Educational and methodological complex for students on the course “Conflictology. "Conflictology Types of personalities and features of their behavior in conflict

1) conflict;

2) preliminary;

3) conflict resolution;

4) pre-conflict*;

5) post-conflict.

Question 4. What happens in the post-conflict stage?

1) search for ways to completely resolve the conflict;

2) accumulation and aggravation of contradictions in the system of interpersonal and group relations due to the emerging divergence of interests, values ​​and attitudes of the subjects of conflict interaction;

3) the conflict of interests at this stage takes the form of sharp disagreements, which individuals and social groups not only do not seek to resolve, but also exacerbate in every possible way;

4) efforts are being made to finally eliminate conflicts of interests, goals, attitudes, socio-psychological tension is eliminated and any struggle is stopped *;

5) some external event sets the conflicting parties in motion.

Task 2.

Question 1. What are the causes of interpersonal conflicts?

1) conducting medical research among subordinates;

2) timely assistance of the employee to the manager in his work;

3) timely implementation of measures to limit the likelihood of conflict and regulate its development in a given direction *;

4) a pre-planned event to introduce new rules of work and new working conditions in the workplace;

5) professional training of an employee who is moving up the career ladder.

Question 5. What should be considered when choosing measures to overcome the conflict?

1) the economic situation in the country;

2) interests of the parties in confrontation*;

3) the goals of the organization;

4) interests of one of the conflicting parties;

5) all of the above.

Task 3.

Question 1. How are conflicts classified according to their communicative orientation?

1) interpersonal, group;

2) horizontal, vertical, mixed*;

3) simple, complex;

4) active, passive, constructive;

5) emotional, psychological, moral.

Question 2. What kind of conflict is involved in which persons are subordinate to one another?

1) interpersonal;

2) mixed;

3) vertical*;

4) horizontal;

5) emotional.

Question 3. What are the three factors involved in the process of communication?

1) disagreement, agreement, interest;

2) perception, emotions, information exchange*;

3) unanimity, simplicity, sincerity;

4) curiosity, resourcefulness, exchange of opinions;

5) dependence, modesty, experience.

Question 4. On what factors does a constructive conflict resolution depend?

1) openness and effectiveness of communication;

3) creation of an atmosphere of mutual trust and cooperation;

4) readiness for a comprehensive discussion of problems;

5) all of the above *.

Question 5. What kind of conflict can give rise to subjective reasons?

1) destructive*;

2) constructive;

3) business;

4) vertical;

5) horizontal.

Task 4.

Question 1. What does conflictology do?

1) search for new types of conflicts;

2) searching for answers to the question what is the conflict in various spheres of life*;

3) searching for answers to the question of how to make the resolution of conflict relations harmful to both parties;

4) search for socio-psychological, economic, or other relations of subjects;

5) all of the above.

Question 2. Who or what is the object or subject of the conflict?

1) what causes the opposition of the participants is the basis of their dispute *;

2) those who dispute the opinions, interests, goals of each other;

3) those who come into conflict;

4) individuals, social groups;

5) organizations.

1) denial;

2) confrontation*;

3) agreement;

4) compromise;

5) all of the above.

Question 4. What do you know the main activities for the "prevention" of conflicts?

1) compliance with the ethics of relations;

2) compliance with laws;

3) constant work to improve working conditions;

4) taking into account the expectations of subordinates;

5) all of the above *.

Question 5. What is the compromise style?

1) you act in concert with the other party, but do not try to defend your own interests in order to smooth the atmosphere and restore a normal working environment;

2) the parties are trying to resolve differences by making mutual concessions *;

3) want to buy time to study the situation and get additional information before making any decision;

4) in the pursuit of unilateral gain, to victory, to satisfy, first of all, one's own interests;

2) to reduce the number of conflict situations;

3) with its help, you can outline a general strategy, the most characteristic stages and ways to resolve conflict situations *;

4) to study the statistics of conflict situations and prevent them in the future;

5) with its help, the leader can in the future quickly and reliably identify the perpetrators of subsequent conflicts.

Task 5.

Question 1. Who or what are the opponents of the second rank?

1) environment;

2) group*;

3) organization;

4) an individual who develops a decision with himself;

5) individuals.

Question 2. What can happen to a conflict situation over time?

1) can disappear if the object itself that gave birth to it ceases to exist;

3) escalate under the influence of an incident, that is, a clash of opponents;

4) transform into another;

5) all of the above *.

Question 3. What is the "ultimate aggravation of contradictions"?

1) conflict*;

2) emergency situation;

3) conflict model;

4) self-expression;

5) agreement.

Question 4. If you are trying to work out a solution that satisfies both parties, what style of conflict resolution do you use?

1) compromise;

2) coercion;

3) fixture;

4) evasion;

5) cooperation*.

Task 6.

Question 1. What types of difficult people do you know?

1) know-it-alls;

2) silent people;

3) complainants;

4) "aggressors";

5) all of the above *.

Question 2. Who are the "naive liars"?

1) those who cover their tracks with lies or a series of deceptions, so that there is a misunderstanding of what to believe and what not;

2) those who want something right now, even if it is not necessary;

3) those who consider themselves superior to others because, as they themselves believe, they know everything in the world;

4) those who keep everything to themselves, do not talk about their grievances, and then suddenly lash out at a colleague when it is believed that everything is going fine;

5) those who supposedly do good, but deep down they regret it.

Question 3. How does it feel to interact with difficult people?

1) chagrin;

2) depression;

4) confusion;

5) all of the above *.

Question 4. What principles should be based on when dealing with a difficult person?

1) not to fall under the influence of a “difficult” person, his point of view, attitude, while maintaining calm and neutrality;

2) avoid communicating with such a person and try to talk with him and identify the cause of his "difficulty";

3) realize that a person is difficult to communicate and decide what type he belongs to;

4) try to find a way to satisfy his hidden interests and needs;

5) items 1, 2, 3 *.

Task 7.

Question 1. What concept defines the conflict that arises in the minds of an individual (or group of individuals) located at the junction of two cultures with conflicting norms, standards, requirements?

1) cultural conflict*,

2) role conflict,

3) social conflict

Question 2. What concept defines the conflict, which is associated with the performance of incompatible, conflicting social roles by an individual?

1) cultural conflict,

2) role conflict*,

3) social conflict

Question 3. What concept defines the type of social interactions, characterized by the opposition of social actors, due to the contradiction of their needs, interests, values, as well as social statuses, roles and functions?

1) cultural conflict,

2) role conflict,

3) social conflict*

Question 4. The conflict between subjects occupying the same status level in the social system is called:

1) cultural conflict;

2) role conflict;

3) social conflict;

4) horizontal conflict*;

5) vertical conflict.

Question 5. The conflict between subjects occupying an unequal status level in the social system is called:

1) cultural conflict;

2) role conflict;

3) social conflict;

4) horizontal conflict;

5) vertical conflict*.

The most difficult problem is determining when the interlocutor is telling the truth and when he is deliberately lying. Most people resort to lying when they want to avoid punishment or receive a reward. With the help of lies, people try to protect themselves until remorse becomes unbearable for them or until external circumstances tell them that it is time to confess their guilt. When people lie, they experience fear, which manifests itself in certain symptoms, such as carotid throbbing, dry lips, involuntary movements of the Adam's apple, and / or immoderate attempts to give the appearance of truth to their statements.

Below we give a description of some types of liars. The most typical are six of them:

1. Panic liar. He lies out of fear of the consequences of his confession. Such PEOPLE FEEL that they will not be able to endure THEIR HUMILATION IN THE CIRCLE OF FRIENDS AND RELATIVES. Recognition would be a blow to their pride for them. This type of liar believes that a confession will make an already bad situation even worse.
2. Professional liar. Such people lie and cheat all the time - at work, while shopping in the store, and so on. Such people can be considered liars with a lot of practice.
3. Liar for sporting interest. He likes to lie. For him, lying is a challenge. Each new person for him is a new rival in a kind of sports competition. Such liars start by lying to their parents, gradually spreading their lies to more and more people.
4. Sadistic liar. For him, lies are the only weapon. Such a sadistic liar understands that he can be accused, but he will never please the investigators with his confession. It gives such people joy to see how others, his family suffer from the fact that the law persecutes an “innocent” person.
5. Ethnological liar. His parents taught him that "no one likes informers." This way of thinking is typical of the mafia. These people like to be interrogated.
6. Psychological liar. It seems that such people have no conscience at all, they do not regret the crime they committed. They have no outward manifestations of guilt. With such liars it is the hardest thing - they are wonderful actors who can deceive anyone.

Lying is hard work. Telling a deliberate lie in a conversation always requires some effort. Good psychologists can recognize the struggle within the suspect with himself, his tension and the work of thought. The author highlights signs, both verbal and psychological, which may indicate a deliberate lie.

The manifestation of one or more of the signs given in this example is not yet proof that your interlocutor is lying. Good psychologists use what we call evaluation or calibration to separate intentional lies from the suspect's merely nervous reaction. At the same time, the psychologist evaluates the behavior of the interlocutor and his answers to those questions that seem beneficial to him. This behavior and responses are then compared with responses to questions about the details of the truth.

VERBAL AND PSYCHOLOGICAL SIGNS OF INTENTIONAL LIES

verbal signs.

• The answer to the question.
• People who tell the truth try to answer the question directly; those who hide it try to talk about various secondary circumstances in their answers.
• Time to answer the question
• Tellers of lies usually take longer to answer a question, they need time to decide what to say.
• Question repetition
• Repeating a question is a common way to gain extra time to think about the answer to the question posed.
• Fragmentary incomplete statements
• Many untruthful people are distinguished by fragmentary speech, their sentences often remain unfinished.
• Oaths and assurances
• Various kinds of oaths (such as "I swear to God!") are often used by liars in their attempts to make their lies more convincing. Truthful people do not need to resort to oaths and assurances.
• Clarity of the answer
• Liars often grumble answers under their breath or get confused in their answers.
• Use of words
• People who tell lies try to use "streamlined" words, such as "I didn't take that money."
• People who tell the truth try to convince the other side of their innocence, while liars are passive.
• Inconsistency
• Inconsistency in statements is one of the best indicators of deceit.
• Directness of answers
• Truthful people try to answer questions directly, while liars try to answer difficult questions indirectly.

Non-verbal signs

Signs are such signals, the meaning of which is quite clear. For example, a nod of the head. In some cases of deception, such signs are not brought to the end, they break off abruptly.

Gestures are predominantly hand movements that are made to give persuasiveness to words. People who tell lies often use gestures that seem out of place.

involuntary skills

Such habits can be habits that are not noticed by the person himself, for example, touching the earlobe, stroking the hair, squeezing and unclenching fingers, etc. During times of stress, these skills become more prominent.

Stress usually manifests itself in rapid breathing, which can often indicate a deliberate lie.

Coughing and frequent swallowing of saliva

Such manifestations of stress may indicate a deliberate lie.

Facial expression

Subtle or subtle, quickly disappearing - in a fraction of a second - changes in facial expression often indicate hidden emotional arousal. With proper training, a person can always learn to catch them.

ATTENTION!

Recognizing the lies of politicians is not a science, but an art. None of the above signs can have independent significance, it is necessary to evaluate all the signs in the aggregate. n

SOCIO-PSYCHOLOGICAL PHENOMENON OF THE MANIPULATED

SUGGERENT MODEL OF SOCIETY

According to Marx's political economy, society was divided into exploiters and exploited due to surplus production. In other words, someone worked better and more efficiently, and someone less. Hence, the manipulators and the manipulated have come into existence through the harder work of would-be manipulators. Is it so?

Earlier in the work, the author suggested that people are divided into rich and poor not only due to their ability to work effectively, but also the ability to mislead each other, manipulate and deceive. This is what the author's work was devoted to.

Until now, we have considered only manipulators and have seen in them the root cause of the division of society into more and less wealthy.

Now consider MANIPULATED. Who are they? WHAT IS THE SOCIO-PSYCHOLOGICAL PHENOMENON OF THE MANIPULATED?

In the 1990s, Russia embarked on the path of market reforms. Currently, there is an increased differentiation of society. That is why the author decided not to miss this unique opportunity and explore the underlying mechanisms of the emergence of manipulated and manipulators.

THANKS TO THE SYSTEMATIC SOCIOLOGICAL RESEARCH OF THE CENTER FOR SOCIO-PSYCHOLOGICAL RESEARCH, HEADED BY THE AUTHOR, THE PECULIARITIES OF THE MANIPULATED AND MANIPULATORS IN THIS DIFFICULT TRANSITION PERIOD HAVE BEEN STUDYED. THE SOCIAL GROUP CALLED DECEIVED VOTERS WAS TAKEN AS THE OBJECTS OF THE STUDY.

Here are just SOME CONCLUSIONS OF THESE STUDIES:

1. THE TEST FOR SUGGIBABILITY SHOWED THAT 37% OF THE SUBJECTS HAVE GOOD SUSPENSIBILITY, AND 12% IS INCREASED.

2. MOST OF THE STUDYED (59%) ARE PEOPLE EXCLUSIVELY TRUSTING AND DO NOT HAVE A GOOD KNOWLEDGE ABOUT MANIPULATORS, FEATURES OF THE ECONOMY. FOR THE MOST OF THEM (71%) TELEVISION IS THE AUTHORITY BODY.

3. MOST OF THE DECEIVED VOTERS (68%) WERE OBVIOUS FANS OF AM KASHPIROVSKY'S HEALTH SESSIONS. WHERE HALF OF THEM FEEL THE PSYCHOTHERAPIST'S INFLUENCE THROUGH THE SCREEN.

4. 51% OF DECEIVED VOTERS HAVE ALREADY FREQUENTLY "BUYED" FOR VARIOUS TYPES OF ATTRACTIVE ADS.

5. AMONG VOTEERS DECEIVED, 4% KNEW THEY WERE PLAYING A DANGEROUS GAME AND FELT THE “MMM” SCAM. THIS GROUP WILL BE CALLED TRUE PLAYERS IN THE FUTURE.

6. AMONG THE DECEIVED VOTERS, 16% ARE CAPABLE OF AGGRESSIVE ACTIONS WHICH CAN GROW INTO A STRONG SOCIAL CONFLICT.

THE AUTHOR, ON THE BASIS OF THE ABOVE RESEARCH AND ANALYSIS, DEVELOPED A SUGGERENT* MODEL OF SOCIETY BASED ON THE ADVANCED MY SOCIO-PSYCHOLOGICAL POSTULATES. (Suggerent refers to the suggestible subject):

* Suggerent - derived from the word suggest (English) - "inspire". In this book, the suggestion will be understood only as a SUGGERENT.

1. IN ALL SOCIETY, REGARDLESS OF THEIR NUMBERS, THERE ARE SUGGERENT SOCIAL FORMATIONS WITH INCREASED SUGGESTABILITY AND SENSITIVITY TO THE WORD, SPEECH, COMMUNICATIONS, IDEOLOGIES (ETC) PRODUCED BY SUGGESTORS. EXACTLY THIS PHENOMENON ALLOWS DIVISION OF SOCIETY INTO MANIPULATORS (SUGGESTORS) AND MANIPULATED (SUGGERENTS).

SUGGERENCE (SUGGERENCE OR SUGGESTIVITY) OF SUBJECTS IS A MANIFESTATION OF THE PRINCIPLE OF MANIPULATIVE SELF-DELUSION, CHARACTERIZING THE DESIRE AND ABILITY OF SUBJECTS TO BE ERRONOUS WITH THEIR OWN CONSENT (THE SECOND PRINCIPLE OF THE CONCEPT OF ILLUSMISM).

2. THIS SOCIAL EDUCATION OF SUGGERENTS IS FROM 7 TO 15% OF THE WHOLE SOCIETY. EXACTLY THIS PART OF SOCIETY, AS THE MOST EASILY MANIPULATED, IS THE INITIATOR AND CARRIER OF SOCIAL REVOLUTIONS AND RELIGIONS. EXACTLY THANKS TO THIS PART OF SOCIETY THE PRIMARY ACCUMULATION OF CAPITAL IS OCCURRED BY MANIPULATORS, WHICH SUBSEQUENTLY TURN INTO THE MOST FINANCIALLY WEALTH PART OF SOCIETY.

3. IN THE DEVELOPMENT OF THE CAPITAL OF THE MANIPULATOR, THREE STAGES OF MANIPULATION CAN BE DISTRIBUTED:

1st stage MANIPULATOR word MANIPULATED

(suggestible)

2nd stage MANIPULATOR word MANIPULATED

money (non-suggestible and suggestible)

3rd stage MANIPULATOR money MANIPULATED

(regardless of suggestibility)

AT THE FIRST STAGE, the manipulator has no capital (money) and affects only suggestible and gullible people.

AT THE SECOND STAGE, the manipulator has capital (money), and thanks to them, he already begins to influence the unsuggestible.

AT THE THIRD STAGE, the manipulator ceases to be a suggestor; ceases to engage in suggestion, and influences the manipulated only through money. At this stage, interpersonal communication between the manipulator and the manipulated disappears.

4. SOCIAL EDUCATION OF SUGGERENTS ON OUR PLANET - THE MOST GIVENED PART OF SOCIETY. EXACTLY THANKS TO THEM ART EXISTS AND LIVES. THE REST OF THE PLANET IS JUST TRYING TO LEARN TO TAKE ART AS SUGGERENTS.

5. THE SOCIAL EDUCATION OF SUGGERENTS IS THE BASIS FOR VARIOUS RELIGIOUS SECTS. IN POLICY IT IS THEY DETERMINING THE SUCCESS OF ONE OR ANOTHER NEW PARTY. IN THE MAFIA COMMUNITIES SUGGEREN YOU ARE THE ZOMBIES.

6. SOCIAL EDUCATION OF SUGGERENTS OFTEN ACTS AS THE SEED OF VARIOUS SOCIAL PHENOMENA. (So, for example, only a small part felt the success of Kashpirovsky's sessions, but this provoked the whole society to watch health sessions on TV).

7. Scientific and psychological studies of the social phenomenon of the society of suggestible subjects should take place within the framework of the systematic approach put forward by the author in Chapter 3.

8. The 20th century is the century of the discovery of the third method of manipulation (two methods were previously considered: electronic and conventional communications and money). This third way is psychotic substances (drugs). Criminal manipulation and zombification of society in this way threatens all of humanity (see Chapter 5).

CONCLUSIONS ABOUT THE PERSONALITY OF THE POLITICIAN AS A MANIPULATOR

(Are political manipulators born or made?)

1. Rough manipulation techniques (12%)
2. Professional manipulation (21%)
3. Manipulation as survival and worldly manipulation (55%)

In parentheses is the percentage of people who use this type of manipulation.

To the FIRST, rude, manipulation (for example, to criminal deceit in politics), the respondents came purposefully (19%) and spontaneously (36%). Therefore, the true manipulators, perhaps, are those who organize their manipulations according to a certain program. For example, when analyzing economic crimes committed by various banks and firms, it turned out that manipulative (illegal) actions were committed as a necessity in order to survive. The realization that this was a crime came later; after the "view from the side" (This is a spontaneous and random manipulation). Unfortunately, in the future, spontaneous manipulations developed into targeted ones. Thus, in most cases, there is an initial stage of SPONTANEOUS BLEF AND DECEPTION, WHICH FURTHER GROWS INTO PURPOSED, WITH ALL ELEMENTS AND STAGES OF ILLUSIONISM.

Crude methods of bluffing and deceit are used not only in politics, but also in the system of security, fraud, business, commerce, etc.

PROFESSIONAL MANIPULATION is most often not realized by their carriers due to the fact that this is the norm of their professional activity. Employees of the State Security Service, internal affairs bodies are manipulators by virtue of their duty and responsibility. This need is caused by the criminal manipulations taking place in our country. It is possible to overcome criminal manipulations only by other manipulations.

SURVIVAL MANIPULATION - the most widespread, the entire population is subject to it, depending on talent and "defectiveness". People deceive each other, mislead at work, at home, etc.

In the process of analysis, it turned out that the facet of manipulative personality, beyond which internal mental conflicts begin, is different for different manipulator-politicians.

THE PROBLEM OF SEARCHING HARMONY BETWEEN CONSCIENCE AND MANIPULATION IS A PSEUDO-PROBLEM, SINCE IT IS PRINCIPALLY UNSOLVABLE. EVEN A WISE MIXING OF THESE PHENOMENA OF THE HUMAN SOUL LEADS TO CONFLICTS IN THE END. THE POLITIC MANIPULATOR MANIPULATES THOSE WHO WANT TO BE MANIPULATED.

THE MOST MAJOR JUSTIFICATION FOR THEIR MANIPULATIONS AND DECEPTIONS FOR MANY POLITIC MANIPULATORS IS THE DESIRE OF THEIR VICTIMS TO BE DECUSED.

“You yourself wanted to be deceived, so I satisfied you with deceit,” many prominent political adventurers justified themselves before their death.

Question 3. At what stage of the conflict some external event sets in motion the conflicting parties?

1) conflict;

2) preliminary;

3) conflict resolution;

4) pre-conflict*;

5) post-conflict.

Question 4. What happens in the post-conflict stage?

1) search for ways to completely resolve the conflict;

2) accumulation and aggravation of contradictions in the system of interpersonal and group relations due to the emerging divergence of interests, values ​​and attitudes of the subjects of conflict interaction;

3) the conflict of interests at this stage takes the form of sharp disagreements, which individuals and social groups not only do not seek to resolve, but also exacerbate in every possible way;

4) efforts are being made to finally eliminate conflicts of interests, goals, attitudes, socio-psychological tension is eliminated and any struggle is stopped *;

5) some external event sets the conflicting parties in motion.

Task 2.

Question 1. What are the causes of interpersonal conflicts?

1) shortcomings associated with the organization of labor, regulation, the use of moral and material incentives;

2) difficulties and tensions associated with interpersonal relationships within the team;

3) shortcomings in the field of management activities, selection and placement of personnel in accordance with qualifications and psychological characteristics;

4) wrong leadership style;

5) all of the above *.

Question 2. What allows you to prevent conflict situations?

1) frankness and simplicity of the leader;

2) the ability to notice positive and negative reactions to one's behavior;

3) a sober assessment of one's abilities and achievements;

Question 4. What is conflict prevention?

1) conducting medical research among subordinates;

2) timely assistance of the employee to the manager in his work;

3) timely implementation of measures to limit the likelihood of conflict and regulate its development in a given direction *;

4) a pre-planned event to introduce new rules of work and new working conditions in the workplace;

5) professional training of an employee who is moving up the career ladder.

Question 5. What should be considered when choosing measures to overcome the conflict?

1) the economic situation in the country;

2) interests of the parties in confrontation*;

3) the goals of the organization;

4) interests of one of the conflicting parties;

5) all of the above.

Task 3.

Question 1. How are conflicts classified according to their communicative orientation?

1) interpersonal, group;

2) horizontal, vertical, mixed*;

3) simple, complex;

4) active, passive, constructive;

5) emotional, psychological, moral.

Question 2. What kind of conflict is involved in which persons are subordinate to one another?

1) interpersonal;

2) mixed;

3) vertical*;

4) horizontal;

5) emotional.

Question 3. What are the three factors involved in the process of communication?

1) disagreement, agreement, interest;

2) perception, emotions, information exchange*;

3) unanimity, simplicity, sincerity;

4) curiosity, resourcefulness, exchange of opinions;

5) dependence, modesty, experience.

Question 4. On what factors does a constructive conflict resolution depend?

1) openness and effectiveness of communication;

3) creation of an atmosphere of mutual trust and cooperation;

4) readiness for a comprehensive discussion of problems;

5) all of the above *.

Question 5. What kind of conflict can give rise to subjective reasons?

1) destructive*;

2) constructive;

3) business;

4) vertical;

5) horizontal.

Task 4.

Question 1. What does conflictology do?

1) search for new types of conflicts;

2) searching for answers to the question what is the conflict in various spheres of life*;

3) searching for answers to the question of how to make the resolution of conflict relations harmful to both parties;

4) search for socio-psychological, economic, or other relations of subjects;

5) all of the above.

Question 2. Who or what is the object or subject of the conflict?

1) what causes the opposition of the participants is the basis of their dispute *;

2) those who dispute the opinions, interests, goals of each other;

3) those who come into conflict;

4) individuals, social groups;

5) organizations.

Question 3. What is a confrontation?

1) denial;

2) confrontation*;

3) agreement;

4) compromise;

5) all of the above.

Question 4. What do you know the main activities for the "prevention" of conflicts?

1) compliance with the ethics of relations;

2) compliance with laws;

3) constant work to improve working conditions;

4) taking into account the expectations of subordinates;

5) all of the above *.

Question 5. What is the compromise style?

1) you act in concert with the other party, but do not try to defend your own interests in order to smooth the atmosphere and restore a normal working environment;

2) the parties are trying to resolve differences by making mutual concessions *;

3) want to buy time to study the situation and get additional information before making any decision;

4) in the desire for a unilateral gain, for victory, satisfaction, first of all, of one's own interests;

2) to reduce the number of conflict situations;

3) with its help, you can outline a general strategy, the most characteristic stages and ways to resolve conflict situations *;

4) to study the statistics of conflict situations and prevent them in the future;

5) with its help, the leader can in the future quickly and reliably identify the perpetrators of subsequent conflicts.

Task 5.

Question 1. Who or what are the opponents of the second rank?

1) environment;

2) group*;

3) organization;

4) an individual who develops a decision with himself;

5) individuals.

Question 2. What can happen to a conflict situation over time?

1) can disappear if the object itself that gave birth to it ceases to exist;

3) escalate under the influence of an incident, that is, a clash of opponents;

4) transform into another;

5) all of the above *.

Question 3. What is the "ultimate aggravation of contradictions"?

1) conflict*;

2) emergency situation;

3) conflict model;

4) self-expression;

5) agreement.

Question 4. If you are trying to work out a solution that satisfies both parties, what style of conflict resolution do you use?

1) compromise;

2) coercion;

3) fixture;

4) evasion;

5) cooperation*.

Task 6.

Question 1. What types of difficult people do you know?

1) know-it-alls;

2) silent people;

3) complainants;

4) "aggressors";

5) all of the above *.

Question 2. Who are the "naive liars"?

1) those who cover their tracks with lies or a series of deceptions, so that there is a misunderstanding of what to believe and what not;

2) those who want something right now, even if it is not necessary;

3) those who consider themselves superior to others because, as they themselves believe, they know everything in the world;

4) those who keep everything to themselves, do not talk about their grievances, and then suddenly lash out at a colleague when it is believed that everything is going fine;

5) those who supposedly do good, but deep down they regret it.

Question 3. How does it feel to interact with difficult people?

1) chagrin;

2) depression;

4) confusion;

5) all of the above *.

Question 4. What principles should be based on when dealing with a difficult person?

1) not to fall under the influence of a “difficult” person, his point of view, attitude, while maintaining calm and neutrality;

2) avoid communicating with such a person and try to talk with him and identify the cause of his "difficulty";

3) realize that a person is difficult to communicate and decide what type he belongs to;

4) try to find a way to satisfy his hidden interests and needs;

5) items 1, 2, 3 *.

Task 7.

Question 1. What concept defines the conflict that arises in the minds of an individual (or group of individuals) located at the junction of two cultures with conflicting norms, standards, requirements?

1) cultural conflict*,

2) role conflict,

3) social conflict

Question 2. What concept defines the conflict, which is associated with the performance of incompatible, conflicting social roles by an individual?

1) cultural conflict,

2) role conflict*,

3) social conflict

Question 3. What concept defines the type of social interactions, characterized by the opposition of social actors, due to the contradiction of their needs, interests, values, as well as social statuses, roles and functions?

1) cultural conflict,

2) role conflict,

3) social conflict*

Question 4. The conflict between subjects occupying the same status level in the social system is called:

1) cultural conflict;

2) role conflict;

3) social conflict;

4) horizontal conflict*;

5) vertical conflict.

Question 5. The conflict between subjects occupying an unequal status level in the social system is called:

1) cultural conflict;

2) role conflict;

3) social conflict;

4) horizontal conflict;

5) vertical conflict*.

“Pathological liars. If the need to attract attention to oneself and dazzle other people with the brilliance of one’s personality is combined, on the one hand, with an overly excitable, rich and immature fantasy, and on the other hand, with more pronounced moral defects than in hysterics, then a picture arises of that psychopathy which Delbruck called pseudologia phantastica, Dupre called mythomania, and whose representatives Kraepelin roughly and more correctly refers to as "liars and rogues."

Most often these are people who cannot be denied abilities. They are quick-witted, resourceful, quickly learn everything new, possess the gift of speech and know how to use for their own purposes any knowledge and any ability that they possess. They may appear broadly educated, even scholarly, with only a superficial stock of information gleaned from encyclopedic dictionaries and popular pamphlets. Some of them have some artistic and poetic inclinations, write poetry, draw, play music, have a passion for the theater. By quickly making acquaintances, they adapt well to people and easily gain their trust. They are dignified, dexterous, often elegant, very concerned about their appearance and the impression they make on others: often a smart costume is the only property of such a psychopath.

The important thing is that, having good abilities, these people rarely show a genuine interest in anything other than their personality. , and suffer from a complete lack of diligence and endurance. They are superficial, cannot force themselves into prolonged tension, are easily distracted, scattered. Their spiritual interests are shallow, and work that requires perseverance, accuracy and thoroughness, thereby produces a repulsive effect on them.

"Their thinking," says Kraepelin, - lacks planning, order and coherence, judgments - maturity and thoroughness, and their entire perception of life - depth and seriousness. Of course, moral stability cannot be expected from them: being frivolous people, they are not capable of deep feelings, capricious in their affections and usually not forge strong relationships with people. They have no sense of duty, and they love only themselves. Their most fatal feature is their inability to keep their imaginations in check.

With their passion for drawing, for throwing dust in their eyes, they are completely unable to resist the temptation to use for this purpose the images of fantasy that easily arise in them, rich in detail and magnificently decorated. Hence their irresistible and often damaging passion for lying. They lie artistically, masterfully, being carried away by their own lies and almost forgetting that they are lies. Often they lie completely senselessly, without any reason, just to show off something, to impress the interlocutor's imagination with something.

Most often, of course, their inventions concern their own personality: they willingly talk about their high origin, their connections in the "spheres", about the significant positions that they occupied and occupy, about their colossal wealth. With their rich imagination, it doesn’t cost them anything to paint with the smallest details the furnishings of a non-existent villa that they seem to own, even more - to go with the doubters and show them someone else’s villa under the guise of their own to prove the truth of their words, etc. But they are not always limited only to lies: only a part of them lie naively and innocently, like children, spurred on by the desire to show off with new and new images that arise in the imagination. The majority derives tangible benefits from their lies.

Such are the numerous swindlers who pretend to be significant people traveling incognito, such are the charlatans who assume the title of doctors, engineers, etc. and often manage to keep others under the hypnosis of their deceit for a while, such are the cheaters and forgers of documents, such, finally, are even many petty street crooks who lure money from gullible people with stories about the misfortune that happened to them, promises to provide some important service with the help of acquaintances, etc. Their self-control is often amazing: they lie so self-confidently, not embarrassed by anything, so easily get out, even when they are pushed against the wall, which involuntarily arouse admiration. Many do not lose heart and being caught. Kraepelin tells about one such swindler who was on probation in the clinic and, returning to prison at the end of the latter’s term, so impressed with his proud gentlemanly appearance to the policeman sent to accompany him that he forced the latter to obligingly carry his things. However, in the end, they are nevertheless distinguished by a reduced resistance to the action of "blows of fate": being caught and not seeing any way out, they easily fall into complete despair and then completely lose their dignity.

A number of traits make psychopaths of the described type related to the previous group of hysterics. The main difference is that their deceit overshadows all other personality traits. In addition, hysterics in their antics rarely cross the boundaries defined by criminal law, while both forensic and prison psychiatrists often meet with pseudologists. A much sharper difference separates pseudologs from dreamers, with which they have only one thing in common - the excessive excitability of the imagination: according to the very witty definition of Kronfeld (Kronfeld), while the dreamer deceives himself about the external world, the pseudologist deceives those around him about himself. The fact that the latter sometimes begins to succumb to his own deception is only a side effect that does not lie in the essence of the main tendency of his behavior.

Cited in: Gannushkin P.B., Clinic of psychopathy: their statics, dynamics, systematics, in Sat: Psychology of individual differences / Ed. Gippenreiter Yu.B., Romanova V.Ya., M., "CheRo", 2000, p. 575-577.

Home > Educational and methodical complex

Antsupov A.Ya., Shipilov A.I. Conflictology: Textbook. Moscow, 1999 Zerkin D.P. Fundamentals of conflictology. Rostov-on-Don, 1998. Conflictology: Textbook / Ed. A.S. Karmina. St. Petersburg, 1999. Coser Lewis. Fundamentals of conflictology. Textbook, St. Petersburg, 1999. Antsupov A.Ya., Shipilov A.I. Conflictology: theory, history, bibliography. M., 1996. Topic 3. Characteristics and diagnosis of conflicts. Questions for the seminar:

1. The main features of the conflict and its definition. How is conflict different from other types of social contradictions? The main functions of the conflict. Methods used in the diagnosis of conflicts. Their weaknesses and strengths.

Moscow, 1999. Kibanov A.Ya., Vorozheikin I.E., Zakharov D.K., Konovalova V.G. Conflictology. M., 2007 Babosov E.M. Conflictology. Minsk. 2000 St. Petersburg, 2000. Scott J. Conflicts, ways to overcome them. - Kyiv: Vneshtorgizdat, 1991. Utkin E.A. Conflictology: theory and practice. - M., Tandem, 2000.

1. Differences between structural and procedural models of conflict description. Conflict situation as a phenomenon and the main elements of its structure. Description of the incident. Stages and phases of the conflict stage. The essence of the cyclical development of the conflict at the conflict stage. The most widely used methods for the prevention of conflicts in the organization. The main features of the strike as an extreme form of social and labor conflict. Styles of conflict behavior. The value of the Thomas-Killman grid for the classification of behavioral styles in conflicts.

Antsupov A.Ya., Shipilov A.I. Conflictology: Textbook.Moscow, 1999. Kibanov A.Ya., Vorozheikin I.E., Zakharov D.K., Konovalova V.G. Conflictology. M., 2007 Babosov E.M. Conflictology. Minsk. 2000 Zdravomyslov A.G. Sociology of conflict. Moscow, 1996. Zerkin D.P. Fundamentals of conflictology. Rostov-on-Don, 1998. Conflictology: Textbook / Ed. A.S. Karmina. St. Petersburg, 1999. Fundamentals of conflictology, ed. Kudryavtseva. M .: Lawyer, 1997.

1. What is intrapersonal conflict and why is it social? The main types of intrapersonal conflicts. What is unconscious internal conflict? The specifics of the analysis of intrapersonal conflict according to Z. Freud. The main types of people's behavior in conflict situations. Which type would you classify yourself as? Ways to resolve intrapersonal conflicts. How can an unconscious intrapersonal conflict be resolved? Stress, distress and their causes. Austress.

Kibanov A.Ya., Vorozheikin I.E., Zakharov D.K., Konovalova V.G. Conflictology. M., 2007 Babosov E.M. Conflictology. Minsk. 2000 Grishina N.V. Psychology of conflict.-St. Petersburg, 2000. Scott J. Conflicts, ways to overcome them. - Kyiv: Vneshtorgizdat, 1991. Hassan B.I. Psychotechnics of conflict: a textbook. Krasnoyarsk University, 1995-99. Horney K. Your internal conflicts. - St. Petersburg: Lan, 1997. Shibutani T. Marginal status and internal conflicts. Sec. In book. Social Psychology. Rostov-on-Don, 1999. S.-489-496.

1. Interpersonal conflict and its essence. Structure and features of interpersonal perception. The role of stereotypes and attitudes in interpersonal perception. Transactional analysis in interpersonal perception according to E. Bern. The main causes of interpersonal conflicts. The main types of conflict people. What is “readiness for conflict resolution” and how does it express itself?

Antsupov A.Ya., Shipilov A.I. Conflictology: Textbook. Moscow, 1999. Kibanov A.Ya., Vorozheikin I.E., Zakharov D.K., Konovalova V.G. Conflictology. M., 2007 Babosov E.M. Conflictology. Minsk. 2000 Bratchenko S.L. Interpersonal conflict as communication // Conflict in constructive psychology. Krasnoyarsk, 1990. Lefevre V.L. Conflicting Structures.- M., 1967. Khasan B.I. Psychotechnics of conflict: a textbook. Krasnoyarsk University, 1995-99.

Antsupov A.Ya., Shipilov A.I. Conflictology: Textbook.Moscow, 1999. Kibanov A.Ya., Vorozheikin I.E., Zakharov D.K., Konovalova V.G. Conflictology. M., 2007 Babosov E.M. Conflictology. Minsk. 2000 Grishina N.V. Let's agree. A practical guide for those who have to resolve conflicts. St. Petersburg: Owl, 1993. Grishina N.V. Psychology of conflict.-St. Petersburg, 2000. Gromova O.N. Conflictology: a course of lectures. M., 2000 Coser Lewis. Fundamentals of conflictology. Study guide, St. Petersburg, 1999. Obozov I.P. Psychology of intergroup relations. Kyiv, 1990.

Antsupov A.Ya., Shipilov A.I. Conflictology: Textbook.Moscow, 1999. Kibanov A.Ya., Vorozheikin I.E., Zakharov D.K., Konovalova V.G. Conflictology. M., 2007 Babosov E.M. Conflictology. Minsk. 2000 Grishina N.V. Let's agree. A practical guide for those who have to resolve conflicts. St. Petersburg: Owl, 1993. Siegert W., Lang L. Leadership without conflict. M., 1990. Kibanov A.Ya. Fundamentals of personnel management: Textbook. M., 2002

Antsupov A.Ya., Shipilov A.I. Conflictology: Textbook.Moscow, 1999. Kibanov A.Ya., Vorozheikin I.E., Zakharov D.K., Konovalova V.G. Conflictology. M., 2007 Babosov E.M. Conflictology. Minsk. 2000 Grishina N.V. Psychology of conflict.-St. Petersburg, 2000. Shalekno V.P. Conflicts in labor collectives. M., 1992

Antsupov A.Ya., Shipilov A.I. Conflictology: Textbook.Moscow, 1999. Kibanov A.Ya., Vorozheikin I.E., Zakharov D.K., Konovalova V.G. Conflictology. M., 2007 Babosov E.M. Conflictology. Minsk. 2000 Grishina N.V. Let's agree. A practical guide for those who have to resolve conflicts. St. Petersburg: Owl, 1993. Grishina N.V. Psychology of conflict.-St. Petersburg, 2000. Lishin O.V. Conflicts at school age: ways to overcome them and prevent them. M., 1986. Rybakova M.M. Conflict and interaction in the pedagogical process. M., 1991.

Antsupov A.Ya., Shipilov A.I. Conflictology: Textbook.Moscow, 1999. Kibanov A.Ya., Vorozheikin I.E., Zakharov D.K., Konovalova V.G. Conflictology. M., 2007 Babosov E.M. Conflictology. Minsk. 2000 Conflictology: Textbook / Ed. A.S. Karmina. St. Petersburg, 1999. Coser Lewis. Fundamentals of conflictology. Study guide, St. Petersburg, 1999. Aklaev A.R. Ethnopolitical conflictology: Analysis and management: textbook. Benefit. M., 2005

Antsupov A.Ya., Shipilov A.I. Conflictology: Textbook.Moscow, 1999. Kibanov A.Ya., Vorozheikin I.E., Zakharov D.K., Konovalova V.G. Conflictology. M., 2007 Babosov E.M. Conflictology. Minsk. 2000 Grishina N.V. Let's agree. A practical guide for those who have to resolve conflicts. St. Petersburg: Owl, 1993. Scott J. Conflicts, ways to overcome them. - Kyiv: Vneshtorgizdat, 1991. Hasan B.I. Psychotechnics of conflict: a textbook. Krasnoyarsk University, 1995-99. Psychology of family relations with the basics of family counseling / Ed. E.G. Silyaeva. M., 2002

Antsupov A.Ya., Shipilov A.I. Conflictology: Textbook. Moscow, 1999. Kibanov A.Ya., Vorozheikin I.E., Zakharov D.K., Konovalova V.G. Conflictology. M., 2007 Babosov E.M. Conflictology. Minsk. 2000 Grishina N.V. Let's agree. A practical guide for those who have to resolve conflicts. St. Petersburg: Owl, 1993. Grishina N.V. Psychology of conflict.-St. Petersburg, 2000. Gromova O.N. Conflictology: a course of lectures. M., 2000 Zdravomyslov A.G. Sociology of conflict. Moscow, 1996. Zerkin D.P. Fundamentals of conflictology. Rostov-on-Don, 1998. Conflictology: Textbook / Ed. A.S. Karmina. St. Petersburg, 1999. Coser Lewis. Fundamentals of conflictology. Study guide, St. Petersburg, 1999. Fundamentals of conflictology, ed. Kudryavtseva.M.: Lawyer, 1997. Aklaev A.R. Ethnopolitical conflictology: Analysis and management: textbook. Benefit. M., 2005

Antsupov A.Ya., Shipilov A.I. Conflictology: Textbook.Moscow, 1999. Kibanov A.Ya., Vorozheikin I.E., Zakharov D.K., Konovalova V.G. Conflictology. M., 2007 Babosov E.M. Conflictology. Minsk. 2000 Legal Conflict: Resolution Procedures / Ed. V. Kudryavtsev. M., 1995.

7.3 Methodical instructions for students

on the organization of independent work on the discipline "Conflictology".

the cognitive component of higher education (acquisition of the necessary amount of knowledge in a given discipline, the ability to independently replenish them); the developing component of higher education (development of analytical and logical thinking skills, the ability to professionally assess the situation and find the right solution); the educational component of higher education (the formation of professional consciousness, the development of the general level of the individual).

work with texts, normative materials, primary sources, additional literature, Internet information, study of lecture notes; writing reports, abstracts, term papers and theses, drawing up graphs, tables, diagrams; participation in seminars, scientific and practical conferences; preparation for tests and exams.

Test materials for the course.