Since communication plays a vital role in personality development, it is fundamentally important is the study of peculiarities of communication in different phases of ontogenetic development.
The goal of this research is to study the peculiarities of communication during adolescence.
Adolescence is one of the most difficult periods in human ontogenesis. In this period there is a radical restructuring of the earlier formed psychological structures, there are new education, but also lays the foundations of deliberate behavior, emerges overall direction for the formation of moral beliefs and social attitudes.
Adolescence the period in human ontogenesis singled out in the independent stage a few centuries ago, world has changed radically and continues to change. Change along with it psychological characteristics of adolescence? In particular have you changed those characteristics that are associated with the peculiarities of communication of adolescents with their peers.
For an analysis of how adolescents communicate with their peers in the past and present (past refers to the 60-70-ies of XX century, and the present – the late 90s-the beginning of XXI century) it is necessary to introduce some structure communication, change components which can be tracked over time. Under the structure refers to a set of basic elements that make up this process.
As such patterns of communication will be lawful to offer such a feature, which would involve differentiation of a last resort, the form and the content provided for the post by International Adoption research blogger and columnist.
Theoretical basis of the conducted analysis is the characterization of communication students, proposed by A. V. a Complete and allocated to them the types of communication at different stages of ontogenetic development.
The content of the communication of adolescents includes the following components:
- ideological and moral perspective (the meaning of life, world problems, life plans, relationships between people);
- the event side of life (life of the class in which they learn, the life of the family, acquaintances, actions and their peers, memories, future plans);
- the emotional aspects of life (experiences, attitude to something or someone, their feelings, reactions, emotions, moods);
- subject sphere of existence (the content of their livelihoods and ways of its implementation, subject and aesthetic environment).
If you compare the content of communication of teenagers past and present, we can conclude that the components of the content were present before, are present today in the fellowship of adolescents. But only changed the content of these layers of content, which is due to socio-historical changes in our country.
Communication adolescents occurs in the form of a dialogue: the actual, panel, informational and confessional.
Forms of communication has remained the same: if communication teenagers in the past were in the form of dialogue, so it is currently.
Means of communication – the verbal (speech) and nonverbal (gestures, facial expressions, pantomimic, tactile means of communication) – also has not undergone special changes. The only significant change is the emergence of new slang words and the gradual disappearance from circulation of old. Lingo has great value in groups of adolescents, changes under the influence of fashion and, therefore, also obuslovlen socio-historical, cultural, and political changes taking place in society. Also some changes can be noted in non-verbal communication: the emergence of new gestures, is determined by those occurring in society, changes that update the jargon.
In addition to the above characteristics of communication it is possible to allocate also the place of communication (spatial localization), learn more on aspects of international adoption programs. Since many teenagers are focused on socializing on the street, in public places, then you can note some changes that are related to the fact that some public localization of the communication of adolescents ceased to exist and they were replaced by new ones, or those that have existed, continue to exist, but was transformed under the influence of time. But there are still some public places in which Teens talked of the past, and also deal teenagers of the present, learn more on International Adoption Ukraine share you views and experiences.
Initially, the objectives of our study were limited to a specific area of a circle, which were analyzed over time analyzes only the features of adolescent communication with peers, and with adults and children both young and old-not analyzed. But in the analysis of communication of adolescents with their peers to produce some differentiation: to examine separately the peculiarities of communication with peers of their gender and, separately, with peers of the opposite sex.
As a result of this analysis, significant differences in the features of communication of adolescents with members of their own and the opposite sex in the past and present are not highlighted.
The General conclusion of the study: the analysis of the characteristics of adolescent communication with peers over time (past and present) has shown that forms of communication remain constant and changing only the content, partly tools and spatial localization of communication of adolescents, it is determined by socio-historical, economic, and political changes in our country.
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In this paper we will use the concept of “Challenges” similar to the concept of “dominant” — that is the main topics the scope of tests that are associated with the psychological reactions and social awareness of the individual. We are interested in the range of “Answers”, that is, psychological and social reactions of adolescence. “Resolution” we see as a result, psychological or social the form of “output” teenage stage.
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The child enters a period of sexual and social maturation , with his/her inherited or acquired properties, with its own internal protection from fears and anxieties. Because every time there is a whole space for a variety of current crisis of adolescence.
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In the opinion of R. Burns, the terms “I” or “pattern I”, which is often used in literature as synonyms of self — concept, did not accurately capture the dynamic, evaluative, emotional character of the representations of the individual about himself. R. burns prefers to eat them to denote only a first, static, component of cognitive self — concept. To emphasize the presence of a second, the evaluative component of most authors resort to the term “self-esteem”. R. burns recorded the understanding of self — concept as a set of units. In accordance with this understanding, three traditionally allocated to the setting item (cognitive, emotional and behavioral) in relation to self — concept is made concrete as follows:
1. Image I — representation of the individual about himself.
2. Self-esteem — affective evaluation of this view, which reflects the degree of development of an individual sense of self-esteem, feelings of self-worth and a positive attitude towards everything that is within the scope of his Y.
3. Potential behavioral response, ie specific actions that can be caused by the way I and self-esteem
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I. I. Chesnokova proposes to distinguish between two levels of consciousness on the criterion of the framework within which the correlation of knowledge about oneself. On the first level is the mapping part of the mapping of “I” and “another person”. First, some quality is perceived and understood in the other person, and then it is transferred to themselves. On the second level of correlation of knowledge about oneself is in the process of autocommunication, i.e. in the framework of “I and I”, a Person operates ready-formed knowledge about yourself. On this second level he ascribes their behavior with the motivation that he implements. The highest development of consciousness on this second level is reached for the formation of life plans, life philosophy, its social values, self-worth.
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Self-esteem as an independent object of psychological analysis to allocate in a single process of self-consciousness only by distinguishing two aspects: the process of obtaining knowledge about themselves (and their knowledge) and the process of self-esteem within the psychological reality is extremely difficult. Self-esteem is formed through a certain view of himself as capable of socially significant acts and actions. The self (subjective image of the “I”) is influenced by the evaluative attitudes of others in the mapping of motives, goals and results of their actions and action with the canons and social norms of behavior adopted in the society. Hence, these two aspects form an integrated self — concept, which is defined as the set of all representations of the individual about yourself, coupled with their evaluation [1]. A descriptive component of self — concept most often referred to as “I” or a picture of yourself. “The image I” is a precondition for each act of goal-setting. The idea of goals and how to attain it, is both the vision of its future actions, abilities — about yourself who have already achieved your goal, somehow changed. This person can and increase, and lower your self-worth; he respects himself as already possessing the desired abilities and prestige; in the second case he refers to this type of people, who has no such abilities.
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It is recognized that self — concept is a very complex mental formation, which consists of a number of structural units. In Russian and world psychology has been the idea that consciousness has a tiered structure. I. S. Kon level formulates the concept of “I — image”, using the concept of the installation. The reason for this concept I. S. Kon finds in the theory of dispositional regulation of social behavior V. A. Adova. Overall “I — image” is understood as a system installation; the installation has three components: cognitive, affective, and derived from the first two behavioral (readiness for action in respect of the subject). Lower level “I — image” “make up unconscious, is represented only in the experience of the installation, traditionally associated in psychology with the “feeling” and emotional attitude to itself; above are the awareness and self-esteem of the individual properties and qualities; then these private self-esteem are formed in a relatively holistic way; and finally, this “self — image” fits into the overall system of value orientations of personality related to the realization of its goals, the activity and resources necessary to achieve these objectives”
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V. S. Merlin includes the structure of the four components of consciousness: the consciousness of its identity and difference from the rest of the world, consciousness of the self as the active subject of activity; the consciousness of their mental characteristics, emotional self-esteem; socio-moral self-esteem, self-esteem, which is derived from accumulated experiences and activities.
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According to I. S. Kon, measurements characterizing individual components or “the image I” as a whole include stability (stability or variability of the presentation of the individual about themselves and their properties), confidence (a feeling of being able to achieve the set goals), self-esteem (acceptance of identity, recognition of their social and human values), the crystallization (the ease or difficulty of changing the individual’s beliefs about themselves).
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They highlighted the concept of “I” and the basis for the legal units of self-consciousness of these levels. The sense of “I” is generated as the ratio to the motive or purpose is relevant to the achievement of the qualities of the subject and is drawn in consciousness to the values (cognitive dimension) and emotional experiences (emotional aspect) [4;p. 104]. As the expansion of ties with the world, crossing various operations, the extension of his motivational sphere arises the multiplicity of meanings of “I”. The combination of different senses of “I” represented a holistic picture of the serving in the form of “I — image”. On the individual level the sense of “I” overlaps with self-esteem and generally performs an adaptive function in relation to activity of the subject. But often an action can be simultaneously associated with two motifs, having both positive and negative for the individual the meaning; then there is the contradictory senses of “I” the Relation of personality to yourself has cognitive and emotional components. The cognitive component of meaning I (the emotional-valuable relation of personality to yourself) complex and multidimensional, as complex and multidimensional the object relationship — a real “I” personality. In special empirical study V. V. Stalinym was installed three-dimensional structure, which is formed by the axis: “sympathy — antipathy”, “respect — disrespect”, “proximity — distance”.
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