Status of social psychology. The concept of a small group in social psychology What is psychological status
Social status- the position occupied by an individual in the system of interpersonal relations (in the social structure of a group/society), which determine his responsibilities, rights and privileges. The hierarchy of social statuses is fixed by the concept of prestige, which reflects the significance of certain individual positions.
Social status characterizes a person’s position in a social community, his position in the system of interpersonal relations and the rights, responsibilities, powers and privileges that he receives due to his position.
A person’s social status is preserved as long as he lives in accordance with established (conventional) rules and norms that govern the behavior of people in this category.
Levels of a person’s status position:
1. personal status– the position of an individual in a small group (family, school class, student group, community of peers, etc.), which is determined by the individual qualities of the individual and depends on how it is assessed and perceived by members of the small group;
2. social group status- this is the position of an individual in society, which he occupies as a representative of a large social group (race, nation, gender, class, stratum, religion, profession, etc.). It depends on the position of a social group in the social stratification of society.
Types of social statuses:
1. innate and ascribed status - acquired by a person automatically at birth and does not depend on the efforts and aspirations of the person (nationality, gender, race, membership in the royal family, etc., as well as statuses according to the kinship system - son, daughter, brother, sister.);
2. ascribed, but not innate, statuses are acquired due to a combination of certain circumstances, and not by the personal will of the individual, for example, due to marriage (mother-in-law, son-in-law, daughter-in-law, sister-in-law, etc.);
3. achieved status - acquired through the efforts of the person himself with the help of various social groups.
Achieved statuses are divided into defined ones:
a) position (for example, director, manager);
b) titles (general, people's artist, honored teacher, etc.);
c) scientific degree (Doctor of Science, Professor);
d) professional affiliation (People's Artist of Russia or Honored Master of Sports);
4) basic statuses are fairly permanent statuses (innate, ascribed, achieved, personal);
5) non-main statuses due to a short-term situation (passerby, patient, witness, spectator).
A person cannot be completely deprived of social status or several statuses; if he leaves one of them, he necessarily finds himself in another.
Each person has several statuses relative to different groups (director (by position), husband (for his wife), father (for children), son (for parents), etc.). These statuses are not equal. The main social status is usually a position in society, which is based on position and profession. Thanks to this status, a person’s “value resources” are usually determined, such as wealth, prestige, power.
The initial status of an individual influences his assessment in society, forms a point of view on the world, which largely determines his further behavior. People with different initial social statuses have unequal conditions of socialization.
Social statuses are reflected in clothing, jargon, manners, as well as in attitudes, value orientations, and motives.
Social status can increase or decrease, which implies an adequate change in behavior. If this does not happen, intrapersonal conflict arises.
Social role - This is a model of individual behavior aimed at fulfilling rights and responsibilities that correspond to accepted norms and is determined by status (expected behavior determined by social status).
A social role is a status in motion, i.e. a set of real functions and expected behavioral stereotypes. Expectations can be fixed in certain institutionalized social norms: legal documents, instructions, regulations, charters, etc., or they can be in the nature of customs, mores, and in both cases they are determined by status.
Role expectations are primarily related to functional expediency. Time and culture have selected the most appropriate typical personality traits for each given status and consolidated them in the form of samples, standards, and norms of personal behavior.
However, each individual, in the course of socialization, develops his own idea of how he should act in interaction with the world of other social statuses. In this regard, a complete coincidence between role expectations and role performance is impossible, which causes the development of role conflicts.
Types of role conflicts:
1) intrapersonal – arises in connection with conflicting demands placed on the behavior of an individual in different or in the same social role;
2) intra-role – arises on the basis of a contradiction in the requirements for the fulfillment of a social role by different participants in the interaction;
3) personal-role – the reason is the discrepancy between a person’s ideas about himself and his role functions;
4) innovative - arises as a result of the divergence between pre-existing value orientations and the requirements of the new social situation.
Main characteristics of the role (according to Paranson):
1) emotionality - roles differ in the degree of manifestation of emotionality;
3) the method of obtaining - some roles can be prescribed, others can be won;
4) structuredness - some roles are formed and strictly limited, others are blurred;
5) formalization - some roles are implemented in strictly established templates and algorithms, others are implemented arbitrarily;
6) motivation - a system of personal needs that are satisfied by playing a role.
Types of social roles depending on norms and expectations:
1) represented roles – a system of expectations of the individual and certain groups;
2) subjective roles – a person’s subjective ideas about how he should act in relation to persons with other statuses;
3) roles played - the observable behavior of a person having a given status in relation to another person with a different status.
Normative structure for fulfilling a social role:
1) descriptions of behavior characteristic of this role;
2) instructions – requirements for behavior;
3) assessing the performance of the prescribed role;
4) sanctions for violation of prescribed requirements.
To realize social status, a person plays many roles, which together constitute a role set, individual for each person. That is, a person can be considered as a complex social system, consisting of a set of social roles and its individual characteristics.
The significance of a role for a person and identification of oneself with the role being played is determined by the individual characteristics of the individual and its internal structure.
A person can strongly “get used to” his role, which is called role identification, or, on the contrary, strongly distance himself from it, moving from the actual part of the sphere of consciousness to the periphery or even displacing it from the sphere of consciousness completely. If an objectively relevant social role is not recognized as such by the subject, then this results in the development of internal and external conflict.
Internal position of the individual- these are the individual values and meanings of a person, his views and attitude towards the world, norms, attitudes and motives. Everything that is formed in the conditions of family and social upbringing, because the internal needs or motives of a person include part of social motives and needs. However, in the process of communication, each person shows his own individual internal position, his own view of the situation or attitude towards someone.
A person’s own position is formed through a system of personal meanings. Personal meanings are the individual value orientations of a person, which he assimilates and creates from the first years of life. Plus, personal meanings can include a certain line of behavior that a person chooses independently to defend his values.
So, from early childhood, a person learns the norms and values of society in general and his family in particular. Based on what has been learned, one’s own motives, views and attitude towards the world are formed, i.e. some information is accepted, some is rejected, and some is transformed and modified. This is how we get our own personal position.
A person’s needs also constitute his internal position, because motives for behavior and the formation of value orientations are closely related to them. Satisfied needs become only a condition for personal development, and not a source of development.
It is believed that a person cannot become an individual without the conditions of the social environment, since it is through society that a person appropriates spiritual experience, historical values, norms and morals. In addition, without communication, a person cannot develop such aspects of personality as emotional, volitional and rational, and it is through the development of aspects of personality that personal growth occurs.
Thus, the internal position of the individual, as well as its development, occurs in conditions of social interaction, which allows a person to use the accumulated collective experience and form his own values, motives and attitude towards the world. In addition, under these same conditions, the formation of self-attitude, understanding of oneself and one’s place in the world occurs.
Question 7. Social and psychological approaches to the study of personality in foreign psychology.
Psychoanalytic approach. According to the psychoanalytic theory of S. Freud, many types of behavior, including dreams and slips of the tongue, are caused by unconscious motives. Personality is mainly determined by biological needs. According to Freud, the beginning and basis of human mental life are various instincts, drives and desires that were originally inherent in the human body. According to Freud's theory of personality structure, personality consists of the id, ego, and superego, which often come into conflict. “It” operates on the pleasure principle, seeking immediate gratification of biological impulses. The ego obeys the reality principle, postponing the satisfaction of needs until such time as it can be achieved in socially acceptable ways. The superego (conscience) imposes moral standards on the individual. In a well-integrated personality, the ego maintains a strong but flexible control over the id and superego.
Behaviorist approach. American psychologist Skinner emphasized intensive analysis of the characteristics of a person's past experiences and unique innate abilities. According to Skinner, the study of personality involves finding the distinctive nature of the relationship between an organism's behavior and the outcomes that reinforce it. According to this view, individual differences between people should be understood in terms of behavior-environment interactions over time. Studying the supposed properties and effects of some hypothetical structures inside a person is only a waste of time.
Humanistic approach. Focuses on the subjective experience of the individual, and was created as an alternative to psychoanalytic and behaviorist approaches. Humanistic psychologists believe that a person’s concept of himself determines his desire for growth and self-actualization. There are two main directions in the humanistic theory of personality. The first, “clinical” (focused primarily on the clinic), is presented in the views of the American psychologist C. Rogers. The founder of the second, “motivational” direction is the American researcher A. Maslow. Representatives of humanistic psychology consider innate tendencies towards self-actualization to be the main source of personality development. Personal development is the development of these innate tendencies. According to K. Rogers, there are two innate tendencies in the human psyche. The first, which he called a “self-actualizing tendency,” initially contains in a compressed form the future properties of a person’s personality. The second, the “organismic tracking process,” is a mechanism for monitoring personality development. Based on these tendencies, in the process of development a person develops a special personal structure of the “I”, which includes the “ideal I” and the “real I”. These substructures of the “I” structure are in complex relationships - from complete harmony (congruence) to complete disharmony. A. Maslow identified two types of needs that underlie personal development: “deficit” needs, which cease after their satisfaction, and “growth”, which, on the contrary, only intensify after their implementation. In total, according to Maslow, there are five levels of motivation:
1) physiological (needs for food, sleep);
2) security needs (need for an apartment, work);
3) affiliation needs, reflecting the needs of one person for another person, for example, to create a family;
4) level of self-esteem (need for self-esteem, competence, dignity);
5) the need for self-actualization (meta-needs for creativity, beauty, integrity, etc.).
Existential approach. In general terms, existentialism can be defined as the desire to understand a person without splitting him into subject and object. Its basic concept is that man exists, emerges from reality, actively and freely acting in the world. This term emphasizes the opposite of those theories that perceive man as a highly structured object or box overflowing with instincts. which would always react to the corresponding stimulus with the same natural reaction. Thus, existentialism means the primacy of spiritual substance, and personality for it is subject-object.
Interactionist approach. This name traditionally combines a whole “palette” of theoretical models of socialization, which have in common an emphasis on the analysis of a person’s interaction with his social environment. personality is formed on the basis of many interactions between people and the world around them. In the process of these interactions, people create their “mirror self.” The Mirror Self consists of three elements:
1) how we think others perceive us;
2) how we think they react to what they see;
3) how we respond to the reactions we perceive from others
According to J. Mead, the process of personality formation includes three different stages. First - imitation. At this stage, children copy the behavior of adults without understanding it. Then follows game stage when children understand behavior as the performance of certain roles: doctor, fireman, race driver, etc. The third stage, according to J. Mead, stage of collective games when children learn to be aware of the expectations of not only one person, but also the entire group. At this stage, a sense of social identity is acquired. Consequently, within the framework of this theoretical direction, the driving force of social development of the individual is social interaction, and not internal mental states and not factors of the social environment. The focus of researchers is on an active, intelligent, active subject.
QUESTION 8. Concept, stages, factors and mechanisms of personality socialization.(by lectures)
Socialization of a personality is a two-way process of an individual assimilating the social experience of the society to which he belongs, on the one hand, and the active reproduction and expansion by him of the systems of social connections and relationships in which he develops, on the other. The first side of the socialization process - the assimilation of social experience - is a characteristic of how the environment affects a person; its second side characterizes the moment of a person’s influence on the environment through activity. The assimilation of various social roles is the most important component of the process of socialization of the individual.
Stages (stages) of socialization:
1. Pre-work:
· Early socialization (from birth to school)
· Stage of training (school, university)
2. Labor (from the beginning to the end of work activity)
3. Post-work.
Socialization factors:
1. Social:
1. Macro factors (country, its culture)
2. Meso-factors (terrain, regional conditions, type of population, media)
3. Micro factors (family, school, team)
2. Individual: personal factors (character)
Psychology effect: acute pain caused by emotions and feelings lasts an average of 11.5 minutes. Further suffering is self-deception.
I explore and detail the temperature conditions and amenities of the territorial water area of a home bath.
Cry into your vest with a family psychologist, so as not to burst into laughter soon with a psychiatrist.
Love is a pretext and a reason to live, enjoying the sunrise and every day.
Best status:
With lost love, the meaning of existence disappeared.
Daily moral trauma when I cross the threshold of the third school.
Psychological balance depends on eight lucky people whom I have to hug, or one loser who is destined by fate to get punched in the hard chin.
When I stupidly try in vain to object to a woman, I remember the dentist. Always expensive - sometimes painful and unpleasant.
When the mirror makes funny faces, trying to object to you, it’s time to think about a visit to a psychotherapist.
It is not only the servants of psychiatry who heal human souls: psychologists and psychiatrists. Sometimes heroin and cocaine sellers consider themselves masters of souls.
The statistics are inexorable - men go into eternity before women, because of the habit of ladies to be late, even on their last journey to the cemetery.
Some people consider alcohol to be their friend, sometimes a news service or an emergency psychological aid room.
You have to live your life in such a way that everyone up there goes nuts and says: “Come on, repeat it!”
Don't kill mosquitoes! Your blood flows in them!
To give birth to an idea, you don’t have to fuck your brains!
If I want it, it will come true.
To avoid stepping on the rake a second time, attach an ax to its handle)))
There are those for whom even a Snickers can’t help...
Love is the most wonderful feeling in the world,
I am a creative person: I want - I create, I want - I create
In what year were you born? In what month? What date?... And what the hell?
I do not care what you think of me. I do not think about you at all!
[she likes to dream and talk about it out loud, she makes elephants out of very small flies. ]
Sometimes I look at this world and I really want to scream: “ahh, dudes! let's get out of here!”
A woman needs only one thing to be happy... but new every day!
Only joint activities of idiocy can indicate true spiritual and emotional intimacy
A woman is given the intelligence to hide her character...
I fucking love listening to lies, looking them in the eye... Especially when I know the truth...
I'm blonde - everything that's not purple is pink to me!!!
Take care men! They are suffering! Sometimes it’s a lack of attention, sometimes it’s too much, and most often it’s BULLSHIT!!!
There are a couple of mowers in our pocket, we are positive, there are many of us, we are reckless, drunk and immodest.
I must have gone crazy, I must have gotten it! When did it happen like this? And my cheerful laughter disappeared! Love has come, unexpected love, but you are not next to me! ((
Good always triumphs over evil; That means whoever wins is good.
If a person is bitten by a vampire, he becomes a vampire. It feels like so many people around were bitten by sheep...
Without you, the house never runs out of sausage...
They don't spend as long in prison as you do on the Internet.
I urge you to protect and appreciate
When you left me, I renamed you to NOBODY on my phone, but it’s a pity that you can’t do this with your heart...
Get up bunny, it's time for your exam! – Today I’m a fish, I don’t have legs, and I’m not going anywhere!!!
Where nature is to blame, cotton wool will always help...
Never be afraid to do something you don't know how to do. Remember: The Ark was built by an amateur. Professionals built the Titanic.
A cactus is a cucumber deeply disappointed in life.
Due to the disappearance of soap, video cameras have been installed in women's baths.
Are you out and about, darling? go for a walk... no one is holding you by the horns...
I dream of becoming a boomerang: they throw you, and you throw them back in the face.
A cigarette takes 4 minutes. from life, 100 g of vodka 8 minutes, and a lesson at school takes 45 minutes.
Vredina is complex socio-psychological work for which no one pays, but you get pleasure from it..
Leaving does not mean giving up, it is also a way to preserve what you have experienced, if you are smart enough to leave before it is too late...
When they tell you: “Just tell me honestly,” you begin to understand that now you’ll have to lie outright...
What is this idiotic desire to touch everything beautiful with your hands?
The best psychologist is a friend with a bottle of vodka!
The problem is not that I don't care about you at all. The problem is that I still love him! ???
if you know the meaning of life, tell me, and we’ll have a good laugh!)
Family is when you guess who is sitting on the toilet by the sound.
The hardest thing in life is knowing which bridge to cross and which to burn!!!
It’s better to remember me dashingly than to call me a sucker))) ???
They say that you have to throw a coin where you want to return. I will definitely shake your entire wallet down your collar.
Status in contact is a responsible step in your personal life!
Damn, you wait 5 days for the weekend... and when it comes, there’s nothing better than stupid sleep all day! .
– Yesterday the traffic cop fined me. And most importantly, I found something to complain about: the pillowcase on the airbag is dirty.
Of course, happiness does not depend on the amount of money... But it’s better to cry in a limousine than on a bus!
You don’t have your own brains, you can’t throw them with a shovel!!!
Love is tears at night
Either pay me for a psychologist, or accept me as I am..!!!
There are few fools in the world, but they are placed so cleverly that you meet them at every step.
Always choose the most difficult path - you will not meet competitors on it.
Who told me it won't work?
Of course, I am the sun, but nothing shines here for you!
And only we, just once, will be allowed to start all over again...
As soon as you find your soul mate, other halves start wandering around and make you doubt...
We are strong girls! We’ll take out the trash and brains if necessary!
On New Year's Eve I made a wish to see you this year. And so you came to my city, I was the happiest. But you flew away again and I’m lonely... Be careful what you wish for
It's bad to be a hedgehog, no one will pet you...
Life is like a zebra: black stripe, white stripe, black, white, black, white... and then a tail and a complete ass!..
Trust is like kidneys. They'll beat you back once and that's it!
Nature denied a woman physical strength, so the woman has perfectly mastered the art of psychological violence))
Who, sitting at the computer, has time to listen to music, watch TV and eat? We are unique!
Socio-psychological status– a concept denoting a person’s position in the system of interpersonal relationships and the extent of his psychological influence on group members.
Social perception– a field of socio-psychological research in which the processes and mechanisms of people’s perception and evaluation of various social objects, events, and other people are studied.
Low status– “invisible” role of the subject in interpersonal relationships; the individual has little or no influence on the dynamics of relationships in the group.
High status– significant position in the group and active influence on the dynamics of relations in the group.
The well-known tendency of adolescents to group and the peculiar, often rigid, intra-group status differentiation inherent not only in informal groups, but also in the school class, makes it necessary to consider the relationship between a teenager’s self-esteem and his socio-psychological status. Data from a number of studies by domestic psychologists show the presence of this relationship, which is primarily positively correlated with the level characteristics of adolescents’ self-esteem.
Ya. L. Kolominsky (1976) established a number of interesting patterns social perception in teenagers:
– a tendency towards inflated self-esteem of sociometric status in low status students and to underestimated high status ;
– egocentric leveling – the tendency to attribute to other group members a status either equal to one’s own or lower;
– retrospective optimization – a tendency to evaluate one’s status in previous groups more favorably.
Subsequent research in this area confirms the influence of the characteristics of a teenager’s self-esteem on his socio-psychological status in the classroom: the more critical the teenager is of himself and the higher his self-esteem, the higher his positive sociometric status. And further, the higher the self-esteem and the higher the level of aspirations, the lower the positive sociometric status or the higher the negative status, depending on the behavioral characteristics of the person manifested in relation to the group: those prone to rational conformism fall into the “neglected” group, those prone to nonconformism fall into the “rejected” group.
Some authors find the reason for this dependence in the growing self-criticism of adolescents. At the same time, they point out that a teenager’s incorrect awareness of his position in a team is often one of the main reasons for the emergence of conflict situations.
A deviation in the adequacy of a teenager’s awareness of his position in the team, either towards overestimation or underestimation, can lead to undesirable results. If, for example, a student overestimates his position, then, as a rule, he has a negative attitude towards his comrades, showing disdain, while underestimation leads to uncertainty and alienation in the teenager.
Self-esteem and pedagogical assessment
The question of the influence of pedagogical assessment on the self-esteem of adolescents is also of interest.
In domestic psychology, this issue was comprehensively studied by B. G. Ananyev, who identified two main functions of pedagogical assessment: orienting(impact on the intellectual sphere) and stimulating(impact on the affective-volitional sphere of the individual). The combination of these functions forms the child’s knowledge of himself and his experience of his own qualities, that is, self-awareness and self-esteem.
The teacher’s evaluative influence also influences the developing relationships between children in the class, their mutual assessment, expressed, for example, in the popularity and reputation of each individual student (1948).
Research by scientists
E. L. Nosenko’s research was aimed at identifying the mechanisms of connection between a teenager’s self-esteem and the success of his education.
The researcher did not limit herself to the general thesis about the influence of self-esteem on the decrease in the effectiveness of a teenager with low self-esteem due to his lower self-confidence. The author suggested that the mechanism of influence of self-esteem on the effectiveness of a child’s intellectual activity is based on the emotional experiences that accompany the teenager’s activities.
Research results have shown that the level of self-esteem of adolescents significantly affects both the qualitative indicators of the effectiveness of intellectual activity and the time it takes to complete it, if there are emotional factors in the situation (for example, the stress of failure, increased responsibility for the quality of activity, etc.).
Adolescents with low self-esteem have lower indicators of the quality of activity in emotional situations at a statistically significant level than adolescents with high self-esteem, and the time required to complete the activity is longer. The author explains this tendency by the worse adaptation of adolescents with low self-esteem to emotional situations, which leads to the emergence of emotional tension, which negatively affects the quality characteristics of the time spent performing activities (1998).
Developmental disorders
Affect of inadequacy
Affect of inadequacy– inappropriate emotional reactions. The subject experiences imaginary injustice and inadequate resentment in a situation of failure, when one’s own responsibility for failure is denied, a defensive form of awareness of what happened is used, and others or circumstances are blamed for failures.
The formation of a child’s personality largely depends on how the relationship develops in the course of his life between his aspirations, self-esteem and his real opportunities to satisfy his aspirations and justify his self-esteem.
The main sign of the presence affect of inadequacy in adolescents is the manifestation of inadequate reactions to failure, that is, ignoring it. More specifically, it looks like this: failure does not reduce aspirations; the teenager absolutely does not allow the idea that the reasons for failure may lie within himself, he always blames someone else or objective circumstances for his failures; he develops a feeling of resentment and the belief that he is being unfairly treated.
This kind of affect of inadequacy occurs in adolescent children quite often and is a serious obstacle to the correct, full formation of personality. Since such affect is a barrier that separates the personality from reality, under its influence the adolescent develops such traits as touchiness, suspiciousness, suspicion, isolation, and aggressiveness.
INTRODUCTION
I THEORETICAL ASPECTS OF STUDYING THE PROBLEM OF SOCIO-PSYCHOLOGICAL STATUS AND AGGRESSIVE BEHAVIOR
2.2 Analysis of research results
CONCLUSION
BIBLIOGRAPHY
APPLICATIONS
INTRODUCTION
aggression behavior teenager peer
Increased aggressiveness of children is one of the most pressing problems for modern society. The relevance of the topic is undoubted, since the number of minors with deviant behavior is rapidly growing, which is manifested in defiant behavior towards adult peers. Crime among young people has increased sharply: teenagers participate in paramilitary formations of extremist political organizations, in racketeering, collaborate with the mafia, engage in prostitution and pimping. Compared to the recent past, the number of serious crimes has increased; ordinary consciousness records an increase in conflicts and cases of aggressive behavior of people. We are witnessing changes in the entire social structure of society, intensive processes of stratification of the population along property lines, in relation to various forms of ownership. Intergroup and interpersonal conflicts arise on the basis of social contradictions.
The growth of aggressive tendencies among teenagers reflects one of the most acute social problems of our society, where youth crime, especially teenage crime, has sharply increased in recent years. At the same time, the fact of an increase in the number of crimes against the person, entailing serious bodily harm, is alarming. Cases of violent group fights between teenagers have become more frequent.
One of the main problems of adolescence is the problem of communicating with peers. It is relationships with friends that are the focus of a teenager’s attention; they largely determine behavior, activities, and subsequently influence the development of personal qualities and social attitudes. It is important for a teenager to take a significant place among his peers, to be recognized in a group, or to be a leader in his team. But not every teenager can achieve this, since the individual characteristics and attitudes of many children prevent them from occupying a high status place and socializing in precisely the social group that is desirable for them. This is often due to the fact that adolescents cannot correctly assess themselves, and therefore cannot find an adequate reference group for themselves. Difficulties are also associated with finding a stable set of social roles. In recent years, psychologists and teachers have carried out a number of studies on the study, diagnosis and prevention of pedagogical neglect, violations of socialization and delinquency of adolescents (G.S. Abramova, M.A. Alemaskina, N.P. Anikeeva, S.A. Belicheva, V. O. M. Bekhterev, M. Bityanova, A. D. Glotochkina, I. V. Dubrovina, V. V. Znakov, E. Ya. Ivanov, A. G. Kovalev, Y. L. Kolominsky, I. S. Kon , V.T. Kondrashenko, A.E. Lichko, G.M. Minkovsky, I.A. Nevsky, V.F. Pirozhkov, K.K. Platonov, E.E. Smirnova, etc.).
The relevance of the topic lies in the fact that the inability to build relationships with peers and the inability to achieve a significant position in the group are the main causes of impaired communication with peers. Aggression is formed mainly in the process of early socialization in childhood and adolescence, therefore, this age is most favorable for prevention and correction.
The subject of the study is, on the one hand, the socio-psychological status, and on the other, the aggressive behavior of a teenager.
Hypothesis: aggressive behavior of adolescents is both a consequence of the adolescent’s place in the informal structure of the class and its cause. To achieve or maintain socio-psychological status, adolescents have to resort to aggressive forms of behavior.
Research objectives:
1. Carry out a theoretical analysis of the problem of socio-psychological status.
2. Analyze theories of aggression and aggressive behavior.
3. Study the psychological characteristics of a teenager in a team.
4. Consider at a theoretical level the causes of aggressive behavior in adolescents.
5. Describe the psychological characteristics of aggressive adolescents.
6. Select empirical research methods, study the status of adolescents in the team and the forms of their aggressive behavior, analyze the data obtained, and formulate conclusions.
Research methods: the main research methods were theoretical analysis of literature and empirical analysis techniques such as:
1. Bass-Darka questionnaire. The technique is intended to study the aggressiveness of adolescents, young adults and adults.
2. “Hand-test” - a projective technique for studying personality. Due to its design features, the technique makes it possible to reliably predict and qualitatively evaluate such a specific personality trait as “overt aggressive behavior.”
3. Sociometric technique - used to study relationships in small groups.
4. The color relationship test (CRT) is a clinical and psychodiagnostic method designed to study the emotional components of a person’s relationship with significant people and reflecting both conscious and partially unconscious levels of these relationships.
The reliability of the results obtained was ensured by the use in the study of such a mathematical method as Spearman's rank correlation analysis. This coefficient allows us to identify correlation relationships between variables and evaluate the dependence of one variable on another.
Object of the study: the object of the study were teenagers of 7 “A”, 7 “B”, 7 “D” and 8 “D” classes in the amount of 92 people, the age of the subjects was 13-15 years.
The base of the study was the Municipal Educational Institution Lyceum No. 104 in Mineralnye Vody, Stavropol Territory.
Structure and scope of work: the thesis consists of an introduction, two chapters, a conclusion, a list of references and two appendices. The bibliography contains 56 titles. The main content of the thesis is presented on 94 pages, including 19 figures and 40 tables.
THEORETICAL ASPECTS OF STUDYING THE PROBLEM OF SOCIO-PSYCHOLOGICAL STATUS AND AGGRESSIVE BEHAVIOR
1.1 The concept of socio-psychological status, the main approaches to the study of status
The word “status” came to sociology from the Latin language. In Ancient Rome it denoted the state, the legal status of a legal entity. However, at the end of the 19th century, scientists gave it a new meaning. Status is the social position of a person in society. Social status is a generalized characteristic that covers a person’s profession, economic status, political opportunities, and demographic properties.
Although status is perhaps the most widespread concept in sociology, a unified interpretation of its nature has not been achieved in this science. F. Bates writes that status is usually understood as a designation of rank, place in the social structure, associated with a certain set of norms [cit. according to 22, p.201].
M. Weber considered social status in the meaning of prestige and associated it with the high position of the individual in society.
The classic formulation was proposed in the 1930s by the American anthropologist and sociologist Ralph Linton. He clearly separated status from role, saying that a person’s status occupies a certain cell (occupy a status), and a person needs to play a role (play a role). Therefore, status is a position in the social structure, and behind the role there are certain thoughts and actions. If status indicates a person’s place in society or a group, then role indicates a way or model of behavior. R. Linton’s position was adhered to, if not by the majority, then by many modern sociologists, including the author of the most famous foreign sociology textbook in our country, N. Smelzer. Other sociologists agree with him. In particular, T. Marshall and M. Hagopian believe that status indicates a position that is associated with a range of rights and obligations, privileges and obligations, legally assigned opportunities or restrictions, publicly recognized and supported by the authority of public opinion.
Some sociologists confuse two concepts: status and prestige. For example, P. Sorokin believes that status is synonymous with prestige. However, P. Sorokin, unlike R. Linton and N. Smelser, understood by status not only prestige, but also social rank. In other words, not just a position in the social structure, but high, medium or low. In everyday language, this interpretation of status is most often used, and when they want to emphasize the high position of a person or country, they say that they have a high status.
E. Bergel insists on the need to distinguish between two concepts - prestige and status. For example, Reagan and Johnson are both US presidents. They have the same status, but different prestige. Prestige refers to specific achievements in a well-known or established field [cit. according to 48, p.195].
In addition to these approaches, there are at least two more points of view, the authorship of which is difficult or impossible to establish. The first position is to identify status and role, the second is to attribute an integrating function to status.
There is another generalizing concept – socioeconomic status. It includes education, occupation and income.
A. Kravchenko, analyzing various approaches to defining the concept of “status”, believes that one model can be distinguished, which has four parameters that describe the concept of “status”:
The name of the status (usually consists of one word: man, teenager).
Definition of status (describes the essence of status and its place in a group or society). Examples of determining status: lawyer - a person whose profession is providing legal assistance to citizens and organizations, protecting their interests in court; shareholder – an individual or legal entity who owns shares of a given joint stock company.
Status rank is the place of a given status in the social hierarchy (high, medium, low).
A person interacts with different people and social groups every day. Entering simultaneously into many social groups, he occupies a corresponding position in each of them, determined by relationships with other members of the group. To analyze the degree of inclusion of an individual in various groups, as well as the positions he occupies in each of them, concepts of social status are used.
Y.P. Platonov defines social status as the position of an individual or group in a social system, which has characteristics specific to this system. Each social status has a certain prestige.
All social statuses can be divided into two main types: those that are prescribed to the individual by society or a group, regardless of his abilities and efforts, and those that the individual achieves through his own efforts.
There is a wide range of basic statuses:
▪ prescribed,
▪ achieved,
▪ mixed,
▪ personal,
▪ professional,
▪ economic,
▪ political,
▪ demographic,
▪ religious
▪ consanguineous.
In addition to them, there are a huge number of episodic, non-main statuses. These are the statuses of a pedestrian, passer-by, patient, witness, participant in a demonstration, strike or crowd, reader, listener, television viewer, etc. As a rule, these are temporary states. The rights and obligations of holders of such statuses are often not registered in any way.
People have many statuses and belong to many social groups.
The American sociologist R. Merton in the middle of the 20th century introduced the concept of an individual’s status set - this is the totality of all statuses belonging to one individual.
The status set of each person is individual, that is, unique in all details. It, as “a set of points in physical space belonging to one body, accurately records the position of a person in social space - the position of the individual in society.” If we change one of them, say, gender or profession, and leave all the others unchanged, we will get a similar, but different person. Even if all the main statuses of two people coincide, which happens not so often, the non-basic ones will certainly differ [cit. according to 46, p.204].
Status, especially high status, imposes certain obligations on its bearer - a set of restrictions that relate, first of all, to behavior. The higher the status, the more stringent restrictions are imposed on a person's behavior. It is no coincidence that they say: position obliges.
Status behavior manifests itself in three areas:
Acquiring status;
Behavior in a status position;
Loss of status.
The influence of social role on personality development is quite large. Personality development is facilitated by its interaction with persons playing a range of roles, as well as by its participation in the largest possible role repertoire. The more social roles an individual is able to reproduce, the more adapted to life he is. Thus, the process of personality development often acts as the dynamics of mastering social roles.
Gaining and losing status affects people differently. A newly achieved status requires a more stringent conformity from a person than a status acquired long ago. A person who feels that his standard of living has fallen and it is difficult for him to maintain his previous status will seize on the slightest opportunity to maintain his previous position rather than allow himself to act in accordance with the lower status in which he may already have found himself thanks to the blows of fate.
Leading expert of the Russian Institute of Directors, Russian Academy of Education M.V. Clarin, citing numerous foreign studies, shows that people are more willing to respond to the request of a stranger with a high status, whom they become aware of by his appearance and clothing or from information previously received about it. The influence of status is strong enough to suppress some reactions. It is known, for example, that a driver who does not move after the light turns green is honked less if he has an expensive car. Moreover, if they start honking at him, it is much later than for someone who has a car of a non-prestigious brand. Conversely, a person with high status, blocked at a traffic light by a middle class car, reacts more aggressively.
Thus, Lefkowitz et al showed that when a high-status person violated traffic rules by crossing the road at a red light, 20% of people began to follow his example, while in the control situation or condition of low status the violation occurred in only 1% cases. A study by Guéguen and Pichot confirmed these results and even demonstrated a response suppression effect (fewer cases of copying the status model) under low status conditions: in the high, medium, low status and control conditions (no model), the percentage violations were 54, 18, 9 and 16 % respectively.
In addition to the effect of copying the behavior of the status model, other reactions can be observed. Thus, the accomplice in Harris's experiment wedged himself into different queues (at the cinema, at the cash register in a store, at a bank window) consisting of no less than fifteen people. Clothes were used to recreate a particular status. In the case of low status, the experimenter's assistant was dressed casually; in the case of high status, he was dressed very elegantly. The results showed less aggressiveness toward the high-status confederate compared to the low-status confederate, regardless of the presence or absence of an apology or where in the queue the confederate was inserted.
The results showed that when treated politely, the subjects (bakery shop assistants) agreed to the request of the confederate, regardless of his status (on average 93%). However, when treated rudely, the request of a low-status confederate was complied with by 20% of subjects, of medium status by 40%, and by high status by 75%.
The influence of status is felt even in situations where the law is broken. Guéguen and Pascal demonstrated that when a high-status person commits shoplifting, subjects tend to respond less (by reprimanding or warning a nearby security guard) than when the thief is a person of average or low status.
Taken together, all these works show that in some circumstances high status tends to suppress reactions, in others it can cause inaccurate assessments of reality and provoke copying of the behavior of the status model. Both suppression and activation often have the same result. In both cases, behavior that is appropriate to the situation or context is demonstrated less frequently.
The influence of status is not limited to conflict situations. It also extends to the help that people are ready to provide to any person, regardless of whether he asked for it or not. Thus, it has been proven that we are more willing to come to the aid of a person who has dropped things at the moment when he was about to put them in the trunk of his car, if this is a person with high status. A person with a high status (an expensive new car) received help in 53% of cases, while a person with a low status (a cheap car in poor condition) received help in only 23%.
The same effect is observed when it comes to an urgent request coming from a person whose appearance clearly defines his status. Thus, Kleink showed that people are more willing to give money to an applicant who is dressed in a classic suit (80%) than to someone dressed casually (32%). The same effect was observed when students determined the amount of donation to a charitable organization. The request for donation came from a professor (high status) and from a student (equal status). The average donation given to a professor whose status was indicated by a robe was 6.02 rupees, and the average amount collected by a student was 2.62 rupees. Moreover, in this experiment, the professor was a dummy, that is, he did not teach from those whom he asked for a donation.
M.V. Clarin concludes that in some circumstances, high status tends to suppress a reaction, in others it can cause inaccurate assessments of reality and provoke copying of the behavior of the status model. Both suppression and activation often have the same result. In both cases, behavior that is appropriate to the situation or context is demonstrated less frequently. http://www.elitarium.ru/
Y.P. Platonov notes that for any society it is no less important to prescribe roles in accordance with age. Adaptation of individuals to constantly changing ages and age statuses is an eternal problem. Before an individual has time to adapt to one age, another one immediately approaches, with new statuses and new roles. As soon as a young man begins to cope with the embarrassment and complexes of youth, he already stands on the threshold of maturity; As soon as a person begins to show wisdom and experience, old age comes. Each age period is associated with favorable opportunities for the manifestation of human abilities, moreover, it prescribes new statuses and requirements for learning new roles. At a certain age, an individual may experience problems associated with adapting to new role status requirements. A child who is said to be older than his age, that is, has reached the status inherent in the older age category, usually does not fully realize his potential childhood roles, which negatively affects the completeness of his socialization. Often such children feel lonely and defective. At the same time, the status of an immature adult is a combination of adult status with attitudes and behavior characteristic of childhood or adolescence. Such a person usually has conflicts when performing roles appropriate to his age. These two examples show unsuccessful adaptation to the age statuses prescribed by society.
Sociologists identify a situation in which the same person in different group hierarchies occupies different ranks - high, middle and low. This situation is called status incompatibility. In contrast, status compatibility is a position in which the same person in different group hierarchies occupies approximately the same ranks: all high, all middle, or all low.
A. Kravchenko believes that “status incompatibility is the cause of personal dissatisfaction and social tension. A person feels disharmony in his statuses, he is not left with a feeling of dejection, pessimism, disappointment in himself and in life. ...status incompatibility causes personal drama, and may indicate serious failures in the social mechanism.”
Thus, status incompatibility leads to psychological dissatisfaction; the contradiction between two or more statuses is the cause of many social conflicts of values.
Status as the position of a subject in the system of interpersonal or social relations includes two concepts: “social status” and “sociometric”. Social status, as discussed above, reflects the position occupied by a person in the social system of society. Ya.L. Kolominsky considers sociometric status as “the position of an individual in the system of interpersonal relations and is determined by the number of choices or preferences that each member of the group receives based on the results of a sociometric survey” [cit. according to 56, p. 128].
A person’s position in the system of personal relationships in a group depends on two systems of factors: the qualities of the individual himself and the characteristic features of the group. M.I. Bobneva notes that “changes in sociometric status occur in the process of socialization of adolescents in the study group.” It is influenced by communication and joint activities in the group, as well as the degree to which the individual accepts group norms and values. Unlike social status, sociometric status includes personal characteristics associated with the specifics of interpersonal relationships. Thus, sociometric status is characterized by the presence of a relationship with the cognitive and affective aspects of personality.
Thus, the concept of socio-psychological status of a person includes the position of the individual in the social system, which has characteristics specific to this system. Each individual has his own idea of his occupied and desired place in society, and builds his behavior in accordance with this, which undoubtedly has a certain impact on the formation of his personality.
1.2 The concept of aggression and aggressive behavior in psychology
Various researchers have proposed many definitions of aggression, but none of them can be considered exhaustive or generally used.
The team of authors under the leadership of N.M. Platonova, having conducted a study on the nature of aggression and aggressive behavior, note that when giving the concept of aggression, a number of researchers strive to do this on the basis of studying phenomena and acts of behavior that can be objectively observed and measured. For example, A. Bass defines aggression as a “reaction” as a result of which another organism receives painful stimuli. Wilson defines aggression as "physical action or the threat of such action on the part of an individual that reduces the freedom or genetic fitness of another individual" [cit. according to 2, p.8]. F. Allan describes aggression as an internal force that gives a person the opportunity to resist external forces. R. Baron and D. Richardson consider the concept of aggression “primarily from a social position... as a form of social behavior involving direct or indirect interaction of at least two human individuals.”
In the dictionary of a practical psychologist we find the following definition of aggression: “individual or collective behavior or action aimed at causing physical or mental harm or even destroying another person or group. Inanimate objects can also act as objects. Serves as a form of response to physical and mental discomfort, stress, and frustration. In addition, it can act as a means of achieving some significant goal, including increasing one’s own status through self-affirmation.
B. Meshcheryakov and V. Zinchenko clarify that aggression is “motivated destructive behavior that contradicts the norms (rules) of coexistence of people in society, harming the objects of attack (animate and inanimate), causing physical harm to people or causing them psychological discomfort (negative. experiences, a state of tension, fear, depression, etc.).”
Many authors differentiate the concept of aggression as a specific form of behavior and aggressiveness as a mental property of a person. Aggression is interpreted as a process that has a specific function and organization; aggressiveness is considered as a certain structure, which is a component of a more complex structure of a person’s mental properties. T.B. Dmitrieva defines the term “aggressiveness” as a relatively stable personality trait, expressed in readiness for aggression, as well as a tendency to perceive and interpret the behavior of another as aggressive.
N.D. Leontiev described the state of aggressiveness as “a shy experience of anger with loss of self-control” [cit. according to 2, p.8].
Freud's theory views aggression as a destructive force that is suppressed with the help of the Super-Ego, and in the process of suppressing aggression it turns towards its carrier and appears in the individual in the form of a death drive. A. Adler saw in aggression the desire to overcome the innate sense of inferiority. F. Perls considers aggressiveness not a “death impulse”, but a “life impulse” necessary for active assimilation of the outside world.
K. Lorenz believes that the attraction to aggression is built into the human psyche, and for its manifestation it does not need an external threat or internal frustration. It occurs spontaneously and needs to be discharged. The biological nature of aggressiveness, in his opinion, is emphasized by the successes of breeders who breed both aggressive breeds of dogs, roosters, etc., and non-aggressive ones (such as St. Bernard, Newfoundland).
Scientists offer several classifications of aggression.
G.E. Breslav notes that modern psychologists distinguish:
Positive aggression, which provides the individual, group or society as a whole with the opportunity for survival, security and development;
Negative aggression, aimed at satisfying drives by causing harm to others. The line between them is sometimes very thin.
A. Bass introduced the concepts of hostile and instrumental aggression. Hostile aggression is motivated by negative emotions and the intent to cause harm. The source of hostile aggression is anger. Its only purpose is to cause harm. With instrumental aggression, on the contrary, goals not related to causing harm are pursued. In this case, aggression becomes a tool for personal enrichment or advancement. When instrumental aggression is used, the subject’s attention usually does not include the victim’s suffering. The non-harm goals behind many aggressive actions include coercion and self-affirmation. In the case of coercion, evil may be done to influence another person or to “get one’s way.” For example, Patterson observed that children use a variety of negative behaviors such as fist-banging, acting up, and refusing to obey, all in an effort to maintain power over family members. It is sometimes difficult to make clear distinctions between hostile and instrumental aggression.
Zillmann replaced "hostile" and "instrumental" with "stimulus-dependent" and "impulse-dependent." Stimulus-driven aggression refers to actions taken primarily to eliminate an unpleasant situation or reduce its harmful effects (eg, extreme hunger, mistreatment by others). Motive driven aggression refers to actions that are taken primarily to achieve various external benefits.
Dodge and Coye distinguished between reactive and proactive aggression. Reactive aggression is a response to a perceived or real attack or threat. Proactive aggression is intimidation and coercion. It is initiated by the instigator to satisfy his own needs. Proactive aggression is often directed at a weaker, defenseless creature. Proactive aggression can be:
1) hostile - for example, revenge for failure on a person you met by chance;
2) instrumental - for example, persecution to achieve power in a group.
These scientists conducted a series of studies in which they identified differences between the two types of aggression. The authors found that reactively aggressive elementary school students (boys) tend to exaggerate the aggressiveness of their peers and therefore respond to perceived hostility with aggressive actions. Students who demonstrated proactive aggression did not make similar errors in interpreting the behavior of their peers. .
E. Fromm distinguished between malignant and benign aggression. Benign aggression is life-sustaining and adaptive. Thus, police officers, military personnel during combat operations, as well as a number of other specialists often resort to aggressive actions, the purpose of which is to fulfill their professional and civic duty. Benign aggression includes self-defense, as well as pseudo-aggression, in which damage is caused unintentionally. Pseudo-aggression includes accidents, play aggression (fencing, wrestling) and aggression as a socially acceptable self-affirmation in a competitive environment. E. Fromm notes that “Aggression, as an evolutionarily fixed behavior, may not be adaptive” [cit. according to 2, p.9]. Therefore, in his opinion, it is worth fighting only socially dangerous forms of aggressive behavior that interfere with adaptation. The lack of acceptable aggressiveness leads to blocking of self-affirmation and self-realization, to blind submission and unnecessary sacrifice. Benign aggression is necessary for the destruction of outdated models, norms, and for innovation.
E. Fromm defines malignant aggression as destructiveness not related to the preservation of life. In addition to vindictiveness and a specific character, he highlights the ecstatic destructiveness generated by some religious cults, ideological movements, as well as orgies that disinhibit suppressed drives.
A. Bass and A. Darkey identify the following 5 types of aggression:
1. Physical aggression - the direct use of force to inflict moral and physical harm on the enemy.
2. Irritation - readiness to express negative feelings at the slightest excitement.
3. Indirect aggression - aggression directed in a roundabout way at another person or not directed at anyone.
4. Negativism is an oppositional manner of behavior from passive resistance to active struggle against established customs and laws.
5. Verbal aggression - the expression of negative feelings both through form (screaming, screeching) and through the content of verbal responses (curses, threats).
6. Resentment – envy and hatred of others for a real or imagined action.
7. Suspicion – an attitude towards people ranging from distrust and caution to the belief that other people are planning and causing harm.
8. Feelings of guilt - the subject’s conviction that he is a bad person, that he is doing evil; as well as the remorse of conscience he feels.
E. Bass proposes a classification built not on the basis of division into groups lying in the same plane, but according to the multi-axial principle. His conceptual framework includes three axes: physical - verbal, active - passive, direct - indirect. .
G.E.Bbreslav complements this classification, believing that it has practical value, since a person usually shows several types of aggression at once, and they are constantly changing, turning into each other (Fig. 1).
Figure 1. Types of aggression
G.E. Breslav notes that on the same axis lie types of aggression that belong to the same group, but have different poles.
By direction:
Heteroaggression – directed at others: murder, rape, beatings, threats, insults, profanity, etc.
Auto-aggression - focus on oneself: self-destruction up to suicide, self-destructive behavior, psychosomatic diseases.
Due to manifestation:
Reactive aggression is a response to some external stimulus (quarrel, conflict).
Spontaneous aggression - manifests itself for no apparent reason, usually under the influence of some internal impulses (accumulation of negative emotions, unprovoked aggression in mental illness).
By purpose:
Instrumental aggression - committed as a means of achieving a result: an athlete seeking victory; dentist removing a diseased tooth; a child loudly demanding that his mother buy him a toy.
Targeted (motivational) aggression - acts as a pre-planned action, the purpose of which is to cause harm or damage to an object: a schoolboy who was offended by a classmate and beat him up.
According to the openness of manifestations:
Direct aggression - directed directly at an object that causes irritation, anxiety or excitement: open rudeness, use of physical force or threats of violence.
Indirect aggression - refers to objects that do not directly cause excitement and irritation, but are more convenient for displaying aggression, since they are accessible and displaying aggression towards them is safe: a father, coming home from work “out of sorts,” takes his anger out on the whole family.
According to the form of manifestation:
Verbal aggression – expressed in verbal form.
Expressive – manifested by non-verbal means: gestures, facial expressions, voice intonation. In such cases, the person makes a threatening grimace, waves his fist or shakes his finger at the enemy.
Physical – direct use of force.
Aggressive behavior is observed in a number of nervous and mental disorders. It occurs in patients with schizophrenia, epilepsy, with organic brain damage due to trauma, meningitis, encephalitis, etc. Patients with neurasthenia and psychosomatic diseases often also show aggressiveness. In addition, it is characteristic of people with excitable and epileptoid psychopathy.
There is a misconception that aggression is more characteristic of mentally ill people than healthy people - in fact, this is not the case. To confirm this, we can cite the fact that only 12% of young people who committed aggressive acts and were sent for a forensic psychiatric examination were diagnosed with a mental illness. Moreover, only in half of these cases aggression was a manifestation of psychosis; in the rest, there were inadequate aggressive reactions of mentally ill people to psychologically understandable reasons. In fact, it was not a manifestation of psychopathology that was noted here, but only an exaggerated reaction to circumstances in persons with personality changes.
However, our study will be incomplete if we do not also consider pathological aggression.
Yu.B. Mozhginsky distinguishes two types of pathological aggression - psychotic and transformed.
Psychotic aggression is committed under the influence of hallucinations and delusions and is characterized by the absurdity of destructive actions.
Transformed aggression is often a pathological compensation for inferiority and resentment, the result of prolonged stress and a deep-seated personality crisis. Cruel behavior with transformed aggression, according to Yu.B. Mozhginsky, at some point turns into aggressive-pathological actions with signs of unmotivated sadistic violence.
K.S. Lebedinskaya distinguishes two types of pathological aggression:
1. Psychotic aggression - occurs in the form of violent discharges of aggression with loss of control over one’s actions and unmotivated mood swings. It is often accompanied by disturbances of desires (cruelty, increased sexuality, alcoholism) and noticeable somato-vegetative disorders.
Psychotic aggression arises as a result of pathology in various spheres of the psyche: with disturbances of perception (hallucinations), thinking (delusions, overvalued ideas), mood (anxiety, dysphoria), and drives (impulsivity, sadism). Usually these types of pathology are combined.
2. Behavioral aggression - occurs mainly in neuroses and psychopathy, neurosis- and psychopath-like conditions within other diseases and is associated with a person’s personality traits.
K.S. Lebedinskaya believes that non-psychotic aggression, unlike psychotic aggression, occurs in the form of various unstable behavioral and affective disorders. At the same time, the latter have some kind of motivation for mood swings, affective outbursts are short-lived, and a critical attitude often appears towards them. Such aggressive behavior appears largely due to the lack of moral and ethical standards due to low culture or shortcomings in upbringing. Alcoholization and drug addiction can facilitate manifestations of aggression, removing psychological and ethical barriers.
However, it should be noted that behavioral aggression can also manifest itself in a mentally ill person with psychopathic or specific personality changes in the form of a reaction to any situation. And in psychopathic individuals during the period of decompensation, a psychotic variant of aggressive behavior may manifest itself as part of anxiety syndromes, dysphoria, etc.
Yu.N. Statsenko identifies the following groups of pathological aggression:
1. Aggressive behavior with changes in the emotional sphere and the emergence of affective reactions.
2. Aggressive behavior in the presence of overvalued and delusional ideas (mainly ideas of persecution, relationships, damage).
3. Sadistic aggression, as a result of a violation of the sphere of drives, is accompanied by positive emotions when inflicting pain and suffering on another person.
Pathological forms of aggressive behavior may have the following properties:
Situations are inadequate, sometimes unusual and pretentious;
Can be stored for a long time and repeated many times;
Excessively expressed (for example, they are brutal in nature);
Poses a real danger to the individual or surrounding people;
They do not cause feelings or remorse in the person showing them;
Uncontrollable (a person is not able to control his actions).
In the course of the development of science, sharply differing views were expressed regarding the causes of aggression, its nature and the factors influencing its manifestations. While there are a variety of conflicting theoretical justifications that have been put forward, most fall into one of the following four categories. Aggression refers primarily to:
1) innate impulses or inclinations;
2) needs activated by external stimuli;
3) cognitive and emotional processes;
4) current social conditions in combination with previous learning.
The earliest and perhaps best known theoretical position related to aggression is that the behavior is primarily instinctive in nature.
According to the psychoanalytic approach, aggression occurs because human beings are genetically or constitutionally “programmed” to act in such a way. S. Freud suggested the existence of not only the instinct of life, eros, but also the instinct of death and destruction. He wrote: “Belief in the “goodness” of human nature is one of the worst illusions... a special instinct lurks in man - aggression and destruction.”
In general, Freud's views on the origins and nature of aggression are extremely pessimistic. According to him, aggressive behavior is not only innate, originating from the death instinct “built-in” in a person, but also inevitable, since if the energy of Thanatos is not turned outward, it will soon lead to the destruction of the individual himself. The only glimmer of hope lies in the fact that outward expression of the emotions that accompany aggression can release destructive energy and thus reduce the likelihood of more dangerous actions.
For A. Adler, aggressiveness is an integral quality of consciousness that organizes its activity. Adler considers competitiveness, the struggle for primacy, and the desire for superiority to be a universal property of living matter. However, these basic drives become authentic only in the context of a correctly understood social interest. Aggressive, or, in Adler’s words, “agonizing,” consciousness gives rise to various forms of aggressive behavior - from open to symbolic, such as, for example, boasting - its goal is the symbolic realization of one’s own power and superiority. According to Adler, this is due to the fact that the aggressive instinct includes a female narcissistic component that requires recognition and admiration.
Aggressiveness, interwoven into the context of culture, acquires other symbolic forms - associated with infliction of pain and humiliation - rituals, ceremonies, conventional forms of punishment, etc. In addition, according to Adler, any counter-coercion, that is, retaliatory aggression, is a natural conscious or unconscious human reaction to coercion, resulting from the desire of each individual to feel like a subject and not an object.
Proponents of this approach believe that the most civilized form of releasing aggression for a person is competition, various types of competitions, physical exercise and participation in sports competitions.
Evolutionary approach. K. Lorenz believed that aggression originates, first of all, from the innate instinct of the struggle for survival, which is present in all living beings. He also considered aggression inevitable, but was more optimistic about the possibility of weakening aggression and controlling behavior. K. Lorenz studied the innate principles that restrain aggression, such as kinship, love and friendship. He also believed that engaging in a variety of non-harmful activities could prevent aggressive energy from building up to dangerous levels and thus reduce the likelihood of violent outbreaks.
The situational theory of aggression includes the approach of J. Dollar, who considered aggression as a consequence of frustration and aversive (extremely unpleasant) stimulation. According to this theory, an individual who has experienced frustration has an urge to aggression. In some cases, the aggressive urge encounters some external obstacles or is suppressed by the fear of punishment. However, in this case, the impulse remains and can lead to aggressive actions, although they will not be aimed at the true frustrator, but at other objects in relation to which aggressive actions can be carried out unhindered and with impunity [cit. according to 2, p.13].
N.E. Miller put forward a systematic model explaining the shift in aggression. He suggested that in cases where individuals are aggressive not towards their frustrators, but towards completely different people, the aggressor's choice of victim is largely determined by three factors:
1. The force of motivation to aggression.
2. The strength of factors inhibiting this behavior.
3. Stimulus similarity of each potential victim to the fusing factor.
According to N.E. Miller, displaced aggression is most likely to be discharged on those targets in relation to which the inhibitory force is insignificant, but which have a relatively high similarity to the frustrator [cit. according to 2, p.14].
L. Berkovets supplemented this theory with the assumption that frustration causes anger, which creates a readiness to respond to aggression, but open aggression may not manifest itself. To actualize aggression, signals (messages) that resolve aggression are needed. The role of such messages can be played by provocative remarks, the presence of weapons, excessive fear, and the pliability of the “victim.”
Theories of aggression based on the concepts of “instinct” and “frustration” suggest that hostile impulses break out from the level of deep emotions; these emotions naturally “push” aggression from within to the surface. Social psychologists believe that, in addition, a person learns to “pull out” his aggression.
D. Myers notes that “social learning theory is a theory according to which we learn social behavior through observation and imitation under the influence of rewards and punishments.”
A. Bandura postulates that aggressive behavior is a complex system of skills that requires long-term and comprehensive learning. To learn methods of destructive actions, a person must observe their social patterns, be encouraged when demonstrating them, and internally approve of his own “success” in causing harm to other people. Reward and punishment are regulators of aggressive behavior and are responsible for strengthening or restraining aggressive behavior.
A. Bandura identified three types of rewards and punishments:
1. Reinforcement of one’s own behavior by others.
2. Attitude towards yourself.
3. Observing the reward and punishment of another person. .
The main danger, according to R. Waltersai and A. Bandura, is aggression directed at other people - “antisocial aggression”. Scientists associate it with “actions of a socially destructive nature,” which may result in damage to another person or property, and these acts do not necessarily have to be punishable by law [cit. according to 3, p. 167].
Learning theory underlies most programs for the prevention and correction of aggressive behavior, because, according to many practitioners, the behavioral approach to the development of prosocial behavior is the most effective, methodologically universal and fastest.
In a structured form, aggression manifests itself in the form of aggressive behavior or aggressive actions. In the psychological dictionary edited by V.P. Zinchenko, B.G. Meshcheryakov wrote that aggressive behavior: “is one of the forms of response to various physically and psychologically unfavorable life situations that cause stress, frustration, etc. condition. Psychologically, it is one of the main ways to solve problems related to the preservation of individuality and identity, the protection and growth of a sense of self-worth, self-esteem, level of aspirations, as well as the preservation and strengthening of control over the environment that is essential for the subject.”
A. Eichhorn writes: “Aggressive action is intentional behavior aimed at causing physical or mental harm.” Such aggression can be controlled by the individual, and the tendency towards it can be reduced thanks to social measures and psychological and pedagogical work with the population.
Aggressive actions act as:
1. The means of achieving any significant goal.
2. Methods of psychological relaxation.
3. A way to satisfy the need for self-realization and self-affirmation.
G.E. Breslav notes that aggressive behavior consists of three components: cognitive, emotional and volitional.
The cognitive component includes understanding the situation, identifying the object and justifying the motive for displaying aggression.
The emotional component is the easy occurrence of negative emotions: anger, disgust, contempt, anger.
The volitional component is purposefulness, perseverance, determination and initiative (the qualities themselves are quite positive).
The severity of the components in this triad may vary. All of them are associated with physiological personality traits - temperament, introversion and extroversion.
Aggressive actions can take many different forms. This includes children's pranks and games, teenage disputes, fights and conflicts; in adults - from such completely socially approved forms as discussions, sports competitions, to social pathology: wars, murders, insults, violence and rape, terrorism, etc.
Researchers identify the following psychological characteristics that provoke aggressive behavior:
* insufficient development of intelligence;
* reduced self-esteem;
* low level of self-control;
* underdevelopment of communication skills;
* increased excitability of the nervous system.
In real life, it is quite difficult to determine whether a person’s behavior is guided by his internal progressive tendency, or whether it depends on some other factors. N.M. Platonova believes that an analysis of additional personal and situational factors will help determine the internal aggressive tendency of a particular person, such as, for example, the significance of a particular situation for a person, his ability to be aware of his behavior, control his feelings, etc.
The aggressive behavior of a particular individual can be differentiated:
1. By the degree of personal involvement:
Situational aggressive reactions (in the form of a short-term reaction to a specific situation);
Aggressive state (in the structure of post-traumatic disorder, against the background of stress, age-related crisis, maladjustment);
Sustained aggressive behavior of the individual;
2. By degree of activity:
Passive aggressive behavior (in the form of inaction or refusal);
Active aggressive behavior (in the form of destructive or violent actions);
3. In terms of efficiency:
Constructive aggressive behavior (promoting adaptation, success and coping with stressful situations);
Destructive aggressive behavior (causing significant harm to the individual or the people around him);
4. According to the severity of the pathological component:
Normal aggressive behavior;
Aggressive behavior as part of pathological reactions;
Aggressive behavior as part of behavioral disorders;
Aggressive behavior as part of personality disorders;
Aggressive behavior within mental illnesses and psychopathological syndromes.
Expressed desire to dominate people;
Using people for your own purposes;
Tendency to destruction;
Intention to cause harm to others;
Tendency to violence (inflicting pain).
In the structure of aggressive behavior, N.M. Platonova identifies several interconnected levels:
1) behavioral (aggressive gestures, statements, facial expressions, actions);
2) affective (negative emotional states and feelings);
3) cognitive (inadequate ideas, prejudices, racial and national attitudes, negative expectations);
4) motivational (conscious goals or unconscious aggressive aspirations).
Aggressive behavior can be distinguished by both external signs and internal representatives. Internal representatives of aggressive behavior can be ideas, fantasies and affects.
As individual-personal characteristics that potentiate aggressive behavior, K. Bütner considers such traits as fear of public disapproval, irritability, suspicion, prejudice, and a tendency to feel shame instead of guilt. An important role in maintaining a tendency to violence “can be played by a person’s conviction that he is the sole master of his own destiny (and sometimes the destinies of other people), as well as his positive attitude towards aggression (as a useful or normal phenomenon).
Aggressive behavior in some cases can act as a manifestation of the work of defense mechanisms and serve as a signal of intensification of psychological defense. As the dictionary defines this concept, “psychological protection is a special regulatory system of personality stabilization, aimed at eliminating or minimizing the feeling of anxiety associated with awareness of a conflict.” The function of psychological protection is to protect the sphere of consciousness from negative, traumatic experiences. E.A. Markova and A.N. Volkova believe that aggressive behavior itself can be protective, and psychological defense mechanisms can be activated to justify aggressive behavior. At the same time, the work of mature psychological defenses can prevent or reduce the intensity of aggressive manifestations. We can talk about the actions of psychological defense when, for example, instead of identifying the causes of a problematic situation, a person begins to look for someone “to blame” and think through ways of revenge.
Thus, in modern psychology it is customary to distinguish between the concepts of “aggression”, “aggressiveness” and “aggressive actions”. The first is usually considered as individual actions and deeds, the second as a relatively stable personality trait, and the third as a form of response to various unfavorable situations. These concepts are considered from the point of view of various approaches (psychoanalytic, ethological, situational theory, social learning theory), each of which has its own practical application.
1.3 Psychological characteristics of aggressive behavior in adolescence, causes of aggressive behavior in adolescents
The nature of aggressive behavior is largely determined by age characteristics. Each age stage has a specific developmental situation and puts forward certain requirements for the individual. Adaptation to age requirements is often accompanied by various manifestations of aggressive behavior. According to numerous studies, manifestations of childhood aggressiveness are one of the most common forms of behavior disorders that adults - parents and professionals - have to deal with.
E.A. Markova notes that periods of crisis and transition are associated with dissatisfaction with one’s position, protest behavior, capriciousness and imbalance. Age-related crises, accompanied by a natural increase in aggressiveness, are associated with the emergence of new needs that are not satisfied by existing relationships and skills [cit. according to 50, p.571].
Psychoanalytic research shows frequent episodes of anger experienced by infants, especially in situations where their needs are not sufficiently taken into account. In the first years, a child's life depends entirely on his parents, especially his mother: she is the one who gives him food, protection, service and warms him with a feeling of love and acceptance. During this period, more than any other, he seeks parental attention and approval of his behavior. Aggression is a mechanism for attracting attention and a way to achieve one’s goals. Therefore, the first manifestations of aggressiveness are visible in a child already in the third month of his life: he hits with his arms, knocks with his legs, and grabs any objects lying within his reach. This activity is purely instrumental in nature, acting as a means of achieving what is desired, as an opportunity to attract attention to oneself and get rid of something unpleasant or disturbing.
Aggression in a child is, first of all, a reaction to physical and mental discomfort and stress. Aggression in children is expressed by crying, screaming, and kicking. With age, the child begins to show his protest reactions in the form of actions aimed at other people (offenders) or things valuable to them.
Adapting to the conditions of a kindergarten, kids can call names, pinch, spit, fight and bite. Moreover, these actions are performed unconsciously, impulsively and openly. Passive manifestations of aggressiveness at this age include negativism, stubbornness, refusals, and touching nails and lips.
N.M. Platonova, citing various studies, notes that the level of aggressiveness and intransigence of children decreases in preschool age. The peak of intransigence in boys and girls at this age occurs at 2 years, and the peak of aggressiveness at 3 years.
A preschooler, being in a peer group, often tries to become popular or authoritative in this environment. With this he satisfies his need to be recognized and protected, to enjoy attention. However, communication skills at this age are not yet sufficiently developed, excitation processes prevail over inhibition, and moral standards have not yet been formed. Consequently, the little man often tries to take a leadership position using aggressive methods.
In preschool age, individual children often become the initiators of aggression. Aggression occurs especially easily and quickly in children who have residual organic brain damage, are socially neglected, are rejected by their parents, and are mentally retarded. The aggression of these children is usually instrumental in nature and manifests itself in the form of outbursts of rage and anger. As G.E. Breslav notes, “children simply do not know how to achieve authority and popularity constructively.”
As A. Guggenbühl notes, younger children are poorly aware of their aggressive behavior: when questioned, they briskly repeat the maxims they have heard more than once from adults that screaming and fighting are not good, but on occasion, without thinking, they do both.
At primary school age, the initiators of aggression are no longer individuals, but groups of children; aggressive behavior becomes less spontaneous and more organized. As constructive communication skills are acquired, the relationship between instrumental and hostile aggression changes in favor of the latter. This happens because instrumental aggression is gradually replaced by constructive ways to achieve a goal, while hostile destructiveness - the desire to cause harm to opponents and get pleasure from it - remains unchanged.
K. Bütner writes that the first formation of groups at primary school age noticeably changes the aggressive behavior of schoolchildren. Being in a group gives them the opportunity to experience a feeling of comfort and security, increasing their capabilities. The consequence of this is the disappearance of the fear of punishment for displaying aggression, a heightened desire to establish oneself in the role of a full participant in events, and to take a worthy place in the group. Therefore, according to K. Bütner, cruelty, destructiveness and other manifestations of hostile destructiveness are increasing sharply even among elementary school students.
V.G. Vasilevsky especially notes that for a number of children with communication disorders, a group can be a fantasy. Lacking the opportunities and communication skills to join a real group, they invent imaginary comrades for themselves. These can be heroes of books, cartoons or feature films. With the help of identification, children try to imitate the behavior of their favorite heroes. This often dictates their aggressive behavior, which seems not entirely adequate to others, especially since such children are usually withdrawn and do not share their fantasies with anyone [cit. according to 18, p.22].
Teenage aggression occupies a special place. As you know, there is an opinion that the period from 13 to 16 years is a continuous multi-year age crisis. At this time, growing boys and girls face two competing drives: the need for intimacy and belonging to another and the desire to preserve and establish their own identity. E.V. Slotina writes that a teenager experiences a number of existential experiences: a feeling of loneliness and isolation from others, loss of the integrity of the world, inconsistency of his real self with ideals (often false). In addition, the time is coming to break off your dependence on your parents, form your own views and begin to take independent actions.
A. Bandura writes that a modern teenager can realize his aggression in two ways:
1) express openly, receive impetus and life experience - following this path, he either achieves authority, prestige and self-realization, or breaks down, becomes an alcoholic, takes drugs, goes to prison, or commits suicide;
2) hide and suppress aggression, become an obedient good boy (girl), but at the same time lose some of the energy, not achieving anything special in life. In this case, the suppressed energy will break out in the form of either neurosis or psychosomatic illness.
At the same time, A. Bandura notes that if there are two children in a family, especially teenagers of the same sex, then one of them (usually the eldest) follows the first path, and the other follows the second.
S.N. Enikolopov believes: “adolescent aggression has three main functions. First of all, aggression is the best way to protect your “I” from an imaginary or real threat. The manifestation of such aggression largely depends on what the boy or girl understands by his “I”. Many teenagers begin to behave aggressively when they first meet them, because they must constantly assert themselves. The second function of aggression is the release of psychological tension, the search for a “scapegoat” (this has already been discussed) and the third is the achievement of one’s goal: “I want to break through to this door, so I push everyone away on my way.”
Aggression in children and adolescents can also be directed at themselves. Auto-aggression is not only suicide, but also all kinds of damage: scars, tattoos, and simply destructive behavior, which is based on self-abasement and self-accusation. Now this problem has become very relevant due to psychosomatic problems and diseases.
I.A. Furmanov, based on manifestations of aggression, distinguishes four categories of children:
1. Children prone to physical aggression.
These are active, active and purposeful guys, distinguished by determination, risk-taking, unceremoniousness and adventurism. Their extraventiveness (sociability, relaxedness, self-confidence) is combined with ambition and a desire for public recognition. This is usually confirmed by good leadership qualities, the ability to rally peers, correctly distribute group roles between them, and carry them along. At the same time, they like to demonstrate their strength and power, dominate other people and show sadistic tendencies.
In addition, these children are characterized by low prudence and restraint, and poor self-control. This is usually due to insufficient socialization and the inability or unwillingness to restrain or delay the satisfaction of their needs. They constantly strive to experience thrills, and in the absence of them they begin to get bored, as they need constant stimulation. Since any delay is unbearable for them, they try to realize their desires immediately, without thinking about the consequences of their actions, even in those cases when they understand that things will not end well. Aggressive children act aggressively and thoughtlessly, often do not learn from their negative experiences, and therefore make the same mistakes. They do not adhere to any ethical and conventional norms, moral restrictions, and usually simply ignore them. Such children are capable of lies, dishonesty, and betrayal.
2. Children prone to verbal aggression.
These guys are characterized by mental imbalance, constant anxiety, doubts and lack of self-confidence. They are active and efficient, but in emotional manifestations they are prone to low mood levels. Outwardly, they often give the impression of being gloomy, inaccessible and arrogant, but upon closer acquaintance they cease to be constrained and fenced off and become more sociable and talkative. They are characterized by constant intrapersonal conflict, which entails states of tension and excitement.
Another feature of such children is low frustration tolerance; the slightest trouble unsettles them. Since they have a sensitive nature, even weak stimuli cause them to burst into outbursts of irritation, anger and fear. These negative emotions manifest themselves especially strongly in the event of any real or imaginary diminishment of their significance, prestige or sense of personal dignity. At the same time, they do not know how or do not consider it necessary to hide their feelings and attitudes towards others and express them in aggressive verbal forms.
They combine spontaneity and impulsiveness with touchiness and conservatism, a preference for traditional views that fence them off from experiences and internal conflicts.
3. Children prone to indirect aggression.
Such children are characterized by excessive impulsiveness, weak self-control, insufficient socialization of drives and low awareness of their actions. They rarely think about the reasons for their actions, do not foresee their consequences, and endure delays and hesitations. Children with low spiritual interests experience an increase in primitive drives. They indulge in sensual pleasures with pleasure, strive for immediate and urgent satisfaction of needs, regardless of circumstances, moral norms, ethical standards and the desires of others. The indirect nature of aggression is a consequence of their dual nature: on the one hand, they are characterized by courage, determination, a penchant for risk and public recognition, on the other hand, feminine character traits: sensitivity, gentleness, compliance, dependence, narcissism (the desire to attract attention through extravagant behavior ). In addition, because of their sensitivity, children tolerate criticism and remarks addressed to them very poorly, so people who criticize them make them feel irritated, offended and suspicious.
4. Children prone to negativism.
The guys in this group are characterized by increased vulnerability and impressionability. The main character traits are selfishness, complacency, excessive conceit. Anything that affects their personality causes a feeling of protest. Therefore, they perceive the criticism and indifference of others as an insult and an insult and, since they have low frustration tolerance and are unable to control their emotions, they immediately begin to actively express their negative attitude. At the same time, these children are reasonable, adhere to traditional views, weigh their every word, and this often protects them from unnecessary conflicts and intense experiences. They often change active negativism to passive - they fall silent and break off contact.
R. Campbell suggests taking the driving forces and motivation of aggression as the basis for aggression. Its classification, based on the mechanisms of aggressive behavior, is as follows:
1. Impulsive-demonstrative type.
Here the child’s main goal is to demonstrate himself and attract attention. Such children express their aggressive emotions extremely clearly - they scream, swear loudly, throw things around. Their behavior is aimed at receiving an emotional response from others: they actively seek contacts with peers, and, having achieved the attention of partners, they calm down and stop their provocative actions.
Children belonging to this group ignore the norms and rules of behavior, both in the game and outside the game, behave very noisily, demonstratively take offense, and shout. However, their emotions are superficial and quickly move into calmer states. Aggressive acts in such children are fleeting, situational and not particularly cruel. Even physical aggression (direct or indirect) is used only to attract attention. Their aggression is involuntary, spontaneous and impulsive, hostile actions are quickly replaced by friendly ones, and attacks against peers are replaced by a willingness to cooperate with them. Their actions are situational, and the most vivid emotions are observed at the moment of the actions themselves and quickly fade away. Such children have a very low status among their peers.
It is likely that children in this group lag behind their peers in general mental development. Their acute need for attention and recognition cannot be realized through traditional forms of children's activities, therefore they use aggressive actions as a means of self-affirmation and self-expression.
2. Normative-instrumental type.
This group includes children who use aggression mainly as a norm of behavior when communicating with peers. Here, aggressive actions act as a means of achieving a specific goal - obtaining the desired item, leading a role in the game, or winning over one’s partners. This is evidenced by the fact that they experience positive emotions after achieving a result, and not at the moment of aggressive actions. The activities of these children are characterized by purposefulness and independence. At the same time, they always strive for leading positions, subordinating and suppressing others. Unlike representatives of the previous subgroup, they do not have a special goal to attract the attention of their peers. As a rule, these children already occupy the position of the preferred ones, and some reach the level of “stars”. Among all forms of aggressive behavior, the most common is direct physical aggression, which, however, is not particularly cruel. In conflict situations, they ignore the experiences and grievances of their peers, focusing solely on their own desires.
Children belonging to this category know well and verbally accept the norms and rules of behavior, but constantly violate them. By breaking the rules, they justify themselves and blame their comrades, trying to avoid a negative assessment from an adult: “He started it first,” “He climbed it himself, it’s not my fault.” A positive assessment from an adult is undoubtedly important to them. At the same time, the guys do not pay attention to their own aggressiveness, and consider this method of action to be normal and the only possible means of achieving their goal.
3. Purposefully hostile type.
This includes children for whom harming another is an end in itself. Their aggressive actions do not have any visible purpose - neither for others, nor for themselves. They experience pleasure from the very actions that bring pain and humiliation to their peers. Children of this type use mainly direct aggression, and more than half of all aggressive acts are rough physical force, characterized by particular cruelty and composure. Usually, one or two permanent victims are chosen for aggressive actions - weaker children who are not able to respond in kind. There is usually no feeling of guilt or remorse. Norms and rules of behavior are openly ignored. To the reproaches and condemnation of adults, they answer: “So what!”, “And let it hurt him.” Negative assessments of others are not taken into account. Vengeance and rancor are especially characteristic of such children: they remember any minor insults for a long time and, until they take revenge on the offender, cannot switch to another activity. They even view the real situation as a threat and an encroachment on their rights.
Most researchers of deviant behavior in children and adolescents believe that their aggression is caused by environmental factors. Thus, E. Dukeheim substantiated that crime and other forms of deviant behavior increase in conditions of social disorganization, with sudden changes in society, when normative control weakens. In the theory of anomie (alienation), R. Minton showed that the source of aggressiveness is the inaccessibility of socially valuable goods to some social groups. Consequently, the behavior of adolescents from these families represents an attempt to achieve the desired status and financial situation by the only means available to them [cit. according to 2, p.63].
In Russian psychology, pedagogical neglect is considered as the main cause of non-pathological aggression in children and adolescents. The social background for the development of a child’s indiscipline is the bad behavior and criminal record of parents, and their frequent changes of work. Personal risk factors for problem behavior include low self-esteem, despair, and having friends with deviant behavior.
One of the main sources of instilling aggressiveness in children and adolescents, according to most experts (Z.V. Baerunas, N.M. Platonova, G.E. Breslav, A. Bandura, I.A. Furmanov, A.E. Lichko) is family. The forms of aggression in family relationships are very diverse and include direct physical or sexual violence, coldness, insults, negative assessments, personality suppression, and emotional rejection of the child. Family members may demonstrate aggressive behavior themselves or reinforce the child's unwanted behavior.
Z.V. Baerunas identifies options for educational situations that contribute to the emergence of deviant behavior:
1) lack of a conscious educational process for the child;
2) a high level of suppression and even violence in education, which usually ends in adolescence;
3) exaggeration of the child’s independence for selfish reasons;
4) chaotic upbringing due to parental disagreement [cit. according to 25, p.234].
A.E. Lichko identifies 4 dysfunctional situations in the family:
1) overprotection of various degrees: from the desire to be an accomplice in all manifestations of the inner life of children (his thoughts, feelings, behavior) to family tyranny;
2) hypoprotection, often turning into neglect;
3) a situation that creates an “idol” of the family - constant attention to any motive of the child and excessive praise for very modest successes;
4) a situation that creates “Cinderellas” in the family - many families have appeared where parents pay a lot of attention to themselves and little to their children.
Speaking about the connection between the socialization of adolescents and their family conditions, N.M. Platonova identifies three main features that determine the child’s behavior:
His willingness to establish dependent (intimate-personal) relationships;
Degree of development of responsibility;
The power of motivation for aggression.
G.E. Breslav notes that aggressive behavior in the family is formed according to three mechanisms:
Imitation and identification with the aggressor;
Defensive reaction in case of aggression directed at a child;
Protest reaction to frustration of basic needs.
Yu.N. Statsenko identifies the following as individual risk factors caused by a biological predisposition to the formation of aggressive behavior:
Birth injuries;
Disorders of prenatal development;
Hereditary disorders;
Trauma and organic diseases of the brain;
Mental illnesses with onset in childhood or adolescence;
Increased motor and general activity of the child.
Adolescents also receive information about aggression from communication with peers. They learn to behave aggressively by observing the behavior of other children (for example, classmates). However, those who are very aggressive are likely to find themselves rejected by the majority of the class. On the other hand, these aggressive children may find friends among other aggressive peers.
One of the most controversial sources of aggression training is the media. After many years of research using a wide variety of methods and techniques, psychologists and educators still have not figured out the extent of the influence of the media on aggressive behavior.
I. Sokovni believes that the conditions of the educational process at school and the actual pedagogical influence can increase the risk of schoolchildren developing aggression as a consequence of mental health disorders:
1. The factor of learning conditions combines the real conditions of the educational process: lighting, sizes of classroom furniture, ventilation of classrooms, printing parameters of textbooks, i.e., all environmental characteristics subject to hygienic regulation.
2. The educational load factor combines the entire information side of the educational process and the organization of training: the volume of tasks (the educational load as a whole), the distribution of types of educational activities during the school day (week, quarter, year), the problem of the curriculum, etc.
3. The factor of the relationship between teacher and student is determined by the style of relationship between teacher and student, including the assessment of the latter’s educational activities. Any violations in the system of these relations directly affect the mental state of students.
I. Sokovni states that “The discrepancy between the conditions, requirements and nature of relationships during the educational process and the individual capabilities and characteristics of the student increases the risk of developing a disease, reduces health reserves and contributes to deviant behavior.”
Thus, the development of aggressive behavior in adolescents is a complex process in which many factors are involved. Aggressive behavior is determined by the influence of family, peers, and the media. Children learn aggressive behavior both through direct reinforcement and by observing aggressive actions. The combination of unfavorable biological, psychological, family and other socio-psychological factors distorts the entire lifestyle of adolescents. They are characterized by a violation of emotional relationships with other people, expressed in aggressive behavior.
1.4 The meaning of status for a teenager and its impact on relationships with peers
Modern psychology distinguishes official (or formal) and unofficial (informal) structures of relationships in a team.
A.S. Makarenko called the official system of relations - “a system of responsible dependencies” [cit. according to 6, p.19]. The official structure of relations is a system of positions given from the outside, by society, and necessary for the functioning of a given team. These positions are characterized by certain regulations: those occupying these positions have more or less definite ideas about the rights and responsibilities associated with these positions. In school classes, this is the commander, headman, teacher, editor, and so on.
An informal structure is a system of relationships of its members to each other that spontaneously arises in the process of a group’s life. The informal structure can be purely emotional, that is, it can reflect who likes who in the group and who doesn’t like who. The informal structure may be based on other criteria (for example, attitude to a common cause or some other important points for the group). It is essential that an informal structure is always the result of the interaction of specific people included in a specific team. Formal and informal structures, as a rule, do not coincide. If in groups of adults both of these structures of relationships are usually approximately equally significant, then in children's groups informal connections are almost always more important for the children. In a school classroom, there is almost no formal structure, but informal relationships play a very important role.
The teenager does not think of himself outside the group, and all events of collective life evoke an active emotional attitude in him. He experiences an uplift from the experience of community with his group, when he acts together with everyone and, together with everyone, expresses his positive or negative attitude to the events of school life, outside of school, etc. Separation from the team, isolation, absence of a friend or destruction of friendship is perceived by a teenager as a personal drama.
One of the psychological characteristics of adolescents is a pronounced need for recognition of their personality. For the sake of self-affirmation, they often commit negative actions. Children at this age are not confident in their merits and at the same time really want to show themselves worthy. They have a sharp degree of dependence on other people, on their opinions, and at the same time they really want to show themselves as independent and independent in resolving certain issues. They show amazing persistence in satisfying their desires and look for different ways to implement their plans.
In every children's group there are popular children and not so popular ones. There are active, sociable ones, and there are quiet, loners. Some are satisfied with their secondary role in the class, others suffer from this situation, but do not know how to change it.
M. Bityanova believes that the class, as a small group, has an inherent structure of emotional preferences - sociometric. This structure often arises based on gender, on the basis of success in educational activities (at the middle level) and according to the preferences of the teacher (at the junior level). In many cases, it is characterized by internal imbalance and conflicting relationships both between microgroups and within them. The structure is unstable, largely depends on current events and relationships, and there is nothing to cement (support) it: there is practically no system of business relations.
T. Alekseeva writes: “Social roles in the classroom are distributed not only under the influence of the psychophysiological capabilities of the students. The division into roles often occurs under the influence of the emotional sphere of the student class.”
As sociological research shows, the formation of a system of social roles has a number of features:
1. The system of social roles is formed under the influence of the emotional sphere of the class.
2. The leadership position has been formed from the very beginning, but is filled based on the principle of enumerating applicants.
3. First of all, the outcast role is formed from social roles.
Each social role cannot exist separately. They arise in interconnection as a single system.
E.E. Smirnova states: “One of the serious reasons causing conflict situations among schoolchildren is the lack of clarity of the social status of the student’s personality in school society. The comfortable state or unstable position of a student depends on the emotional relationships in the group, the presence of constant conditions of interpersonal contradiction, a system of rejection and (which is very important) on the status that the student has in the student society" [cit. according to 11, p.381].
In an informal, interpersonal system of relations, positions are determined by the individuality of each student and the characteristics of a given class.
N.P. Anikeeva notes that already in elementary school there is a desire of children to occupy certain positions in the class team that attract them: leader, best student, best athlete, and so on. During adolescence, various positions in the classroom stand out especially clearly. Social position is characterized by two parameters: the social behavior of the individual and the social expectations of others. Social behavior is real actions through which a person asserts himself in the desired role. Social expectations are the attitudes of others towards the position of a given person.
A special place among intra-collective positions is occupied by the position of a leader, leader. “Leadership, as R. Krichevsky puts it, is a process of interpersonal influence aimed at achieving the goals of the group. Regardless of what it will be - organizational or psychological (that is, formal or informal), it “unfolds” in the group. This position is associated with the success of the tasks facing the group.” The desire for leadership is “first of all, the need for power. Its essence is to influence others and encourage them to do what you think is necessary. This need can be based on both high and low self-esteem. If a person wants to compensate for inferiority in something (for example, incompetence) with power, then this will always be aggression.” If in a class no one is actually the leader, that is, no one occupies the position of leader (and, let’s say, is only considered to be one), then such a class, as a rule, is “gray”, “colorless”.
R.L. Krichevsky defines a leader as a group member who has the greatest value potential, providing him with a leading position. The general picture he proposed of the “transformation” of a group member into a leader can be presented as follows.
● The life activity of each group is based on a system of common goals and values associated with both the main activity and the leading motives of the group members. This is a kind of evaluation system through the prism of which the potential leadership capabilities of each group member are considered.
● A person who can be nominated by a group for the role of leader must be, to a certain extent, the personification of the goals and values preferred by the group, their bearer, exponent, and active guide to life.
● As a result, the leader becomes the member of the group whose values and goals, realized in specific behavior, are referent for the majority of group members.
● The behavior carried out by the leader in significant group situations serves as a source of his influence on other group members who are oriented towards him as a model, and the assessments he expresses are the standard for building self-esteem.
The leader’s actions can be aimed at achieving a common group goal (such a leader is called instrumental) or at uniting the group, maintaining a positive emotional climate (this is the task of an expressive leader) [cit. according to 13, p.24].
However, M. Bityanova focuses on the fact that a leader is not always a “sociometric star.” The “star” is the emotional center of the group, its “soul”, its “sun”, next to which many, many members of this group feel good. They prefer to spend their leisure time with such people, they are invited to holidays and birthdays, and one would not want to be separated from them for a long time. The high status of a group member in one relationship structure affects the magnitude of the status position in other structures. A person with a high sociometric status has a good chance of becoming a leader, and leaders, as a rule, have a high rating in the system of emotional preferences.
It is the leaders who determine the norms and values of a given team. A leader, due to the authority of his position, has great possibilities for suggestion. Children’s imitation of school leaders comes from the very fact of trusting them. The psychological climate in the team largely depends on who is the leader.
Among the qualities inherent in adolescents who occupy a high status place, peer orientation is one of the leading motives. As a rule, these children have a fairly adequate idea of themselves, which allows them to find a group in which they will be recognized and appreciated. Of great importance is the fact that these teenagers have a fairly high level of empathy. This, on the one hand, makes it possible to evoke a positive emotional attitude towards themselves, and on the other hand, feeling the attitude of others towards them, they try to communicate less with those who do not accept them, increasing the number of contacts with those guys who accept them.
In many cases, there are simply no real leaders in the class, since there are no situations that involve joint activities, and there is no experience of leadership even among those children whose personal qualities and needs make them prone to managing a group of peers.
In groups of teenagers, personal attention from the leader is usually especially valuable for a teenager who is not the center of attention from peers. He always especially values personal friendship with the leader and strives to win it at all costs. Close friends become no less interesting for teenagers, for whom they themselves can act as equal partners or leaders.
E.E. Smirnova believes that constant “walking” among “stars” or “favorites” can make a student “rigid, extremely socially vulnerable; changes in his position often lead to clashes with classmates” [cit. according to 11, p.375].
Unfortunately, in every class there are isolated children, their percentage is quite large. As a rule, these are children with inappropriate behavior. They are often aggressive, unbalanced, and prone to antisocial behavior. With their behavior, such guys try to attract the attention of their classmates, but thereby alienate themselves even more from the team. Teenagers in this group are distinguished by high self-esteem, claims to recognition and leadership tendencies. Difficulties in communicating with peers for such children are often associated with a misconception about their real status in the group.
Often, among the isolated there are guys who are unsure of themselves, with low self-esteem, and anxious. Such guys, as a rule, are satisfied with their position in the group, since this group is not a reference group for them, or there is no motivation for communication among the leading motives.
Some children are so eager to be the center of attention of their classmates, to take a leadership position, while not being able to behave in accordance with their aspirations, that they seek attention “with a minus sign” - they become the object of ridicule and contempt. M. Kravtsova notes that “this childhood rejection is, unfortunately, a frequent phenomenon and difficult to correct.”
Every person, child, teenager experiences not only positive, but also negative emotions. T. Alekseeva writes that “if you do not take them beyond the boundaries of their personality, they will begin to destroy it. ...considering that a person is in a social environment, it is clear that he, as a rule, dumps his negative emotions on people who are constantly nearby. Gradually, negative emotions are concentrated on one or several people. This is how the “image of the enemy” arises.
An outcast place is a certain point in the social space of a small group that concentrates negative emotions. Throughout its history, humanity has developed a large number of mechanisms that would make it possible to restrain the manifestation of negativism in social space. Beating effigies, worshiping idols are just a few of them. World religions - Christianity, Islam, Buddhism and Judaism - direct personal negativism into the sphere of self-improvement.
Teenagers do not have the experience of regulating negative emotions in social terms, accumulated by the history of mankind. Therefore, they succumb to their mythical ideas about the class in which they study. In the student environment, myths about classmates spread quite quickly - both positive and negative. As a result, in the general mythical consciousness of the class, myths are created about some students that cause negative emotions from their classmates towards them.
The reasons for this phenomenon may be different social characteristics of families, which differ sharply from the social qualities of the families of classmates, as well as physical disabilities of the student. Outcasts can be roughly divided into three types: outcast clown, outcast black sheep and outcast antagonist.
Almost all outcasts, regardless of type, have one common drawback - the inability to think constructively. The critical attitude of any outcast is immediately visible when he finds himself in a leadership position.
In principle, an outcast is a candidate for leadership whose classmates did not follow him, a loser leader who began to take revenge on his classmates. An outcast never sees his social environment as a whole and cannot construct a perspective that captivates the vast majority of his classmates.
He can only destroy what he does not agree with. The outcast is doomed to remain in opposition forever.
The outcast clown plays with his surroundings on the verge of a foul. With his behavior he deliberately provokes ridicule. And, like a medieval jester, he reveals the boundaries and imperfections of the social structure in the classroom. This type of outcasting requires the student to have a fairly developed intellect. A clown student can embarrass not only his classmates, but also the teachers working in that class. Such a student does not always recognize himself as a “critic” of the social structure of the class. Even teachers often do not realize this feature of the clown.
The clown does not take on a very large amount of negative emotions. Typically, a teenager playing this role is quite sensitive to the level of negative emotions addressed to him personally. When negativism in the class reaches a certain level, the teenager commits an act that, causing classmates to laugh, reduces the level of negativism.
This type of outcasting can be supported by students who perfectly understand or feel the mechanism of social relations. But internally they try to isolate themselves from their surroundings.
The outcasting of the “white crow” is caused by completely different reasons. This type of outcast has serious ethical differences from the ethical foundations of his classmates. As a rule, they are laid down by family upbringing. The reason for such differences may be that the student’s family belongs to a different ethnic group, to a different social class, to a different religion, etc.
A teenager becomes a “black sheep”, essentially, for one reason - he cannot behave differently, unlike a “clown”. But the logic of his behavior is incomprehensible to most.
Classmates of the “white crow” create a lot of mythical conjectures and fictions. They are distributed by students who are part of the leadership group. All speculation is born due to the inability of the leader and interpreter to explain the behavior of a classmate. But a leader cannot admit failure or his limitations. And the “white crow” becomes an outcast.
The outcast antagonist represents the extreme degree of outcastism. Such ostracism is based on mutual rejection of the student and the class as a whole. Often, the most selfish students who tend to blame everyone around them rather than look for shortcomings in themselves break into an antagonistic level of outcasting.
The reasons for antagonistic ostracism are flaws in family upbringing. Realizing his rejection from his classmates, the outcast antagonist finds nothing better than to pay in the same coin. He bases his actions on the shortcomings he observes in the classroom. The outcast antagonist builds his behavior according to the principle: I see a speck in someone else’s eye, but I don’t notice a log in my own.
E.E. Smirnova writes: “rejection by the children’s group, loss or absence of friends, the status of an outcast (“black sheep,” “scapegoat,” “outcast”) colors the experience of relationships with people in invariably dark tones.” All this increases the anxiety, neuroticism and even anger of adolescents, which, in turn, is “fertile” soil for the emergence of conflict situations in the classroom [cit. according to 11, p.376].
In addition to obvious leaders and outsiders, teenage communities include average-status members who usually make up the majority. The value system and customs of the reference group are largely shaped by this category; even group leaders are often forced to adapt to their way of thinking. A feature of this status is its instability. It is characterized by difficult movement up the intragroup status ladder and easier mobility of movement down the status ladder. The main efforts of average-status teenagers are focused on staying afloat, not falling into outsiders and, if possible, moving up, entering and gaining a foothold among the informal leaders of communities. It should be noted that this category of students is the most numerous. M.Yu. Kondratyev writes: “Moreover, in a number of cases, the directed activity of average-status adolescents has a decisive influence not only on the nature of intra-group interpersonal relationships, but also on the characteristics of the relationship between the young community as a whole and the wider society” [cit. according to 24, p.152].
The criteria that determine the sociometric status of a high school student in his class group are complex and diverse.
According to Ya.L. Kolominsky, the first place here is the influence on peers (the importance of this quality steadily increases with age) and, as in younger adolescents, physical strength; in second place are moral qualities that are directly manifested in communication, and social work; Next come intellectual qualities and good studies, hard work and work skills, external attractiveness; in last place is the desire to command [cit. to 8, p. 23].
According to B.N. Volkov, older teenagers value most of all the personality qualities manifested in communication, interaction with friends (honesty, willingness to help in difficult moments of life), strong-willed personality qualities come in second place, and intellectual virtues in third place [cit. according to 8, p.24].
The study by A.N. Lutoshkin gives a different sequence of preferences: intellectual qualities, attitude towards people (kindness, responsiveness), moral qualities, strong-willed qualities, business qualities, external data (external attractiveness, ability to take care of oneself, etc.) [ cit. according to 8, p.24].
The inconsistency of these data can be explained by differences in both research methods and the composition of the subjects under the experimental conditions. With the complication of the content of joint activities and the structure of the team, the group status of an individual is determined to a greater extent by his business and moral qualities, including relationships with the team, level of social responsibility, etc., than by sociability. Therefore, in classes with low cohesion, sociability influences sociometric choice according to “business” criteria, while in a group with high cohesion, even preferences in the sphere of personal relationships also depend on the attitude towards the team.
Whatever determines the status of adolescents in the team, it has a strong influence on their behavior and self-awareness. An unfavorable position in the classroom is one of the main reasons for students leaving school prematurely, and such children often fall under bad influence outside of school. This is confirmed by studies of difficult teenagers. Nine-tenths of the offenders examined by M.A. Alemaskin and registered with juvenile affairs inspectorates were “isolated” in their school classes; almost all of them were dissatisfied with their position in the class, many had a negative attitude towards their classmates. Of the 140 juvenile delinquents examined by G.G. Bochkareva, about half treated their classmates “with indifference or hostility; among other schoolchildren, only 19% responded this way” [cit. according to 9, p.43].
Obviously there is a feedback loop here. The isolation of a difficult teenager in the class can be not only the cause, but also the consequence of the fact that he stands apart from the team, neglects its goals and norms of behavior, etc. It is all the more important for the teacher to clearly see the structure of interpersonal relationships in the class. Unfortunately, as Ya.L. Kolominsky shows, teachers “have a tendency to subjectively optimize the status structure of the class. And without the ability to objectively assess a student’s status in the system of collective relationships, it is much more difficult for a teacher to find an individual approach to a child and help him get out of a difficult situation.”
V.F. Pirozhkov, having devoted about 30 years to the study of the mechanisms of emergence and patterns of functioning of the criminal subculture among minors and young people, having conducted a large number of longitudinal studies, both with criminal teenagers and with teenagers from ordinary teenage associations, argues that there is a wide range of factors , one way or another influencing the status of a minor and a young person, his position in the group hierarchy.
V.F. Pirozhkov offers a classification of factors (Fig. 2) influencing the status and position of an individual in a criminal group of minors and youth.
Figure 2. Factors influencing the status and position of an individual
in the criminal group of minors and youth
The need to realize oneself in communication with classmates and peers that are significant to a teenager arises because they become a kind of mirror that reflects similarities and differences with them. G. Craig, D. Bokum note that peers become role models, against whom a teenager compares his values, since the latter may be the same as those of other children. The need to be accepted by significant people, as well as the fear of being rejected, are the main driving forces in a teenager’s communication. Everything that parents don’t like in friends causes violent protest and indignation. Adolescents seek support from peers to cope with the physical, emotional and social changes that occur to them.
V. Kazanskaya writes about teenagers: “they tend to believe that status is an important reason for meetings. They believe that they should date people who are physically attractive, well dressed, and who others like." If a teenager is seen as a leader in society, then in his opinion, his status increases.
The status of a leader is very attractive to most teenagers. Its acquisition can be influenced by various factors; for example, faster puberty of a teenager than his peers greatly increases his status in the group. Undoubtedly, the personal qualities of a leader play a decisive role in achieving and maintaining this status. Of course, a leader must enjoy authority and popularity. Self-confidence, resistance to stress and, especially, “social sense” - the ability to understand the relationships between group members - are also absolutely necessary. Many qualities of a leader are determined by the focus of the group.
N.P. Anikeeva believes that teenagers, striving to improve their status at school, but not having sufficient socially acceptable means for this, often realize their goals with inadequate abilities, bringing into communication with classmates the norms and “values” of the company - often having the nature of an asocial association - which, they hope, will provide them with recognition among fellow practitioners, acting, for example, according to the notorious principle “you have strength, no need for intelligence.” The unfavorable position of the majority of the “difficult” in the school class is the consequence and cause of deviations in their spiritual and moral development. In classes with a low level of development of interpersonal relationships, “difficult” ones can occupy leadership positions and have a significant negative impact on the formation of group norms.
The need to acquire and maintain status is one of the important social needs. The inability to occupy a certain position in the structure of group relations or the threat of loss of existing status can cause a state of “affect of inadequacy.” This phenomenon occurs in adolescents when high aspirations in some area of activity cannot be supported by real achievements. At the same time, negative emotional reactions are often directed at those who point out to the student his mistakes - everyone is “to blame”, but not himself. The affect of inadequacy in such situations is observed among schoolchildren of all age groups, both among successful and weak students. The feeling of dissatisfaction they experience manifests itself in aggression, refusal to comply with the teacher’s demands, and demonstrative violation of discipline.
Thus, in the informal, interpersonal system of relations, positions are determined by the individuality of each student and the characteristics of a given class. The status of a teenager in a team influences the development of his personal qualities, the formation of character, and is often the cause of certain forms of behavior.
II EXPERIMENTAL STUDY OF THE INFLUENCE OF SOCIO-PSYCHOLOGICAL STATUS OF A TEENAGER IN A GROUP ON AGGRESSIVE BEHAVIOR
2.1 Methods, procedure and object of study
The main research methods were theoretical analysis of literature and such methods of empirical analysis as:
1. Bassa-Darki Questionnaire - designed to study the aggressiveness of adolescents, young adults and adults.
The subjects were asked 75 statements to which they had to answer “yes” or “no.” Responses were assessed on 8 scales:
▪ Physical aggression - the use of physical force against another person.
▪ Indirect - aggression directed in a roundabout way at another person or directed at no one.
▪ Irritation - readiness to express negative feelings at the slightest excitement (hot temper, rudeness).
▪ Negativism is an oppositional behavior from passive resistance to active struggle against established customs and laws.
▪ Resentment - envy and hatred of others for real and fictitious actions.
▪ Suspicion - ranging from distrust and wariness of people to the belief that other people are planning and causing harm.
▪ Verbal aggression - the expression of negative feelings both through form (screaming, screeching) and through the content of verbal responses (curses, threats).
▪ Feeling of guilt - expresses the subject’s possible belief that he is a bad person, that he is doing evil, as well as the remorse of conscience he feels.
The authors also identified the categories of aggressiveness and hostility. Aggression is understood as a personality trait characterized by the presence of destructive tendencies, mainly in the field of subject-object relations. Hostility is understood as a reaction that develops negative feelings and negative evaluations of people and events.
The hostility index includes the “Resentment” and “Suspicion” scales. The Aggression Index includes the scales “Physical Aggression”, “Irritation” and “Verbal Aggression”.
2. “Hand-test” - a projective technique for studying personality. It was first published in 1962. The idea of creating the test belongs to E. Wagner, the scoring system and coefficients were developed by Z. Piotrovsky and B. Bricklin. In our country, the test is adapted by T.N. Kurbatova [Kurbatova T.N., Mulyar 0.I. Projective methodology for personality research “hand-test”. Methodical manual. St. Petersburg, "IMATON", 2001].
In the theoretical justification of the “Hand-test”, its authors proceeded from the following provisions. The superiority of man over animals is due to the level of development of the human brain and the human hand. Having ceased to serve as a support during movement, the hand acquired greater freedom, began to be used to perform various functions, and thereby began to make a decisive contribution to the development of thinking. Phylogenetic and ontogenetic studies confirm the connection between the development of hand functions and the development of mental abilities. No part of the human body, with the exception of the eyes, provides such assistance in perceiving space and orientation in it as the hand, without which, in turn, the organization of any action is impossible. The hand is directly involved in external activity.
The hand helps a person perform many functions. There are facts confirming its active role (along with the eyes) even in sleep. The hand is in constant contact with the external environment. It is necessary to satisfy vital needs and is involved in almost all activities related to receiving pleasure, including sexual pleasure. In childhood, the hand is the main source of autoerotic pleasure. The hand is the primary instrument that provides kinesthetic and tactile feedback.
Thus, the authors believe that it is logical to expect that a projective personality test, in which various images of a hand are used as visual stimuli, will reveal many of a person’s behavioral tendencies based on the characteristics of his individual perception of the proposed stimulus material.
Unlike most projective techniques, which focus on the overall picture of personality (a global approach to personality assessment), and not on measuring individual properties, the Hand Test allows for both of these possibilities. It can be used as a traditional clinical tool to identify significant needs, motives, and personality conflicts. In addition, due to its design features, the technique allows one to reliably predict and qualitatively evaluate such a specific personality trait as “overt aggressive behavior.” “Open aggressive behavior” was described by E. Wagner as contrary to social norms in situations of joint activity.
Students were presented with 9 cards in a specific sequence in a specific fixed position with the following instructions: “What do you think this hand is doing?” The tenth card (blank) is presented with the instruction: “First imagine a hand, and then describe the actions that it can perform.”
3. Sociometric technique - used to study relationships in small groups. The author of the method is J. Moreno. The main goal of the sociometric method is to study the informal structure of interpersonal relationships in a small group and its socio-psychological climate.
Teenagers from four grades were asked to answer the following questions:
1. Which of your classmates would you turn to for help in solving a difficult problem or explaining an incomprehensible task?
2. Imagine that you are about to organize your own business. Which of your classmates would you take as your partner?
3. Who would you invite to your birthday?
4. Who would you take with you to help you come to an agreement with the teacher in solving your problems (not giving a bad mark, not making an entry in your diary, letting you leave the lesson, etc.)?
At the same time, students were asked to rank selected classmates according to the degree of importance.
4. The color relationship test (CRT) is a clinical and psychodiagnostic method designed to study the emotional components of a person’s relationship with significant people and reflecting both conscious and partially unconscious levels of these relationships. The theoretical basis of CTO is V.N. Myasishchev’s concept of relationships, B.G. Ananyev’s ideas about the figurative nature of mental structures of any level and complexity, as well as A.N. Leontiev’s ideas about the sensory fabric of the semantic formations of the individual. In accordance with these theoretical provisions, the relationships of the individual, regulating the most complex processes of his communication and activity, have a sensual, visual-figurative mental nature. The relationship between the sensory tissue of relationships and their verbal components determines the degree and quality of their awareness. In particular, the discrepancy between the sensory and verbal components of relationships determines inadequate awareness of these relationships, characteristic of neurotic conflicts and disorders of the emotional-affective sphere.
The methodological basis of CTO is the color-associative experiment. It is based on the fact that the essential characteristics of non-verbal components of relationships towards significant others and towards oneself are reflected in color associations to them. A color-associative experiment, according to this assumption, makes it possible to identify fairly deep, partially unconscious components of relationships, while bypassing the distorting, protective mechanisms of the verbal system of consciousness.
In our study, we used a modified version of the method developed by E.F. Bazhin and A.M. Etkind to determine the unconscious choice of significant or rejected classmates.
Students were asked to identify what color their mood resembled when talking to each of their classmates. Finally, the teenager made a choice of his own color preferences.
The research procedure consisted of the following stages: at the first stage, an analysis of the available literature on this problem was carried out, then a hypothesis was put forward, to test which a scientific research plan was determined, including the selection of an object, that is, a group of adolescents with whom the experiment would be conducted. The plan specified the subject of the study and indicated the time and place of the study. At the next stage, the research was carried out according to a scientific plan. The next stage included the primary analysis of the data obtained after recording the results of the experiment, their interpretation, and generalization.
The base of the study was Municipal Educational Institution Lyceum No. 104. The object of the study were teenagers from grades 7 “A”, 7 “B”, 7 “D” and 8 “D” in the amount of 92 people, the age of the subjects was 13-15 years.
The study was conducted from February to April 2010.
The study of the aggressive behavior of adolescents and the influence exerted on it by the status of adolescents in the group was carried out in six stages:
1. The characteristics of adolescent behavior in emotionally significant situations were studied.
2. The index of aggressiveness and hostility was calculated.
3. The tendency to overt aggressive behavior was studied.
4. Determination of the intellectual, business, emotional, communicative and general status of adolescents in the group.
5. Determination of the unconscious status of adolescents in the group.
6. Study of the relationship between the socio-psychological status of a teenager in a group and aggressive behavior.
2.2.1 Studying the behavioral characteristics of adolescents in emotionally significant situations
The study of the behavioral characteristics of adolescents in emotionally significant situations was carried out using the Bass-Darki questionnaire. The results obtained during the study are shown in Tables 1 – 12 (Appendix 2), and their graphic images are shown in Figures 1 – 8 in the form of diagrams.
Figure 1 shows the level of physical aggression among adolescents.
From the diagram we see that most teenagers tend to show physical aggression in emotionally significant situations, and 18% of those studied are ready to use force without thinking about its expediency and consequences, acting impulsively.
It can also be assumed that approximately 57% of children selectively display physical aggression, i.e. there are certain restraining factors that have a certain influence on their behavior.
Figure 1. Level of physical aggression among adolescents
Figure 2. Level of indirect aggression among adolescents
Analysis of the level of indirect aggression among adolescents (Fig. 2) allows us to conclude that only a small number of adolescents (5%) purposefully or unconsciously redirect their aggression to a third party. However, since we are talking about unconscious mechanisms, we believe that the indicators of this scale must be studied taking into account defense mechanisms.
Qualitative analysis conducted using other methods and observation can provide very important information about the reasons for the behavior of individual adolescents, which will be of great practical importance.
Figure 3. Teenagers' level of irritability
Analysis of the level of irritability of adolescents (Fig. 3) made it possible to determine that approximately 3% of subjects have a tendency to inadequate, excessive reactions to ordinary stimuli from the external and internal environment. They can be quick-tempered and rude towards others even in the absence of provocation. These teenagers are usually dissatisfied with the circumstances and actions of others, and sometimes with their own condition. It should be noted that approximately 77% of students in situations that are especially significant to them are capable of showing hot temper and rudeness, but their behavior will be easier to correct in the case of targeted educational work.
Analysis of the research results on the negativism scale (Fig. 4) showed that 58% of the students studied are prone to displaying negativism. This indicator is typical for adolescence, when growing children begin to prove to themselves and everyone around them that they know, understand and can do everything as well as any adult. At the same time, 12% of students exhibit negative attitudes, both towards adults and towards their peers, which usually negatively affects their behavior.
Figure 4. Level of negativism among adolescents
An analysis of the results of a study on the manifestation of resentment in adolescents (Fig. 5) showed that 18% of students experience an acute sense of resentment, tend to blame others for their failures, and are not ready to admit that they themselves are responsible for their actions and their consequences. Scientists have proven that the component of resentment includes several factors, one of the main ones being envy.
Envy is also rivalry, only hidden: a person wants to win, but he competes, as it were, within himself, keeping score when his imaginary rival is not even aware of it. Envy is both a motivation and a limitation for the individual. On the one hand, being envious, a person strives for the same thing that another person has or for superiority over him. On the other hand, envy limits motivation to achieving exactly the goal that someone has already achieved, as a result of which attention is scattered and the situation is distorted, turning into a pursuit of the ghost of happiness. This limitation of motivation narrows thinking to the need for someone else's success.
Figure 5. Level of manifestation of resentment among adolescents
If envy and hatred of others for real or fictitious actions becomes the main motive for a teenager’s behavior, this may threaten a loss of identification and desire for other people’s goals, and therefore a real personal failure. To neutralize negative experiences, the envier resorts either to self-destructive fantasies, or to manifestations of indifference, cynicism, and ridicule, which allow him to avoid trauma associated with the feeling of deficiency and inferiority of his existence.
The diagram also shows that 37% of students tend to exaggerate other people’s successes against the background of their own failures and at the same time experience feelings of bitterness, anger and envy. However, it should be noted that envy does not only have a strongly negative connotation, it can also become a beneficial impulse. If there were no envy, people would not strive for superiority and would not make discoveries. The phrase or thought that you need to do something so well “that everyone will be jealous,” although it looks funny, often brings good results.
The level of suspicion of adolescents is shown in Figure 6.
Figure 6. Teenagers' level of suspicion
Suspicion in adolescence ranges from distrust and wariness of people to the belief that other people are planning and causing harm. Analysis of the diagram allows us to conclude that 9% of the teenagers tested are inclined to assume deception in any actions and words of those around them. We can also single out a group of teenagers - 53% - who often experience anxiety and mistrust, which naturally cannot but affect their communication style. Suspicious people are socially reproached because they offend their partners by doubting their honesty.
Verbal or speech aggression is considered as a uniquely negative communicative influence and interaction that has negative consequences. Teenagers express negative feelings both through form (screaming, screeching) and through the content of verbal responses (curses, threats).
Figure 7. Level of verbal aggression
From the analysis of the diagram in Figure 7, we note that 73% of the surveyed adolescents are prone to display rudeness in speech (to a greater or lesser extent). Moreover, approximately 18% of students have a high score on this scale, which indicates the subjects’ constant readiness to use words that are offensive to others in their speech, to humiliate their classmates, and to manipulate them.
The feeling of guilt is quite natural, because it is brought up in everyone’s childhood. But, on the other hand, this cornerstone of human upbringing is associated with many fears, painful sensations, worthless perseverance, aggression, and self-loathing. Unfortunately, in adolescence, very often a child is convinced that he is a bad person, that he is doing evil, and as a result feels remorse. Guilt splits a person in half: one part of him says “I have to,” the other says “I can’t/don’t want to.” The more vulnerable a teenager is, the more likely it is that he will be controlled using his feelings of guilt.
Figure 8. Guilt among teenagers
Analysis of the study results (Fig. 8) showed that 24% experience a strong feeling of guilt and consider themselves bad, which negatively affects their emotional state and ability to communicate.
Students who also constitute a risk group in this category make up 51%. They are prone to low self-esteem and excessive remorse.
Thus, we can conclude that at the age of 13–15 years, the quality of communication of adolescents is most influenced by such components as physical aggression, negativism, verbal aggression and guilt, which subsequently affects their further development and behavior.
2.2.2 Study of aggression and hostility in adolescents
The study of adolescents’ aggressiveness and hostility was carried out by processing the study results with the Bassa-Darki questionnaire.
The aggressiveness coefficient was the sum of points on the “Physical Aggression”, “Irritability” and “Verbal Aggression” scales. The hostility index includes the “Resentment” and “Suspicion” scales.
The results of the study of aggressiveness and hostility of adolescents are presented in tables 13 – 14 (Appendix 2), and in figures 9, 10 in the form of diagrams.
We studied aggressiveness as a personality trait of adolescents, characterized by the presence of destructive tendencies, mainly in the field of subject-object relations.
Analysis of the diagram (Fig. 9) shows that 16% of students have a high score on this scale. Aggressive teenagers cause a lot of trouble in educational institutions, cause concern for parents, and cause conflict situations with peers.
The technique allows us to identify a group of subjects whose aggressiveness is situational – 64%. These are teenagers who can show various types of aggression in particularly significant emotional situations, but under normal conditions aggressiveness is not characteristic of them.
Hostility is understood as a reaction that develops negative feelings and negative evaluations of people and events.
Analysis of the research results (Fig. 10) showed that 42% of students experience more or less persistent hostility towards people, distrust of adults in general, and difficulties in communicating with peers and with the outside world. Intense and prolonged hostility, in which feelings are expressed openly and actively, has a destructive effect on the child himself. A teenager often does not understand what is happening to him, cannot understand his feelings, which leads either to an explosion of emotions, or withdrawal into himself, and a lack of desire to communicate.
The rest of the students in our experimental group in some cases experience hostility (to a greater or lesser extent), but their developmental environment and upbringing conditions make it possible for adolescents to cope with this condition.
Thus, it should be noted that in this group of tested adolescents aged 13–15 years, almost all adolescents experience a feeling of hostility towards others, while 42% of them are in a state of readiness to express negative feelings openly and actively. The aggressiveness index among students is somewhat lower, however, in combination with hostility, we see a rather alarming picture: a large number of teenagers experience strong negative emotions, which cannot but affect the development of their personality. Therefore, it is vital to carry out correctional and developmental measures aimed at preventing aggressive behavior in adolescents.
2.2.3. Studying the tendency to openly aggressive behavior
The study of the tendency to open aggressive behavior was carried out using the “Hand-test” technique. The results of the study are presented in Table 15 (Appendix 2), and in Figure 11 in the form of diagrams.
Figure 11. Adolescents’ tendency to engage in overt aggressive behavior
One of the most interesting findings of the Hand Test is that the main determinant of overt aggressive behavior is the underdevelopment of social cooperation attitudes, and not the presence of developed aggressive tendencies.
Analysis of the research results (Fig. 11) showed that 67% of students have developed social attitudes; adolescents are focused on social cooperation and adaptation to the environment, which reduces the likelihood of open aggression. 8% of students are prone to aggression with those they know better. Strangers, as it were, “press the button” of the self-control mechanism, and the teenager successfully copes with aggression (controls it). With close people, this control weakens; the person experiences difficulty maintaining control over his behavior. 25% of the subjects showed results that suggest a real likelihood of aggression, and the higher the score, the higher the likelihood of open aggressive behavior.
Thus, most students strive to maintain friendly relationships, resolve conflict situations peacefully, and adapt to others. However, a certain percentage of teenagers (25%) are prone to using physical force or making hostile statements.
2.2.4 Study of the informal structure of interpersonal relationships
The study of the informal structure of interpersonal relationships was carried out using sociometric techniques. Our goal was to identify the status of adolescents according to 5 criteria: intellectual status, business status, emotional status, communicative status, general status. The results of the study are presented in tables 16 - 31 and tables 36-39 (Appendix 2), and in figures 12 - 16 in the form of diagrams.
The intellectual status of adolescents implies the choice of classmates taking into account certain qualities of a person, such as high intelligence, ability to communicate, ability and desire to convey certain information to others, etc.
Analysis of the diagram shows (Fig. 12) that the majority of students have a low status in this category - from 0 to 3 points - 49% of adolescents. And only 17% of students scored 10 - 38 points - received the status of high and above average.
The business status of adolescents was determined by the adolescents' choice of classmates who met the requirements of business communication.
From the diagram in Figure 13 we see that 62% of students have a status below average and average - from 3 to 9 points - i.e. have few choices and are not rated by classmates as having business qualities. 18% of subjects received above average and high statuses – from 10 to 20 points. At the same time, 20% of adolescents received a low status – from 0 to 3 points.
Figure 12. Intellectual status of adolescents
When conducting the procedure for studying emotional status among adolescents, there was always dissatisfaction with the fact that only three people needed to be selected. In this regard, students were asked to identify three preferred classmates and write the rest next to each other.
Analysis of the research results (Fig. 14) showed that 34% of adolescents received a low status, 48% received a lower than average and average status, and 18% of students received an above average and high status.
Figure 13. Business status of teenagers
Figure 14. Emotional status of adolescents
When determining communicative status, classmates had to give preference to teenagers with diplomatic qualities.
From the diagram in Figure 15 we see that the distribution of statuses is as follows: 37% - low status, 44% - below average and average status, 19% - above average and average status.
The calculation of the general status of adolescents was carried out by calculating the points scored by each subject in all the categories described above.
Figure 15. Communicative status of adolescents
Figure 16. General status of adolescents
Analysis of the results showed that students who received an overall high status - 46 - 84 points - have a high level in all status categories studied, i.e. are the clear leaders of this group – 11% of teenagers. In each of the 4 classes, 2–3 such leaders were identified. We can also single out a group of teenagers, which included students with both high and average scores for various types of status - 5% of those studied. Approximately 40% of students have a low general status.
Thus, we can conclude that in the study group, 11% of students are leaders - they have a high overall level in all studied categories. 40% of adolescents have a low general status. It should be noted that the largest number of students with low status (49%) is identified when teenagers evaluate their classmates on intellectual qualities, the smallest (20%) - on business qualities. The largest number of teenagers with average status (62%) were selected for business qualities.
2.2.5 Determination of the unconscious status of adolescents in the group.
The study of adolescents' unconscious choice of their classmates was carried out using a color relationship test. The results of the study are presented in tables 32 – 39 (Appendix 2), their graphical representation in Figure 17 in the form of a diagram.
From the diagram in Figure 17, we see that most teenagers have a choice of both preferred and chosen, i.e. they have qualities that invite others to communicate. There are 20 students who received 25% or more of a neutral color in their choice, which is approximately 22% of the total. Approximately 8% of teenagers are assessed on an unconscious level as rejected.
Thus, it can be noted that most teenagers, with an unconscious choice, are assessed as pleasant to talk to, possessing the qualities necessary for friendly interaction.
Figure 17. Students' unconscious choices
2.2.6 Study of the relationship between the socio-psychological status of a teenager in a group and aggressive behavior.
The study of the relationship between the socio-psychological status of a teenager in the group and aggressive behavior was carried out using Spearman rank correlation analysis. This coefficient allows us to identify correlation relationships between variables and evaluate the dependence of one variable on another.
The results of studying the relationship between the socio-psychological status of a teenager in the group and aggressive behavior are presented in Table 1 (Appendix 3).
Analysis of the discovered correlations made it possible to identify certain features of the influence of the socio-psychological status of a teenager in a group on the aggressiveness of his behavior:
1. The intellectual status of adolescents is influenced by such an indicator as the tendency to display open aggression (r = 0.1). Moreover, students with a higher intellectual status are less likely to show aggression.
2. Emotional status is interconnected with aggressiveness as a personality trait of a teenager (r = 0.1). To maintain a high emotional status, adolescents resort to physical aggression (r = 0.05) and negativism (r = 0.1), which is an age-related feature of this period. The feeling of “adulthood,” which must be constantly confirmed, forces students to resort to these types of aggressive behavior. Adolescents associate “adulthood” with physical strength and a rejection of the rules set by adults—parents and teachers. In adolescence, the desire for independence becomes almost the leading motive for activity. Usually, external, demonstrative forms of asserting independence are used, such as insolence in communication. A teenager may be attracted to an aura of impudence as a symbol of his personal freedom.
3. The communicative status of a teenager is higher, the more impudence in the tone and content of his speech, the ability and courage to use certain speech units, which often turn out to be swear words (r = 0.5). However, the tendency to open aggression (r = 0.1) is not favored by adolescents when determining the communicative status of their comrades.
4. A teenager’s ability to show force against another person distinguishes students with high status (r = 0.1), however, they are distinguished by their ability to restrain their emotions and resort to constructive ways to solve problems (r = 0.1).
5. At an unconscious level, teenagers are selected who are prone to display negativism (r = 0.5), physical (r = 0.5), indirect (r = 0.1) and verbal aggression (r = 0.1), having aggressiveness as a character trait (r = 0.5), feeling resentful (r = 0.5) and irritation (r = 0.1). However, the higher the student’s unconscious status, the more pronounced his social attitudes, orientation towards social cooperation, and adaptation to the environment (r = 0.1).
6. Teenagers who prefer to remain invisible in the classroom usually do not resort to verbal aggression (r = 0.1), are not inclined to show negativism (r = 0.1), in exceptional cases they can show an outburst of open aggression (r = 0 ,1), which will undoubtedly surprise your classmates.
7. Unconsciously rejected are students who have a pronounced underdevelopment of social cooperation attitudes (r = 0.01), against the background of which negativism is more clearly expressed (r = 0.1). Such teenagers are also distinguished by distrust, caution towards people, and the belief that other people are purposefully causing them harm (r = 0.1).
CONCLUSION
The theoretical analysis of the literature showed that the concept of status is considered within the framework of sociology and social psychology to analyze the degree of inclusion of an individual in various groups, as well as the positions that he occupies in each of them. Social status is understood as the position of an individual in a social system, which has characteristics specific to a given system.
People can have many statuses and belong to many social groups, but the status set of each person is individual. It includes both basic and episodic statuses that characterize the position of an individual in a given period of time and has a certain impact on the behavior of the individual. On the one hand, status obliges - it prescribes what its owner should do and how to act in order to meet the expectations of others. On the other hand, the individual makes certain efforts to achieve or maintain the desired status.
Within the framework of developmental and educational psychology, we can talk about socio-psychological status, since we are talking about the influence of status on the formation of an individual’s personality. In the process of socialization of a maturing individual, his status changes; both the characteristics of the group and the qualities of the individual himself play a significant role here.
The study of the socio-psychological status of adolescents in the group is carried out in order to determine the informal relationships of students. The teenager does not think of himself outside the group, the experience of community with his group contributes to positive emotions, separation from the group and isolation is perceived as a personal drama.
One of the psychological characteristics of adolescents is a pronounced need for recognition of their personality. Characterizing the features of the informal structure of the group, we note that researchers have noticed the instability of the structure, its dependence on current events and relationships. The most popular place among intra-collective positions is that of a leader, leader. In order to achieve the desired position in the class, a teenager often commits actions that cause the opposite effect - the student finds himself in the position of an outcast, an outcast.
The theoretical analysis of the literature showed that aggression is considered by scientists as motivated destructive behavior that contradicts the norms of coexistence of people in society, harms the targets of attack, causes physical harm to people or causes them psychological discomfort. At the same time, the concept of aggressiveness as a mental property of a person is highlighted.
In the course of the development of science, sharply differing views were expressed regarding the causes of aggression, its nature and the factors influencing its manifestations.
According to the Freudian approach, aggression occurs because human beings are genetically or constitutionally “programmed” to act in such a way. For A. Adler, aggressiveness is an integral quality of consciousness that organizes its activity. K. Lorenz believed that aggression originates, first of all, from the innate instinct of the struggle for survival, which is present in all living beings. According to the situational theory, the urge to aggression in an individual arises as a result of the experience of frustration. Social learning theory states that aggressive behavior is a complex system of skills that requires long-term and comprehensive learning.
Aggressive behavior consists of three components: cognitive, emotional and volitional. Aggressive action is intentional behavior, therefore, it can be controlled by the individual, and the tendency towards it can be reduced thanks to social measures and psychological and pedagogical work with the population.
Aggressive behavior is greatly influenced by a person’s individual personal characteristics, such as fear of public disapproval, irritability, suspicion, prejudice, and a tendency to feel shame instead of guilt.
Aggressive behavior in some cases can act as a manifestation of the work of defense mechanisms and serve as a signal of intensification of psychological defense.
Scientists offer several classifications of aggression, characterizing its types by direction, form, strength and cause of manifestation. Pathological aggression is also distinguished - arising as a result of loss of control over one’s actions or as a result of pathology in various spheres of the psyche.
Describing the characteristics of aggressive behavior in children, psychologists note that the nature of aggressive behavior is largely determined by age characteristics - each age stage has a specific developmental situation and puts forward certain requirements for the individual and his development. The development environment, especially the family environment, plays an important role here.
Teenage aggression performs three main functions: it is the best way to protect one’s “I” from an imaginary or real threat, an outburst of psychological stress, and achieving one’s goal.
The decisive factor in the formation of aggressiveness is also the driving forces and motivation of aggression in children. Depending on personal characteristics and developmental conditions, a teenager develops a tendency towards certain types of aggression - physical, verbal, indirect aggression or manifestations of negativism.
Our empirical research has shown that the manifestation of aggression at the age of 13–15 years has its own characteristics:
1. The quality of communication of adolescents is most influenced by such components as physical aggression, negativism, verbal aggression and guilt, which subsequently affects their further development and behavior.
2. Almost all adolescents experience a feeling of hostility towards others, while many of them are in a state of readiness to express negative feelings openly and actively. The aggressiveness index among students is somewhat lower, however, in combination with hostility, we can say that a large number of teenagers experience strong negative emotions, which cannot but affect the development of their personality.
3. Most students strive to maintain friendly relationships, resolve conflict situations peacefully, and adapt to others. However, a certain percentage of teenagers (25%) are prone to using physical force or making hostile statements.
The study showed that the informal structure of the group is represented by leaders selected in all studied categories (intellectual qualities, business communication, emotional and communicative choice), average-status teenagers and low-status students. Most teenagers are rated as pleasant and have the qualities necessary for friendly interactions.
An analysis of the influence of the socio-psychological status of a teenager in a group on aggressive behavior showed that the intellectual status of teenagers is influenced by such an indicator as the tendency to display open aggression. Emotional status is interconnected with aggressiveness as a personality trait of a teenager. To maintain a high emotional status, adolescents resort to physical aggression and negativism. The more insolent the tone and content of his speech, the higher the communicative status of a teenager. However, the tendency to open aggression is not welcomed by adolescents when determining the communicative status of their comrades. The ability of a teenager to show force against another person distinguishes students with high status, however, they are distinguished by the ability to restrain their emotions and resort to constructive ways to solve problems. At an unconscious level, the chosen ones are teenagers who are prone to displaying negativism, physical, indirect and verbal aggression, who have aggressiveness as a character trait, and who experience resentment and irritation. However, the higher the student’s unconscious status, the more pronounced his social attitudes, orientation towards social cooperation, and adaptation to the environment. Teenagers who prefer to remain invisible in the classroom usually do not resort to verbal aggression, are not inclined to show negativism, and in exceptional cases they can show an outburst of open aggression, which will undoubtedly surprise their classmates. Students who have a pronounced underdevelopment of social cooperation attitudes are unknowingly rejected. against the background of which negativism is more clearly expressed. Such teenagers are also distinguished by distrust, caution towards people, and the conviction that other people are purposefully causing them harm.
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Cheat sheet on social psychology Cheldyshova Nadezhda Borisovna
23. Social status
23. Social status
Social status – the position occupied by an individual in the system of interpersonal relations that determine his duties, rights and privileges.
Status is a reflection of the hierarchical structure of the group and creates vertical differentiation within it. The status characteristics of a subject depend not only on the subject himself, but also on the social group to which he belongs.
Social status characterizes a person’s position in a social community, his position in the system of interpersonal relations and the rights, responsibilities, powers and privileges that he receives due to his position.
A person’s social status is preserved as long as he lives in accordance with established (conventional) rules and norms that govern the behavior of people in this category.
Levels of a person’s status position:
1) personal status - the position of an individual in a small group (family, school class, student group, community of peers, etc.), which is determined by the individual qualities of the individual and depends on how it is assessed and perceived by members of the small group;
2) social group status is the position of an individual in society, which he occupies as a representative of a large social group (race, nation, gender, class, stratum, religion, profession, etc.). It depends on the position of a social group in the social stratification of society.
Types of social statuses:
1) innate and ascribed status - acquired by a person automatically at birth and does not depend on the efforts and aspirations of the person (nationality, gender, race, membership in the royal family, etc., as well as statuses according to the kinship system - son, daughter, brother, sister.);
2) ascribed, but not innate, statuses are acquired due to a combination of certain circumstances, and not by the personal will of the individual, for example, due to marriage (mother-in-law, son-in-law, daughter-in-law, sister-in-law, etc.);
3) achieved status - acquired through the efforts of the person himself with the help of various social groups. Achieved statuses are divided into defined ones:
a) position (for example, director, manager);
b) titles (general, people's artist, honored teacher, etc.);
c) scientific degree (Doctor of Science, Professor);
d) professional affiliation (People's Artist of Russia or Honored Master of Sports);
4) basic statuses are fairly permanent statuses (innate, ascribed, achieved, personal);
5) non-main statuses due to a short-term situation (passerby, patient, witness, spectator).
A person cannot be completely deprived of social status or several statuses; if he leaves one of them, he necessarily finds himself in another.
Each person has several statuses relative to different groups (director (by position), husband (for his wife), father (for children), son (for parents), etc.). These statuses are not equal. The main social status is usually a position in society, which is based on position and profession. Thanks to this status, a person’s “value resources” are usually determined, such as wealth, prestige, power.
The initial status of an individual influences his assessment in society, forms a point of view on the world, which largely determines his further behavior. People with different initial social statuses have unequal conditions of socialization.
Social statuses are reflected in clothing, jargon, manners, as well as in attitudes, value orientations, and motives.
Social status can increase or decrease, which implies an adequate change in behavior. If this does not happen, intrapersonal conflict arises.
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