The sense of duty of a social worker requires from him full professional and personal dedication in achieving the goals set for him by society and the state, by the professional activity itself, by a specific team and client.

Such general requirement, imposed by the profession on the personality of a social worker, in turn, potentiates the development of particular requirements, which in the end very strictly determine the specialist in all respects. However, the Social Worker can and should have his own ʼʼIʼʼ, be a versatile, internally rich personality. Thus, a deontological conflict may develop between the interests of the client and those of the social worker. However, this conflict should be completely resolved, since there is no essential contradiction between the fundamental interests of the ᴇᴦο participants; it can only be temporary, situational.
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In the improvement of a social worker as a professional and personality, in the well-being and harmony of his own life, not only he himself is interested, but also the profession, society, and clients. At the same time, of course, a specialist must learn to combine situational professional and personal interests, to make them consistent. This is quite possible if the professional activity corresponds to the inclinations of the specialist.

But deontological conflicts in social work can also arise in other areas. For example, the interests of society and the client may outwardly contradict each other˸ the client is certainly interested in an exhaustive resolution of his problems, while the society, due to the current situation, may believe (and objectify its position in legal acts) what a complete resolution is problems of an individual client is possible only to the detriment of the interests of other clients, social groups and the whole society, even if the interests of the client are not non-normative. In this case, the social worker must conduct a thorough axiological analysis of the situation and, based on the results, decide what is of great value: situational or permanent, general or particular, material or spiritual, etc.

Based on the results of such an analysis, the most objective choice should be made in favor of values ​​of a higher rank. The specialist will need to navigate in each specific situation, taking into account the main factors that form the social and individual situations, value attitudes, professional and ethical norms and principles, etc. Being competent in professional and ethical terms, the specialist can correctly place emphasis and resolve the conflict . Therefore, the ability of a specialist to a professional ethical and axiological analysis of a problem situation is so important, ᴇᴦο the ability to be guided by deontological principles in resolving conflicts or choosing priorities for activities. Possessing the skills of ethical and axiological analysis and guided by the basic principles of deontology, ethics and axiology, a social worker can resolve the conflict.

Ethical and axiological conflict in social work, its essence, methods of resolution. - concept and types. Classification and features of the category "Ethical and axiological conflict in social work, its essence, methods of resolution." 2015, 2017-2018.

The difference in situational interests can give rise to conflicts: between the teacher, students and their parents (guardians); between members of a professional team; inside the personality.

Conflict(from lat. conflictus - clash, sharp dispute) - this is an extreme case of exacerbation of contradictions, accompanied by acute emotional experiences.

The reasons conflicts are diverse, but they always arise under the condition limited amount of material and spiritual resources. Therefore, the satisfaction of the needs, desires, aspirations of individuals is fraught with tension, competition , rivalry.

moral conflict This is a contradiction in the sphere of moral relations. Subdivided into axiological(clash of different values) and deontological(collision various kinds debt).

The peculiarity of all conflicts is such that, in addition to the content side, it has psychological component :

High mental tension of subjects, stimulating subconscious instincts;

Uncontrollability of emotions, stereotypes of behavior, mismatch between feelings and thoughts;

Transferring the causes of failures to the enemy;

Formation of negative attitudes towards the opponent;

Demonstration of hostility, aggressiveness;

Causing intentional or unintentional physical or moral damage to an opponent;

The transfer of conflict relations to other forms of relationships.

Let us single out some types of conflicts that arise in the pedagogical space. We conditionally divide them into intrapersonal (“hidden”) and interpersonal (“open”).

Intrapersonal conflicts:

1. Conflicts due to various professional responsibilities, their diversity and uncertainty. No teacher is able to say when he has completed all his tasks. This impossibility to “redo things to the end” and the feeling of helplessness can lead a conscientious teacher to an internal conflict, to a loss of self-confidence, pessimism, and disappointment in the profession. Such conflict is the result of poor work organization. We must learn to choose the main, but at the same time real and feasible tasks, as well as to determine the optimal means.

2. Conflicts due to the clash of different roles played by the teacher. The vast majority of teachers are women. They have to play the role of mother, wife, mistress of the house. The dominant life-meaning orientation to everyday activities does not contribute to the progress of professional development. We should talk about the correct arrangement of priorities, about the harmonization of personal, professional and public interests. This is the key to the spiritual comfort of the teacher.

3. Conflicts that are based on the contradiction between role responsibilities and aspirations for a professional career. In the conditions of the school, the teacher does not have the opportunity to "make a career", if by this we mean moving up the career ladder. Relatively few hold the positions of headmasters and their deputies. Teachers who do not see prospects for career advancement experience a role shift. They direct their efforts to take a profitable place (in a prestigious school), go into private life, find part-time work (tutoring).

Interpersonal conflicts:

1. Conflicts caused by a mismatch between the values ​​promoted by the teacher and the values ​​observed by students outside the walls. From informal communication with peers, parents and the media, children learn other “lessons”, when unprincipled, selfish, rude people come out as winners. Time requires the teacher to have a courageous and frank dialogue with students about all problems.

2. To conflicts , in which the teacher violates the norms of pedagogical ethics. The unethical behavior of the teacher, which contributes to the creation of conflict situations, as psychologist A.A. Lobanov, may manifest itself in an overly emotional affective expression of grades and requirements for students in the form of screaming, various curses and threats. Hysterical screams, unrestrained blows with a fist or palm on the teacher's table, stamping feet in front of schoolchildren, public tearing of a student's notebook and other similar nervous reactions of the teacher cause schoolchildren to protest and provoke them to respond.

Conflict situations may arise as a result of the teacher's use of verbal abuse of students. Unfortunately, the schoolchildren's vocabulary of insults is quite rich and contains such expressions as "stupid", "stupid", "stupid", "idiot", "club", "cow", "nerd", "bastard", etc.

An insult to a student can be a discussion of the hairstyle or clothing of a girl or a young man, ridiculing a figure that can be "fat", "fat", "skinny", "like a chip", focusing on certain physical (natural) defects of the student (stuttering, omission of some letters).

In school practice, there are also physical insults to students, i.e. physical assault: slaps on the back of the head, pulling on the ears, beating on the hands or on the head with a hand or a ruler, pushing out of the classroom, lifting from a place by the collar.

Offensive actions are contained in the teacher's attempts to invade the world of adolescents' personal relationships: reading aloud the intercepted notes of students, publicly condemning the mutual sympathy of boys and girls, abusing the frankness of schoolchildren and divulging the secrets of their personal lives entrusted to the teacher.

3.Conflicts arising from the low prestige of the teacher's role. This type of conflict concerns mainly a certain circle of teachers, whose subjects and role are assessed as “secondary” (music, labor, fine arts, physical education). However, the prestige of a school subject ultimately depends on the personality of the teacher and his ability to innovate.

4. Conflicts arising from the different expectations of those people who influence the performance of the professional role of a teacher. Separate groups and individuals have the opportunity in any form, directly or indirectly, to put pressure on the teacher, to influence his work. For example, employees of public education authorities, school leaders, colleagues, and sometimes students and parents dispute the teacher's choice of certain means, methods, the correctness of the grades, etc. The presence of a pedagogical credo, professionalism, self-esteem help the teacher defend his position or change it in case of reasonable counterarguments.

5. Conflicts related to the teacher's excessive administrative dependence on the education system as a social institution. The teacher's work is rigidly programmed with directive prescriptions, instructions, plans, and leaves little space for amateur performance. At the same time, the activities of teachers are under close attention and control of the public and state authorities.

Scenarios for the development of conflicts are associated with value orientations, with the nature of the roles assumed, the content of the motivation of activity, which determine the nature and direction of the behavior of the individual in conflict.

can be used to resolve a conflict five strategies:

1. Avoidance- this is the lack of desire for cooperation, but at the same time there is no desire to achieve their goals; participants (or one of them) pretend that there is no conflict at all, ignore it.

2. Compliance- sacrificing one's interests to another, agreeing to one's loss in order to maintain good relations.

3. Rivalry- the desire to achieve one's own at the expense of another and at all costs.

4. Compromise– exchange of mutual partial concessions. Both participants partly win, but also partly are forced to abandon their goals, which maintains tension and may lead to a renewal of the conflict.

5. Cooperation- joint search for solutions that fully satisfy the interests of both participants.

The effectiveness of conflict resolution increases from avoidance to cooperation (K. Thomas Test).

In social psychology, there are straight and indirect conflict resolution methods.

direct method: invitation by the leader, psychologist to himself conflicting with a request to state the causes of the conflict. At the same time, the informative side is more important than the emotional one. Regardless of the judgments of the conflicting parties, the leader comes to a decision. A direct and businesslike decision, based on ethical standards, helps to de-escalate the incident. Analysis of the situation can also take place at a collective meeting. In this case, the decision is made on the basis of speeches, comments, wishes of the meeting participants. If, despite the decision taken, the conflict does not subside, the manager may resort to administrative measures, because. conflict can be detrimental to the learning process (Appendix 2).

Indirect Methods(A.B. Dobrovich).

1. The method of "exit of feelings". A person is given the opportunity to express his negative emotions, for example, a psychologist, who requires emotional support of the interlocutor, sympathetic understanding.

2. Method of "emotional compensation". A person who complains about his enemy is conditionally considered as a suffering person (“victim”) who needs help, compassion, praise of his best qualities in order to provoke self-repentance. The expressions are appropriate: “Do you know the ancient wisdom that of the two arguing, the one who is smarter is inferior? ... And you clever man your mind is valued and respected by others”, etc.

3. The "authoritative third" method. A third person is connected to the conflict, authoritative for both parties, who acts as an "arbitrator". Unobtrusive communication that goes beyond the content of the conflict is assumed.

4. Method of "exposure of aggression". The psychologist provides an opportunity for the conflicting parties to express their dislike in his presence. Further work is based on the following methods.

5. Method of "forced hearing of the opponent". Involves repetition of the opponent's arguments. This encourages attentive listening to each other, activates self-criticism.

6. Position exchange method. The psychologist encourages opponents to take the side of the other.

7. The method of "expanding the spiritual horizon". The quarrel is recorded or recorded on camera. The recording is then played back for analysis.

Both direct and indirect methods should be based on ethical principles , the most important of which is principle of respect for the rights and dignity of the individual.

Ethical culture of behavior in conflict suggests:

1. Talk only about the subject of the dispute, trying not to expand, but to narrow the conflict situation.

2. Do not allow offensive remarks, appeals, abuse.

3. Strive not only to express your point of view, but also to understand the other.

4. Remember that the same situation different people they experience and comprehend differently, therefore it is undesirable to accuse each other of “lies”, it is better to understand the reason for the discrepancies.

5. Strive for a constructive approach: perhaps this will eliminate the cause of the conflict.

6. Unnecessarily, do not include third parties in a quarrel who will embarrass and unnerve, and their opinion will not necessarily be objective.

7. Be able to admit that you are wrong.

8. If a quarrel arose on an already known occasion, you can agree to postpone it to a later time; in such cases, passions cool down, and the process of sorting out the relationship takes place more peacefully.

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Conflicts and conflict situations in the professional and pedagogical activity of a teacher

PLAN:

1. The concept of "conflict", "conflict situation". Destructive and constructive functions of conflicts.

2. Sources and causes of conflicts.

3. Outcomes of conflict situations.

4. Basic rules of behavior of a teacher in conflict situation

5. Factors influencing the resolution of crisis moments.

1. Conflict, conflict situation.

In psychology, the conflict is defined as a collision of oppositely directed, incompatible with each other tendencies, a single episode in the mind, in interpersonal interactions or interpersonal relationships of individuals or groups of people associated with negative emotional experiences. Those. conflict is not only an extremely acute form of contradiction, but it also serves as a way to identify and resolve contradictions. In this regard, the question arises: what precedes the conflict, what are the stages of its development? You can answer that it is preceded by an objective life situation in which the opposing sides are, and these sides themselves have certain interests, needs, goals. Naturally, the encroachment of one side on any of these needs of the other side creates the socio-psychological basis of the conflict. This is the structure of a contradiction that has not yet turned into a conflict - a conflict situation. Thus, a conflict situation is such a combination of human needs and interests that objectively creates the ground for a real confrontation between various social actors.

Destructive and constructive functions of conflicts. Since contradictions are resolved during the conflict, ways out of the impasse are sought, the question arises about its function - positive or negative, bad or good. From an ordinary point of view, only a negative answer can be given here, because the conflict is associated with such phenomena as domestic quarrels and troubles, official troubles, interethnic, territorial, socio-political confrontations and confrontations associated with suffering and losses. Hence the assessment of the conflict as an undesirable phenomenon.

But a closer look reveals a different approach, a different point of view, according to which conflict is not only a negative social phenomenon, but also a positive one. The line of reasoning here is roughly the following. Yes, conflict is an undesirable phenomenon that begins to corrode a normally functioning social system, but in its course such forces appear that can return it to a state of balance and stability, as well as maintain it in a stable state. Since conflicts are inevitable in the interaction of people, they can perform positive constructive function, namely :

conflict contributes to a certain movement forward, prevents stagnation;

· in the process of conflict, the objectification of the source of disagreement takes place and its resolution, "removal" is possible, means of preventing future conflicts are found;

conflict is a certain denial of old, "obsolete" relationships, which leads to the formation of new relationships, correction of interaction;

· in a conflict, internal tension is “eliminated”, aggressive feelings “splash out”, frustrations, neuroses are “discharged”;

Conflict is a way of self-affirmation of a personality, especially in a teenager, for whom conflict is a necessary form of behavior to maintain status in a group;

intra-group conflict scientific activity creates the necessary level of tension necessary for creative activity; Thus, the study showed that the productivity of creative scientific activity is higher in conflict personalities;

· intergroup conflicts can contribute to group integration, the growth of cohesion, solidarity of the group;

· the need to resolve the conflict leads to cooperation, to the concentration of efforts of the participants to resolve the conflict situation, to the involvement of group members in the common life of the group.

On the other hand, there are signs destructive conflict:

Expansion of the conflict

escalation of the conflict (i.e. the conflict becomes independent of the original causes and, even if the causes of the conflict are eliminated, the conflict itself continues);

increase in costs, losses incurred by the participants in the conflict;

Growth of situational statements, aggressive actions of participants.

Thus, speaking about the usefulness or harmfulness of conflicts, it should be noted that the conflict is useful in that, one way or another, it resolves the contradiction. The best resolution of an objectively existing contradiction is not its conflict method, but a peaceful, consensus version that occurs in peaceful, civilized ways and means, when the opposing parties and all participants in the conflict come to understand the need for this earlier, before the development of events goes along the conflict channel. Therefore, our next task will be to consider the objective causes and psychology of the participants in emerging conflicts.

2. Sources and causes of conflicts. An important point in studying the problem of conflicts and their nature is to identify them. reasons. An analysis of sociological and socio-psychological research allows us to identify the following main causes of conflicts:

- socio-economic- conflicts in modern society represent the generation and manifestation of objectively existing socio-economic contradictions;

- socio-psychological- needs, motives, goals of activity and behavior of various people;

- socio-demographic- differences in attitudes, motives of behavior, goals and aspirations of people, due to their gender, age, belonging to various national entities.

The conflict, unlike the dispute, has a more aggravated, often aggravated contradiction to the limit. Since in the future we will be more interested in interpersonal and socio-psychological conflicts, we should pay attention to the personal sources (reasons) that give rise to them. Sources of conflict situations are aggravated contradictions, a mismatch of points of view, goals, approaches, visions of ways to solve production problems that in one way or another affect personal interests, including the leader. Most teachers and managers, unfortunately, do not have deep knowledge about the nature and causes of conflict situations, techniques and methods for their constructive resolution.

Source (cause) the emergence of any conflict are contradictions, and contradictions arise where there is a mismatch:

Goals, interests, positions;

Opinions, views, beliefs;

Personal qualities;

interpersonal relationships;

Knowledge, skills, abilities;

Control functions;

Means, methods of activity;

Motives, needs, value orientations;

Understanding, interpreting information;

Assessments and self-assessments.

Let us analyze in more detail what character traits, features of human behavior are characteristic of the conflict. Summarizing the results of research by psychologists, sociologists and educators, observations and life experience show that the following can be attributed to such qualities and features:

The desire to dominate at all costs, to be the first, to say your last word;

To be so "principled" that it encourages hostile actions and deeds;

Excessive straightforwardness in statements and judgments, as you know, is also not to everyone's liking;

Criticism, especially criticism that is unfounded, insufficiently substantiated, not only irritates, but often simply creates a conflict;

A bad mood, if it is also periodically repeated, is often fertile ground for conflict;

Conservatism of thinking, views, beliefs, unwillingness to overcome outdated traditions in the life of the team, which have become a brake on its development, inevitably lead to conflict;

The desire to tell the truth in the eyes, unceremonious intervention in personal life also creates a difficult, sometimes dramatic situation;

The desire for independence is a good quality, but up to certain limits. If the desire for independence develops into the desire to do "whatever I want" and clashes with the desires and opinions of others, then this threatens with inevitable conflict;

Excessive persistence; being persistent, as you know, especially in a competitive environment, is very important, but if persistence borders on obsession, then this is already annoying;

An unfair assessment of the actions and actions of others, belittling the role and significance of another person, as a rule, has a negative reaction;

Inadequate assessment of one's capabilities and abilities, especially their overestimation, not always, but also leads to conflict situations;

Initiative, especially creative one, is good, but when a person shows initiative where, as they say, he is not asked, this creates a tense and even conflict situation.

Sources (causes) of conflict situations can be not only personal qualities. The behavior and activities of a specialist (employee, worker) can sometimes contribute to the emergence of conflict situations. Elimination of personal shortcomings- the main goal of self-improvement of the individual (self-education, self-education and self-development). Of course, not all personal shortcomings can be eliminated in a short time, but the very awareness of character traits that give rise to difficulties in behavior and activity can serve as an indicator of work on oneself. This is also evidenced by the timeliness of actions aimed at defusing conflict situations or suspending the implementation of unsuccessful decisions taken by the employee on his own or on someone else's advice.

A conflict situation can develop objectively, in spite of the will and desire of the future warring parties (downsizing in the workforce), or it can be created or deliberately provoked by one or both parties. But each situation is determined by actual events and its subjective meaning depends on what explanation each side gives to these events, in accordance with which it begins to act in the course of the development of the conflict. What are the possible outcomes of conflict situations?

3. Outcomes of conflict situations. They can be different: prevention of conflict, avoidance of conflict, its smoothing, coming to a compromise, the emergence of confrontation, coercion, admitting one's mistake.

Let's take a closer look at one of the outcomes. - conflict prevention teachers with students. This outcome depends mainly on the teacher himself. First of all, when a conflict situation arises, he should not allow the prerequisites on his part for the development of the conflict: he should speak calmly with the student and, changing his attitude to something (for example, to a fight, the concept of honor, honesty, etc.), persuade, not command. The teacher must take care of the conditions under which his demand can be met. It is not advisable to make demands too often, and, if possible, replace the command form of their expression with another one. For example, a teacher's demand in the form of a question (“Did you do what I told you last time at home?”) is already perceived by students as a form of control. The demand can be expressed in the form of a statement, a belief that the student has, of course, done what he was told.

Experienced teachers to prevent conflicts conduct individual conversations with students, during which they find out their position and explain their own. In this case, the teacher can give the following recommendations:

1) show attention to the student, respectful attitude, sympathy, tolerance for his weaknesses, endurance, calm tone;

2) build phrases so that they cause a neutral or positive reaction on the part of the student;

3) constantly maintain feedback with the student, look into his eyes, monitor changes in his posture, facial expressions;

4) slightly delay the pace of the conversation if the student is excited or speaks too quickly;

5) try to mentally put yourself in the place of the student and understand what events led him to this state;

6) let the student speak out, do not interrupt or try to outshout him;

7) reduce social distance, approach and lean towards him, touch him, smile;

8) emphasize the commonality of goals, interests, show the student an interest in solving his problem;

9) underline best qualities the student who will help him to overcome the conflict situation, to cope with his condition.

However, not all conflicts can be prevented. The teacher's justified dissatisfaction, his resentment towards the students, which he could not restrain, or the student's unwillingness to understand the necessity of the teacher's requirements lead to interpersonal conflict. Then the teacher has a new task - to extinguish the conflict that has arisen, to prevent it from turning into a protracted, chronic one, to be drawn into it by other students or the whole class.

4. Basic rules of behavior of a teacher in a conflict situation.

Do not expand the subject of the quarrel, the cause of discontent. Often expressed by the teacher claims to students are vague, not specific. The teacher, for example, says to the student: “Something you have begun to relate to classes badly.” With such a formulation of the claim, the student can only guess how this bad attitude manifests itself.

It is important to follow the “reduce the number of claims at one time” rule. The simultaneous statement of many claims to the student will create in him the impression of guilt in everything that happens around him, and he will begin to justify himself even in what he is not accused of. As a result, the student will become irritated with the fact that “you can’t please anything” and “if you don’t like me, I can leave: it didn’t hurt and I wanted to work in your sports section!”

Fairly, impartially treat the initiator of the conflict. Any interpersonal conflict begins with the fact that a person appears who is dissatisfied with something. Since a person speaks out with disagreement, with grievances, claims, it means that he expects the other side to listen to him and change his behavior. The teacher should develop an attitude that the student always has some grounds for complaint, dissatisfaction and expresses them not for pleasure (unless, of course, he is a squabbler), but because something bothers him, makes him worry, - suffer. Therefore, the teacher should not immediately brush aside the claims expressed by the students and even more so reproach and scold the complainers, they should be listened to calmly and carefully and try to understand.

Show emotional endurance. Often, too emotional tone of the conversation between the teacher and the students leads to conflict. Categorical, peremptory statements, raised tone, offensiveness without a choice of expressions create a tense emotional state in students. Naturally, the tactlessness, and sometimes rudeness of the teacher, will cause a response from the students: as they say, you sow the wind, you reap the whirlwind. But at the same time, the goal will not be achieved by the teacher. Therefore, the teacher must restrain his emotions, and even more so not to transfer the business conflict to a personal level, not to affect the self-esteem of students.

Formulate a positive solution to the conflict situation. In the event that students present claims and a conflict situation arises on this basis, the teacher must propose a way to resolve it, eliminate the cause that caused disagreement or dissatisfaction with one of the parties. This can be done - in the form of a partial concession, mitigation of requirements.

5. Factors affecting the resolution of crisis moments. Summing up the described strategies and methods for resolving conflicts, you can independently develop a model of behavior in a situation of crisis, conflict and achieve your goals in each specific case. At the same time, it should be taken into account that the following factors play an important role in resolving crisis moments:

the adequacy of the reflection of the conflict;

openness and effectiveness of communication between the conflicting parties;

Creation of a climate of mutual trust and cooperation.

1. Adequate perception of crisis moments as a manifestation of conflict situations. Very often in a situation of conflict, we misperceive our own actions, intentions and positions, as well as the actions, intentions and points of view of the opponent. Typical perceptual distortions include:

"Illusions of one's own nobility". In a conflict situation, we often believe that we are the victim of attacks by a vicious adversary whose moral principles are highly questionable. It seems to us that truth and justice are entirely on our side and testify in our favor. In most conflicts, each of the opponents is confident that he is right and striving for a fair resolution of the conflict, he is convinced that only the opponent does not want this. As a result, suspicion often flows naturally from existing prejudice.

« Searching for a straw in the eye of another." Each of the opponents sees the shortcomings and errors of the other, but is not aware of the same shortcomings in himself. As a rule, each of the conflicting parties tends not to notice the meaning of their own actions towards the opponent, but instead reacts with indignation to his actions.

"Double ethics". Even when the opponents realize that they are doing the same actions towards each other, all the same, their own actions are perceived by each of them as permissible and legal, and the actions of the opponent as dishonest and impermissible.

"All clear". Very often, each of the partners oversimplifies the situation of the conflict, and in such a way that this confirms the general idea that his virtues are good and correct, and the actions of the partner, on the contrary, are bad and inadequate.

These and similar delusions inherent in each of us in a conflict situation, as a rule, exacerbate the conflict and prevent a constructive way out of a crisis, problem situation. If the perceptual distortion in the conflict is excessively large, there is a real danger of being trapped in one's own bias. As a result, this can lead to the so-called self-validating assumption: assuming that the partner is extremely hostile, you begin to defend yourself from him, going on the offensive. Seeing this, the partner experiences hostility towards us, and our preliminary assumption, although it was incorrect, is immediately confirmed. Knowing about such ideas in a conflict situation, try to carefully analyze your feelings in specific cases.

2. Open and effective communication of the conflicting parties

Communication is the main condition for constructive conflict resolution. However, unfortunately, in a conflict situation, communication, as a rule, deteriorates. Opponents basically try to hurt each other, while they themselves take a defensive position, hiding any information about themselves. Meanwhile, communication can only help resolve the conflict when both parties are looking for a way to reach mutual understanding. This can be done by doing the following recommendations.

A) control the emotional sphere. When a person is “overwhelmed” with emotions and caught up in conflict, it is difficult for him to express his thoughts and listen carefully to the opponent. One of effective ways deal with human anger is to help each other to let go of these feelings. People get a psychological release if they just talk about their grievances. Therefore, sometimes it makes sense at the very beginning of the conflict to take a risk and as fully as possible, even in a harsh form, express to each other what you feel.

The Japanese, for example, came up with a kind of ritual for this and soft pillows for beating. Sometimes even shouting or hitting the table with a pillow is better than a calm, cold-blooded rebuff from the enemy.

Still, it is risky to reveal your feelings if it leads to an emotional reaction. When this is not followed up, a big quarrel can break out. Therefore, if you feel that as you present your claims, you become more and more irritated and at the same time find that your complaints only increase the opponent’s negative emotions, you need to say to yourself: “I should stop. I should think about what I can do to solve this problem in the future." After that, let the enemy know that you want to stop the boiling of passions. It should be explained that you are not going to ignore the opponent's emotions or deny their validity, but only want to contain them. It is appropriate to say something along the lines of: “Yes, I see we are both annoyed, but this irritation will not get us anywhere. I would like you to forget about him. Let's agree that something went wrong in the past, as a result of which we are both annoyed. But now let's think together about what we could do in the future." This can be a particularly useful approach if you have come into conflict with someone with whom you will need to continue communicating.

It would be nice if each of the opponents could at least partially tell the other the following:

- what would I like to do to resolve the conflict?

What kind of reactions do I expect from the other?

- what consequences do I hope for if an agreement is reached?

B) Use communication to resolve conflict. Any disruption in communication can lead to conflict. Sometimes a person does not express himself clearly enough, and then the words can be misunderstood. Sometimes someone listens inattentively. And when a person sees that he is not being listened to, he may have feelings of hostility or condemnation. There is often misunderstanding as to what is meant. Hidden assumptions can get in the way. And sometimes, as a result of misunderstanding, hostility or resentment, communication stops altogether.

If you use the key elements of communication in a conflict situation, then dostep to overcome conflicts. So,

Pay attention to nonverbal evidence that the speaker's words are at odds with his thoughts and feelings. Bring this contradiction to open discussion;

· Make sure that you or the other person do not have hidden false assumptions or attitudes. Discuss them openly so that mistakes can be corrected;

Try to keep communication open. Be diplomatic about what you think or feel;

· ask yourself, does what is said correspond to your true desires, needs or feelings? If not, then your interests may remain unsatisfied;

Do not leave any ambiguities. Push what you mean. If you are not sure that your message is understood, ask the conflicting party to repeat what you said to make sure that the message was understood. If you can't understand something the first time, don't deny it. By admitting that you did not understand something, you maintain dignity and prove to yourself your honesty and desire to do everything right from the very beginning;

Learn to listen to others. To do this, stick to the following: listen with empathy; focus on the subject of the conversation; treats the speaker with respect; listen carefully without making judgments; to express an opinion about what they heard in order to show the person that he is really being listened to; note what you do not understand or what you are not sure about; use nonverbal means to keep the conversation going (smile, nod your head, make eye contact).

C) Create a climate of mutual trust and cooperation. This can be facilitated by the manifestation of trust in a partner by being ready to open before him such an unprotected position, which is the desire for agreement and mutual understanding, unwillingness to use the opponent’s weaknesses and vulnerabilities.

In conclusion, it should be noted that crisis moments are resolved more successfully if both parties are interested in achieving some common result that encourages them to cooperate. The experience of joint activities in the name of achieving a common goal brings partners together, allows you to discover new, additional ways to overcome the difficulties and troubles associated with conflict resolution. The successful solution of joint tasks also increases the degree of mutual trust, which facilitates the risk of openness in communication. This is a moment of extreme importance, since people often do not even imagine that it is possible to cooperate with a person with whom they are in a conflict relationship.

Used Books

Zhuravlev V.I. Fundamentals of pedagogical conflictology. - M., 1995.

Kan-Kalik V.I. Teacher about pedagogical communication. - M.: Enlightenment. 1992.

Kozyrev G.I. Introduction to conflictology. - M., 1999.

Kukharev N.V. On the path to professional excellence. - M.: Enlightenment, 1990.

Lobanov A.A. Basics of professional and pedagogical communication: Tutorial for students of higher educational institutions. - M.: Publishing Center "Academy", 2002.

Pidkasisty P.I., Portnov M.L. The art of teaching. - M.: Pedagogical Society of Russia, 1999.

Pityukov V.I. Fundamentals of pedagogical technology. - M., 1997.

Rogov E.I. Psychology of communication. - M.: Vlados, 2001.

Rybakova M.M. Conflict and interaction in the pedagogical process. - M., 1991.

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Conflict is the quality of interaction between people, expressed in the confrontation of the parties in order to achieve their interests and goals. The ultimate cause of any social conflict is the contradiction between the interests of its subjects: individuals, social groups, communities and societies. Therefore, any conflict is a form of expression of a conflict of interests.

In order for professional communication to be carried out in a normal environment and be effective, it is necessary to learn how to manage conflicts, prevent them in a timely manner and resolve them productively.

The first thing you need to avoid conflict in an organization is to learn how to deal with conflict. Start with yourself. Before entering into a conflict, consider whether it is worth it. Find out your own interests and compare all the pros and cons that you will get as a result of taking part in it.

An important factor in preventing conflict in the organization is the constant improvement of one's qualifications. This gives a sense of self-confidence and positively affects relationships with colleagues and management. However, do not become overly dependent on your work. Otherwise, the person loses his integral identity and acts as a person-function.

Of particular note is the fact that conflicts often occur due to the lack or limitation of the necessary information. Meanwhile, avoiding conflicts in a work team is possible only if the most important features of communication in it are openness and publicity, honesty and trust.

The following tips from the German psychologist and sociologist E. G. Felau will help you improve communication and information sharing within your organization, mitigate problems, and prevent conflict.

• Don't expect perfection from colleagues. Do not forget: you are not always in an even mood, and you have made mistakes.
• Where appropriate, express positive reactions. Avoid unfair and offensive criticism.
• Let's feel to clients and other outsiders that you appreciate your colleagues.
• Find time to talk with your colleagues.
• Don't go looking for someone to blame. It is better to find an opportunity to support colleagues and help them.
• Do not criticize those who are absent.
• Thanks for the constructive criticism.

To prevent conflicts, it is also important that each employee has a clear understanding of their rights and obligations in the organization. This will help to avoid unnecessary misunderstandings and resentment caused by possible contradictions between rights and obligations, between status and role, between the actions expected of you and your actions. At the same time, the leader should pay special attention to bringing to the attention of subordinates his style and principles of leadership. This will help them determine the course of action with you.

If the conflict could not be foreseen or prevented, and it still flared up, then the main task is to constructively resolve it, draw appropriate lessons from it and, if possible, even benefit.

First of all, do not try to deny the conflict, hush up or pretend that everything is in perfect order. The well-known ostrich posture will not benefit either of the conflicting parties. It can only postpone the settlement of the conflict for a while, but this will not make its resolution any easier. Most often the opposite happens. The longer measures are not taken to resolve the conflict, the more severe the retribution.

Most general principles and the conflict resolution rules suggest that one should never hide the problem underlying the conflict. By telling your opponent the real reason for the conflict, you thereby show that you are sincerely interested in resolving it. At the same time, attention should not be focused on the differences in the interests of the parties. The main thing is to find common interests and appeal to them. If possible, attract allies to your side.

There are five main conflict resolution styles that allow each person to choose their own line of behavior in a conflict situation.

• 1. Competition style: a person is not very interested in cooperation with other people, but is capable of strong-willed decisions. With this style, you try to satisfy your own interests first, forcing other people to accept your solution to the problem. This can be an effective style when you have some power and know that your decision or approach in a given situation is correct.
• 2. Style of avoidance: implemented when you do not stand up for your rights, do not cooperate with anyone to develop a solution to the problem, but simply avoid resolving the conflict. You can use this style when the issue at hand is not that important to you, when you don't want to spend energy on it, or when you feel like you're in a hopeless situation.
• 3. Accommodating style: means that you act together with another person, without trying to defend your own interests. You can use this approach when the outcome of a case is extremely important to the other person and not very important to you. This style is also useful in situations where you can't get the upper hand.
• 4. Collaborative style: Following it, you actively participate in resolving the conflict and defend your interests, but at the same time try to cooperate with the other person. This style requires more painstaking and lengthy work compared to most other approaches to conflict, since first all the cards are laid out on the table - the needs, concerns and interests of both parties, and then discussion follows. The collaborative style allows you to work out the most satisfying solution for both parties in complex and important conflict situations.
• 5. Style of Compromise: This style involves giving and receiving. It is that you give in a little bit in your interests to satisfy them in the rest, and the other side does the same. However, compromise is reached at a more superficial level than cooperation. Compromise is the "umbrella" and cooperation is the "roof".

The sense of duty of a social worker requires from him full professional and personal dedication in achieving the goals set for him by society and the state, by the professional activity itself, by a specific team and client.

Such a general requirement imposed by the profession on the personality of a social worker, in turn, potentiates the development of particular requirements, which in the end very strictly determine the specialist in all respects. However, the Social Worker can and should have his own "I", be a versatile, internally rich personality. Thus, a deontological conflict may develop between the interests of the client and those of the social worker. However, this conflict may well be resolved, since there is no essential contradiction between the fundamental interests of its participants; it can only be temporary, situational. In the improvement of a social worker as a professional and personality, in the well-being and harmony of his own life, not only he himself is interested, but also the profession, society, and clients. At the same time, of course, a specialist must learn to combine situational professional and personal interests, to make them consistent. This is quite possible if the professional activity corresponds to the inclinations of the specialist.

But deontological conflicts in social work can also arise in other areas. For example, the interests of society and the client may outwardly contradict each other: the client is certainly interested in a comprehensive resolution of his problems, while the society, due to the current situation, may believe (and objectify its position in legal acts) what a complete resolution is problems of an individual client is possible only to the detriment of the interests of other clients, entire social groups and the whole society, even if the interests of the client are not of a non-normative nature. In this case, the social worker must conduct a thorough axiological analysis of the situation and, based on its results, decide what is of great value: situational or enduring, general or particular, material or spiritual, etc.

Based on the results of such an analysis, the most objective choice should be made in favor of values ​​of a higher rank. The specialist will need to navigate in each specific situation, taking into account the main factors that form the social and individual situations, value attitudes, professional and ethical norms and principles, etc. Being competent in professional and ethical terms, the specialist can correctly place emphasis and resolve the conflict . Therefore, the ability of a specialist to a professional ethical and axiological analysis of a problem situation, his ability to be guided by deontological principles in resolving conflicts or choosing priorities for activities is so important. Possessing the skills of ethical and axiological analysis and guided by the basic principles of deontology, ethics and axiology, a social worker can resolve the conflict.

But the complexity of resolving deontological conflicts also lies in the fact that a social worker, like any person, has his own, received in everyday life, ideas about what is valuable and what is not valuable, what is proper and what is not. In addition to formal professional ones, a specialist has many informal connections and relationships related to his professional activities and everyday ones. Both in everyday life and in professional activities, he can observe many examples when, in a conflict situation, a person neglects his duty, and this not only does not become tragic for her, but in certain cases brings individual (and sometimes even group) success . Lack of prestige and low resource endowment social work also have a certain influence on the formation of the position of a specialist in relation to the proper. All this complicates the deontological choice of a specialist, makes it difficult for him to develop a specific position.

We can offer the following approaches to the development of a position by specialists in relation to ensuring proper behavior.

Social work is not a punishment; it is a profession that the individual chooses independently and voluntarily. If he is completely dissatisfied wage, the content of the work, its lack of prestige or something else - you should look for another, more suitable one. If, nevertheless, professional social work is chosen on the basis of content, then the attitude towards it should be responsible, creative and not formal.

Social work, due to its specificity, imposes increased demands on the personal qualities of a specialist, which, although not unrealistic and unfair, still oblige the specialist to be in many respects an “ideal” person, significantly different from an ordinary person. This circumstance can become a kind of "stumbling block" for a person who has chosen social work as a permanent professional activity. However, the requirement of the profession to improve the personal image of a specialist does not contradict either the interests of the individual or the interests of society, therefore, it cannot be considered a factor limiting the freedom of a social worker.

group interests and the extinction of the profession, the fall of its social significance. It should not be forgotten that social work is constituted as a profession needed by society, and not by social workers, which means that in general case the conflict can be resolved in favor of the true interests of society. Similar reasoning can be given when considering the conflict of interests of society and the client.

It should be borne in mind that, in general, the true, fundamental interests of clients, society, and the profession cannot contradict: both are aimed at achieving the individual and common good of a person and society. Situational interests can give rise to conflict, but from the standpoint of the true good, they can and should be regulated. The duty of the social worker here is to develop the most rational position leading to the greatest good of the participants in the conflict, and it is from this position that the priorities of interests and activities should be determined.

Social work as a type of professional activity and social institution arises in connection with the objective need to improve the efficiency community development, respectively, and the duties of a social worker (and the functions of social work) are a reflection of an objective social need. The professional duty of a specialist is those requirements. which society, the profession, the team, clients and he himself impose on behavior and actions, and what he himself needs and for which he is responsible. Duty appears to specialists in the form of duties, the observance of which becomes their internal moral need. Externally, the content of the professional duty of a social worker acts as a set of legal, moral requirements imposed on him by his profession.

A social worker's awareness of his professional duty is a reflection of his objective duties in ideas, beliefs, feelings, habits, in the internal motives of professional activity and their embodiment in practical everyday activities. Thus, professional duty is due to a combination of objective and subjective factors that determine the behavior of a specialist. The conscious fulfillment of one's duty is a condition for the highly effective activity of both the most specific social worker and the entire social service and the institution of social work as a whole. Under certain conditions, the objective professional duty of a social worker becomes, in fact, his internal moral duty as a person and as a representative of the profession, i.e. subjective. Moral duty, as a deeply realized need for a certain line of behavior dictated by the needs to achieve good in the “man-environment” system, for a social worker is a continuation of professional duty and an integral attribute of the profession.

At present, when social work, due to objective circumstances, cannot fully satisfy the needs of society and certain categories citizens in assistance and support, the deontological potential of social services plays an important role. Its implementation contributes to smoothing out the age-old contradiction between what is and what should be (for example, between the actual state of the formal resource base of professional social work and the urgent needs of clients for assistance and protection). A sense of duty to clients and society forces social workers to seek and find sources of informal resources: sponsorship, participation of acquaintances and colleagues, involvement of representatives in solving problems public organizations etc. and thereby achieve improved overall performance. It can be seen that duty and proper relationships can become an essential factor in increasing the efficiency of social work and one of the effective means and at the same time conditions for resolving the most acute social problems.

The concept, essence and content of the professional duty of a social worker

Deontology is one of the foundations of the professional activity of social workers, medical workers, teachers, psychologists and representatives of other professions whose object of activity is a person, and professional actions are directly related and aimed at achieving physical, mental and social health and well-being of a person, his social environment and society. The doctrine of duty is the central link in the system of professional ethics. Professional deontology is the doctrine of the duty and obligations of a representative of the profession to society and the state, to his profession, to colleagues and to the people on whom the activity is directed.

In this way, professional duty of a specialist- these are the requirements that society, the profession, the team, clients and he himself impose on behavior and actions, and what he himself needs and is responsible for. Duty appears to the specialist in the form of duties, the observance of which becomes his internal moral need. The content of the professional duty of a social worker is a set of legal, moral requirements imposed on him by his profession.

A social worker's awareness of his professional duty is a reflection of his objective duties in ideas, beliefs, feelings, habits, in the internal motives of professional activity and their embodiment in practical everyday activities. Thus, professional duty is due to a combination of objective and subjective factors that determine the behavior of a specialist. The conscious fulfillment of one's duty is a condition for the highly effective activity of both the social worker himself and the entire social service and the institution of social work as a whole.

The category "professional duty" expresses the moral obligations of a specialist in relation to society, colleagues, clients and their social environment and is a reflection of the internal, moral need to follow the fulfillment of one's duties, the need to follow a certain line of behavior, dictated primarily by interests external to the personality of a specialist. .

A social worker's awareness of his professional duty means: a high professional and qualification level as a guarantor of the quality of work; clear knowledge of their professional duties, conscientious and rigorous performance; professional activity strictly within the framework of the regulatory framework; deep conviction in the need to fulfill their professional duties, since this is required by the interests of society, the staff of the social protection institution and the client; conscious and active participation in professional activities; the purpose of achieving the benefit of society, the workforce and the client; interest in improving the efficiency of the work of their team and their individual work; high organization and conscious discipline, the habit of proper behavior; the presence of strong-willed qualities necessary to fulfill one's professional duty; the desire to constantly improve in the profession, learn new knowledge, gain experience in practical activities.

30) Ethics, morality and morality in social work: interconnection and mutual influence

Ethics is a philosophical science, the object of study of which is morality, its development, norms and role in society. To refer to the philosophical doctrine of morality and morality, Aristotle proposed the term "ethics".

As a branch of philosophy, ethics is called upon at the theoretical level to solve the issues of morality and morality that arise before a person in his daily activities. Since theoretical knowledge is most directly related to practice, it justifies the practical activity of a person in a certain way.

Labor activity of a person is the most typical and comprehensive example of practical activity, in connection with which we can talk about the phenomenon of professional ethics - one of the fundamental theoretical foundations any professional activity, which is the science of professional morality as a set of ideals and values, ideas about what is due, ethical principles and norms of behavior that reflect the essence of the profession and ensure the relationship between people that develops in the process of work and stems from the content of their professional activities. At the same time, professional ethics is the moral self-awareness of a professional group, its psychology and ideology2.

Professional ethics as a set of stable norms and rules that an employee should be guided by in their activities arose in ancient times, when it could not be a separate, isolated branch of knowledge.

Social work, as a special kind of professional activity, has a specific, unique set of ideals and values ​​that have developed in the process of establishing the principles and norms of behavior of specialists. Being a specialized activity, social work contains unique situations, contradictions that need to be resolved in the very process of activity and which are often the subject of this activity. This circumstance makes it necessary to adhere to special, more stringent moral principles and norms in the activities.

In their practical activities, specialists need not only moral guidelines that determine the general, main direction of their activities, but also the rules of daily activities, without which it is impossible to implement moral norms and principles. Therefore, the ethical norms of social work reflect the basic requirements and criteria for the behavior and actions of a social worker, which, for all their diversity, are dictated by the specific conditions and content of his work.

Ethics in social work is one of the integral components of daily activities, along with theoretical justification the need for action, the legislatively provided opportunity to act, determining the most effective way to solve the problem, its economic support and organization of implementation decision. A deep knowledge of the norms and principles of professional ethics, their rigorous, creative application in everyday activities helps the social worker to cooperate with clients, their relatives, colleagues, representatives of public, state and non-state organizations and institutions.

The ethics of social work is based on the moral norms accepted by society as one of the most important regulators of joint activity and existence, and on those professional values ​​that make up the essence of social work. An ethical approach to the professional activities of a social worker allows us to return to ethical standards the imperative meaning that is inherent in them, but which has been ignored for a long time, and to increase the individual and collective responsibility of specialists for their actions, to raise the significance and authority of the professional activities of each social worker, the entire system social protection of the population.