky - as a “dominant on the interlocutor”, humanistic therapy - as the ability to decentralize (decentralization is a mechanism for overcoming the egocentrism of a person, which consists in changing the point view, the position of the subject as a result of its collision with positions other than one's own). The essence of such an attitude is the absence of attempts to attribute to the communication partner any traits, motives, motives that are absent from him as aliens (stereotypical perception of another person and, as a result, attribution, i.e. “all salesmen are rude”, “all men are selfish”, etc.), and their own (projection, or “gifting” a communication partner with their qualities or qualities that are more beneficial in this moment depending on the state of your own inner peace- the so-called egocentric perception).

Dialogue is a natural environment for the development of a personality, one of the fundamental forms of manifestation of human individuality, therefore, dialogue as a form of communication can be not only a means of achieving certain goals (educational, educational, etc.), solving problems (scientific, creative, etc. .), but also an independent value of human life. The absence or deficiency of communication in the form of dialogue contributes to various distortions of personal development, the growth of problems at the intra- and interpersonal level, and the growth of deviant behavior.

The essential characteristic of socio-pedagogical activity is determined by its communicative specificity, determined by the goals, functions and content of the activity itself. Professional activity a social work specialist should be focused on building a harmonious communication of a person with the outside world through overcoming various forms of alienation (social, spiritual, psychological), as well as promoting his conscious social self-development.

The essence of communication technologies is to focus on interpersonal interaction in the educational process, the humanization of pedagogical influence. The humanization of the educational process should be understood as a transition to a personality-oriented pedagogy, which attaches absolute importance to the personal freedom and activity of students.

To humanize this process means to create such conditions in which the student cannot help but study, cannot study below his or her abilities, cannot remain an indifferent participant in educational affairs or an outside observer of a stormy current life. Humanistic pedagogy requires school adaptation to students, providing an atmosphere of comfort and psychological safety:

shifting priorities towards the development of mental, physical, intellectual, moral and other spheres of the personality instead of mastering the volume of knowledge and forming a certain range of skills;

adapting the school to students, providing an atmosphere of comfort;

differentiation of educational activity; individualization;

faith in the student, his strength, capabilities;

ensuring success in training and education;

exclusion of an external student, because it does not provide spiritual encounters with the teacher;

Discipline problems and negative attitudes towards school disappear, etc.

Communicative pedagogical technologies develop within the framework of a collaborative pedagogy that proclaims the following principles:

a person is in an active-active relation to the world and to himself;

the activity of the subject appears in its highest creative manifestation, when the subject rises to the formation of himself;

the idea of ​​the active formation of a person's vocation. The structure of the educational process has changed in the new model of education.

If the structure of traditional education was reduced to the following logical scheme: subject - teacher - pupil, then in the new model of the educational process it became different: pupil - vocation - subject - lesson - pupil.