The image of a leader in school works. Development of leadership in the student team

The number of leaders in a permanent team does not change, only the number of members of their contact microgroups changes, depending on the "psychological valency" of the leader. There are no bad leaders. The leader always reflects the needs of his group.

For practical activities on the formation and management of the children's team, the teacher needs to go through the following stages of work with the children's team:

Identify needs and interests children and organize them public benefit activities in these interests.

In the first stage, clearly and unambiguously articulate requirements to the formed team of children and the order of rigorous control for their execution using an authoritarian management style.

During the work of the team, find out the possibilities and abilities of children to become leaders, drawing attention to the specific characteristics of the leader: sociability, goodwill, intellectual and physical development, mental stability, the ability to inspire respect, the ability to lead from one to 16 children in a microgroup, organizational skills.

From the first day, appoint children with such characteristics as your assistants.

Reveal microgroups, formed around leaders.

Find contact with the leaders of these microgroups and create conditions for raising their authority (social status) in the emerging team.

After finding a positive contact with the leaders, include them in the organizational activities to achieve the goals of the children's team, creating Council of leaders led by the most influential, a positively directed leader who agrees with the requirements presented by the teacher.

Help the leader and his entourage in planning and managing the children's team according to previously established requirements, gradually moving to a democratic style of team management.

To create conditions for the competition of leaders and their groupings for better achievement of the goals set for the team, with rewarding the winning microgroups with gifts that are significant for children, with organizing assistance to each other in the methods of achieving the goals. Connect leaders with each other by increasing team cohesion.

Transfer the formed children's team to self management,“on autopilot”, moving to a “liberal” management style, managing the team “by deviation”.

The leader in the class is the support of the class teacher, the head teacher for educational work. Leaders are the guys who organize their peers in the most natural way, contribute to the establishment of socially significant values ​​and orientation. That is why it is very useful for both the class teacher and subject teachers to know the informal leader in the class, at school, to be able to identify them by various signs.

The main feature of a leader is justice, the ability to stand up for another, to rally the team. He does not just make decisions, but makes them based on what the team, the cause, needs first of all.

Distinctive feature positions of the leader in the group - closeness, protection from any unforeseen influences. Place as far away as possible, opposite the teacher or at the end of a long table (in a confrontational position). If he sat down next to you, know that a “joke” or a kind of invitation to cooperation is being prepared (it is worth accepting it only when the leadership is clearly already passing to you).

You can do the well-known test - image of a man from 10 geometric shapes. The square is the most stable among them. Leadership qualities are revealed by the one who has the largest number of squares on the image of a person.

The leader is usually the most active refuses official guidance, since informal leadership suits him to the greatest extent. Do not impose leadership on him, because the true leader of the group can be the one whom the class or squad chooses to do so with our support.

Leader- this is the one whose words in a cheerful company will certainly cause approving laughter, even if the thought is not distinguished by depth and wit; one who, not seeking to attract attention, fills in the gaps in the conversation, deftly inserting a word that can direct its further course.

The leader's confidence and often uncompromisingness is reinforced by a characteristic with a look.

But the most complete characterization of the leading personality will still be given by her speech portrait.

Only those who have already perceived as "one's own" who intuitively feels everyone in the group will respond faster and more accurately than others to questions and requests that have not yet been voiced.

At the words of the leader, the most temperamental polemicists fall silent, they listen to him, never interrupting. Realizing it , the leader speaks without much concern for the expressiveness of speech, without doubting that he is right. He who doubts himself cannot be a leader. There is another feature verbal portrait» leader: he never retells other people's opinions as a support for his own, he generally avoids delegating his powers of arbiter to anyone. He is full of anecdotes, sketches, funny stories for all occasions. But at the same time, he never repeats them in the same group, creating a reputation for himself as a man of phenomenal memory.

The leader is the one whose idea is the most attractive, whose image most fully embodies the general ideas about the ideal. But this idea and this image also have a corresponding speech mask that allows you to always be ahead. If there is no inspiration- the leader did not take place.

A leader is someone who is approached in the hope of being heard when someone is unsure of their right to make the final judgment. The ability to lead is the ability to know the opinions of everyone and everyone, to synthesize them, in order to then make the necessary decisions. If the leader is embroiled in an argument, which is extremely rare, he will not passionately prove anything, will not threaten, justify, or convince. On the contrary, he will give the opponent the right to speak, will wait for his judgments, arguments, will ask more than answer, because the question is the most advantageous position in the dispute. The leader remembers: in a dispute one should not rush, make excuses, threaten, inspire anything.

The leader always withdraws from the conflict and does not support either side if the conflict is irreconcilable. He knows how to please both in order to imperceptibly subordinate them to his goals, i.e. team goals. He knows how to confuse the most irreconcilable of polemicists with a sensational fact, an interesting and practically unanswerable question, new information or demonstrative silence. He never cuts off anyone, does not use prohibitions, threats, let alone excuses.

The leader defiantly allows other members of the group to show weaknesses, talk about mistakes and make mistakes in speech, but he himself speaks flawlessly in the language that is accepted by the group. If this is the literary language of the so-called majors, he speaks it perfectly. If it's rocker or nostalgic slang, the slang must be known to him better than anyone else. The leader knows how to profitably transform his speech style. If the asocial guidelines of the group are obvious, he has an excellent command of its language and all its communication manner. Once in another society with at least one member of his group, he adopts the language of this community, thus presenting to others both his competence and the ability to master the situation.

The leader subtly feels the mood of the group, always focuses on the current situation and the requests that have arisen. He talks to the group about their problems; appears as a person capable of solving them and inspiring others to solve them. He is laconic - he agrees, if necessary; ignores if what is said does not deserve attention, does not need someone's protection or support, rejects it. An interesting detail: the leader avoids quoting, because this is an appeal to someone's authority, and the authority is himself.

The guys often turn to the leader as an evaluating authority, conducting an indirect dialogue with each other. If there is a need to reprimand someone, the leader does it only being sure that he will be supported, argues and denies something only on behalf of the group. In this case, he does not say "I", but "we". If “we” sounded in the mouth of someone else, this is a direct threat of a “palace coup”. "We", "with us", "from us" - the words of a true leader. He will not say “you” to the group, thereby separating himself from it, on the contrary: he always emphasizes his unity with the rest with the so-called inclusive forms.

Often the leader speaks on behalf of the whole group in order to impose his decision on the teacher, educator. "We do not want a quiet hour, we are quite adults." The teacher will do wrong if he starts to read instructions to everyone, something else is needed here - to immediately “decapitate” the group, to counter the words of the leader: “We all want no one to speak on our behalf, we ourselves can. Really guys?" The pronouns “we”, “us”, a direct question to the audience create a new situation of communication. The guys will not answer “no”, but by answering in the affirmative, they will thereby debunk the leader, helping the adult in this.

One of the important features of the leader's speech is ellipticity, incompleteness of speech structures, the ability to cut off one's thoughts at the most interesting or obvious, thereby, as it were, passing the baton of speech to the guys who will enthusiastically pick it up.

To create a situation where thought, speech will be immediately continued by others is the art of a true organizer, conductor of a children's group.

In a well-organized group, subordination to the leader is automated, the person inertially fulfills the requirements, without subjecting him to analytical comprehension.

The leader is allowed a lot, but he does not have the right to do anything that goes against the established orientations of the group, including external ones - by opposing himself to the rest, he loses the only mechanism of power - the ability to control some with the help of others.

Another quality of a leader you can observe: the form of address. In the "Bronze Bird" there are a variety of characters: Kit, Byashka, Genka, Warbler, and there is simply Misha. He is a counselor - a leader, and leaders are always called by their names, they do not have nicknames and suffixes that distort the name. If the counselor was called "Miha" - keep in mind that the functions of the informal leader were transferred to the one who called him that first. "Seryoga", - a new counselor is recommended. For all the democratic nature of such a representation, the pedagogical miscalculation is obvious: if they continue to call him Seryoga, “Masha” or “Andrey” will always be found, whose name no one will ever distort.

The ability to remain cheerful, optimistic and even carefree is the quality that defines a leader. He leads. And the one who does not know the way or is afraid of difficulties cannot lead anyone.

How to become a leader in the classroom?

Firstly, you need to study well, have high scores in subjects, so that you are set as an example. That's just becoming a "crammer" and a bore is undesirable. Be active, enjoy games, jokes, spending time with friends.

We must become “ours” both for teachers and for comrades. No complexes, tightness in communication. You should like the opposite sex, be able to stand up for yourself, arouse the interest of others.

Leading guys are often actively involved in sports, carry out responsible tasks for adults, and participate in social events. Girls attach great importance to their appearance, demeanor, they also take part , but often become the subject of conversation, cause envy among classmates.

The image of a teenager in Russian literature of different decades (1970-2000s)

Distance Education Center "Eidos"

The image of a teenager in Russian literature of different decades (1970-2000s)

Research work in literature

Performed: Leontieva Svetlana,

student of the 6th grade of the MOU Aginsk secondary school No. 2

Supervisor: Moreva Natalya Alekseevna, teacher of Russian language and literature, Aginskaya high school No. 2, mog uk @ mail . en

Web addresson which the work is posted: Mif 106. people. en

I noticed that in the literature the image of a teenager is presented ambiguously, and I decided to investigate this problem.

The purpose of our work is to reveal the features of the image of a teenager in different periods in Russian literature. To achieve the goal, we set the following tasks:

1. To identify the features of the image of a teenager in the 70-80s. XX century (based on the works of V. Krapivin, V. Zheleznikov)

2. Determine the nature of the change in the image in the 90s. XX century - first decade XXI century (based on the works of V. Zheleznikov, V. Krapivin, E. Murashova)

3. Determine the causes of changes in the image of a teenager in the literature

Many Russian and foreign writers have dedicated their work to a teenager, his actions, interests, problems. This is not surprising: the image of a teenager is one of the most important in literature and reflects people's views on his life and problems. A person who has entered puberty can do special things, think differently. Therefore, often people evaluate adolescents ambiguously. This feature is reflected in the literature.

IN various works teenagers are represented differently. Apparently, writers are trying to determine what influences the character and actions of a teenager. This problem has interested writers in various periods and continues to rise today. This feature determined the relevance of our study.

In the course of the work, we relied on the works of art of these authors, as well as on Internet resources dedicated to their creative biography, filmography and interviews. Yes, on site http://www. book-review. ru/news/news 1976.html published an article about the works of Anatoly Aleksin, where special attention is paid to the image of a teenager. The authors of the articles point out that the writer's work should have educational value and “... today we cannot but be disturbed by even a single fact of emotional and aesthetic underdevelopment among schoolchildren.” last years it more sharply shows the clash of people from different eras. In our opinion, such a work is the story "Steps", written in the 2000s.

The site http://www.rusf.ru/vk/ is also dedicated to V. Krapivin's work, where this writer is put on a par with A. Gaidar and L. Kassil. The author of one of the works, Tsukernik Ya.I., calls them "three commissars" of Russian children's literature, however, he notes that "Krapivinne approached the commissar level from the very beginning." Like Aleksin, the works of different decades raise different issues and reveal the image of a teenager in different ways.

But Krapivin goes further: he points to the reasons for the behavior of a teenager, to the formation of his character: “In the foreground are children? Yes. But also parents (or their absence). And neighbors. And the public - without quotes and with them. And all life around. And the causes that cause problems in this life. And the author's love for some, forced patience with others, mockery of the third, hatred for the fourth, unbridled rage for the fifth. Both direct questions and very clear answers to them. Kachmazova N. tries to answer the question why this happens: “Are the motives of actions different from those of ordinary people? Yes. Because the value system is different.”

The site dedicated to V. Zheleznikov's work does not actually contain an analysis of his works. Here you can get acquainted with his biography and filmography. For analysis, we took two stories by V. Zheleznikov about teenagers, written in the 80s and 90s - "Scarecrow" and "Scarecrow-2, or the game of moths." In these works, the writer addresses the problem of preserving the soul in the face of confrontation between the individual and the crowd. His opinion has changed over the decades.

All these sources are devoted to the work of individual writers, however, from the above review it becomes clear: the image of a teenager in Russian literature changes over the years, even in the work of one writer he is transformed, is ambiguous.

V. Lukyanin said about this: “Unfortunately, both in everyday life and even in the writings of scientific educators, the primitive idea that a child needs to be “psychologically tempered” from childhood, to prepare for the abominations of “adult” life, has become widespread (if not prevailed). and in general to those merciless relations with which, having matured, he will certainly have to meet. At the same time, for some reason, another version is not discussed - that by preparing himself in advance to enter a hostile world, this “realistically educated” child will himself become an additional source of aggressiveness.

The problem of attitude towards a teenager, his upbringing and perception has always existed and continues to exist today. In our work, we will try to determine what features are characteristic of the image of a teenager in a certain period, and which ones he gradually acquires, and what are the reasons for these changes.

The hypothesis of our study is connected with this: the image of a teenager in the literature of different decades has special features.

Chapter 1

Artistic image

Imagery is a common feature of all art forms. And this is what distinguishes art from science in the first place.

N.I. Gromov notes: “The complex picture of human life depicted by the writer in a work of art is usually called an image. These can be images of people, interior, nature, and so on.

The critic also says that the image is necessarily connected with life: “The source of the artistic image is life itself. The writer studies it, generalizes his observations, but the results of these observations and generalizations appear not in the abstract form of a concept, law, as in scientific works, but in the form of images of people and broad pictures. public life» .

The authors of the article "Image" in the book "Literature: reference materials” agree with the opinion of N. Gromov and also point to the obligatory connection between the image and life. They note that "... a person does not exist in isolation, but is in close connection with the natural world, the animal world, the material world, etc." .So, the writer must show these connections, "...show a person in all his interactions with all aspects of life in general, otherwise the person will look impoverished and unnatural."

The connection between life and image determines the author’s task: “The writer is faced with the task of showing a person in the surrounding social, natural, material, etc. environment in which he really is, reproducing it with a sufficient degree of completeness, again figuratively. In this sense, the image is not only an image of a person - it is a picture of human life, in the center of which is a person, but which includes everything that surrounds him in life.

In the Encyclopedic Dictionary of a Young Literary Critic, in addition to these features, it is also noted that in criticism one can find a narrower and broader understanding of this term. “So, often any colorful expression, each trope is called an image, for example: “I would gnaw out bureaucracy like a wolf.”

The authors of this article recommend using the term “verbal image” in such cases, since in the above comparison there are no other properties of the image as a picture of human life. In addition, one should distinguish between the image and the image-detail.

Many critics point to the problem of expanding the term “image”: “Finally, sometimes the image is too broad, speaking about the image of the people, the image of the motherland. In these cases, it is more correct to speak of an idea, a theme, a problem, say, of a people, since, as an individual phenomenon, it cannot be described in a work, although its artistic significance is extremely high.

These points of view indicate that the term "image" can have several interpretations, but speaking of the image, it is important to remember that the image reflects life in all its complexity.

However, despite this, the quality of the image is also the presence of fiction: "The art of verbal creativity, the creation of human characters and life situations requires imagination and fiction."

In our work, we will use the term "image" in its traditional sense, avoiding its narrow and broader interpretation.

Chapter 2

§2.1 The image of a teenager in the 70s-80s

Creativity researcher. Krapivina Yakov Tsoukernik notes: “In the foreground are children? Yes. But also parents. And neighbors. And the public - without quotes and with them. And all life around. And the causes that cause problems in this life. And the author's love for some, forced patience with others, mockery of the third, hatred for the fourth, unbridled rage for the fifth. Both direct questions and very clear answers to them. And recommendations - how to hold on in this or that case, and how to achieve the goal set before you ... ".

This feature is manifested in almost all of Krapivin's works. From his stories and stories of this period, one can note "Lullaby for a brother", "Nails", "Old House", "Winners". The attitude of the author to the characters determines their traits, properties, actions. So, the main character of the story “Nails” Kostya meets not only positive characters, such as pioneers, but also negative ones - Glotik and his friends. Kostya compares them and makes a choice in favor of the pioneers: “It seemed to Kostya that if he became a pioneer, his life it will be a thousand times better. More beautiful, bolder, more interesting.” The boy wants to make his life interesting, and this determines his desire to become a pioneer. He does not fully understand the meaning of the actions of the pioneers. This realization appears only after a collision with Glotik, and the final understanding occurs after meeting Volodya. This hero occupies a special place in the story: like the pioneers, he strives for good. The difference is that Volodya knows what real war is, and does not play it.

The death of Volodya had an impact on the hero of the story: he realized that any person, regardless of age, can resist cowardice, meanness, evil. This was the reason for another clash between Kostya and Protasov, an adult man, the boy's neighbor. Unlike previous similar meetings, ending with Protasov's victory, this time Kostya was able to defend his opinion. He did not return the nails that were needed to hammer together shells for mines: “He ran and saw a German tank in front of him, engulfed in roaring flames. And no force would force him to open his hand and give up the nails.” He realized the significance of his actions, their place not only in his own life, but also in the lives of others.

In the story "The Old House", the reason for such a confrontation is the desire and ability to dream, to find romance in simple things, to make the ordinary magical. The main character Vovka lives next to adults. On the one hand, these are such amazing personalities as the Old Captain, who taught him to love the unknown, the new and opened the Very Blue Sea for him. On the other hand, Adelaida Fedorovna, who considers such aspirations bold and unnecessary.

While there was no Old Captain, Vovka put up with the demands of Adelaide Fedorovna and did not defend his convictions. With his appearance, everything changed. Vovka understood that a person must have his own views and they must be defended. This understanding manifested itself in a collision with a neighbor and parents: “Of course, the parents thought this: Vovka would want to sleep and still go to bed. But Vovka did not go. He got pride. After all, he was already a bit of a captain: he knew how to handle a compass, held a real steering wheel in his hands and raised sea flags into the wind "..

In the story "Winners", the ability to defend one's views is at the center. Vovka Loktev shows resilience in a team game and continues to fight, despite the fact that the rest of the team members have surrendered and the game is over. He refuses to admit defeat. For him, this is not just a game, as for others, it is a real life. Only a few support him in this: most believe that he has become a violator of discipline and should be punished. Only the winners of the game, the Metelkin brothers, understood his aspirations and appreciated them: “In their open palms, Dima, Fedya and Romka carried their medals - on each boy in Budyonovka and the inscription “For Distinction”. Vovka understood. I understood before the medals, jingling, hung on his tar-smeared T-shirt. He just did not believe right away that all three ... ".

The heroes of V. Krapivin gradually come to the conclusion that one can become a real person only by having their own interests, views, beliefs and being able to defend them.

The heroes of another writer, V. Zheleznikov, come to the same conclusion. The same questions are raised in his story "Scarecrow". Lena Bessoltseva has a difficult relationship with the class. This happens, firstly, because she is the granddaughter of Bessoltsev, nicknamed the Patcher. Secondly, Lenka does not look like the others: “... I have a stupid smile right up to my ears. Therefore, I then hid my ears under my hair.

Gradually it turns out that her inner world also differs from the world of her classmates. They, who are under the influence of their parents and live by the same material values, seem incomprehensible to the Bessoltsevs’ fascination with paintings, and for this they call her the Scarecrow. Apparently, this is because these teenagers lack the moral foundation that their parents have and allows them to treat another person with respect, despite his otherness.

It becomes obvious that Lenka is not like the others. It has an inner strength that allows you to resist lies and preserve the spiritual principle. Mironova understands that the blame for everything that happened lies not only on the students, but also on the parents, and on the teachers, on the residents - on everyone who surrounds them, teaches, educates, but her insight cannot be called complete, since she separates herself from the rest, forgetting at the same time that she behaved the same way as they did.

The problem lies in the fact that many depend on the team. So, Ryzhiy, despite his positive attitude towards Lenka, tried to hide him and acted in concert with the others. This happened because he was afraid to express his opinion. This marks the similarity between adult and children's society: they live by the same laws.

Dimka Somov occupies a special place in the system of images. At first glance, it seems unusual. This is manifested in his actions: in his attempts to protect Lena, in how he freed the dog from Valka, in the desire to be independent from his parents and earn money himself. But then it turns out that, like Red, he depended on the class and was afraid to exist from him separately. He is characterized by cowardice and meanness, so he turned out to be capable of repeated betrayal. He betrays Bessoltseva when he does not confess his misdeed, when he burns Lenka's effigy with everyone, when he tries to scare her, when he throws her dress around with the others.

Unlike all the characters, Lenka turns out to be strong personality: nothing can push her to betrayal. Several times she forgives Somov - this testifies to her kindness. She finds the strength to endure all insults and betrayals without becoming embittered - this speaks of her hidden heroism. It is no coincidence that the action takes place against the backdrop of portraits of Lena's ancestors, especially the brave General Raevsky. Apparently, they are designed to emphasize the courage characteristic of her kind.

Lena Bessoltseva is main character story, because despite all the trials, she does not lose her human dignity and retains the ability to understand, forgive, believe and love. She stands the moral test, despite the fact that she alone opposes the whole class. It should be noted that in a difficult situation, her grandfather, a man for whom faith, goodness and beauty are the main values ​​in life, helps her to preserve the spiritual beginning. He tries to inspire this and Lena.

Thus, a teenager in the literature of the 70-80s has his own ideals and strives for them, he learns to defend his opinion and views in clashes with other children, for example, like Lena Bessoltseva, Kostik, Vovka and other heroes of the stories of V. Krapivin and V. Zheleznikov.

§ 2.2. The image of a teenager in the literature of the late XX - early XX Icenturies

The image of a teenager also appears in the literature of this period. He still occupies an important place in the work of V. Krapivin. For example, in his

In the story “Seven Feet of Bramsel Wind”, the central place is occupied by the image of the girl Katya. Features of the work of this writer, characteristic of the works of the 70-80s, also appear in this story. The girl is interested in adventure, the desire for the unknown. Like other heroes of this author, Katya learns to defend her opinion in the fight against other teenagers.

However, one cannot say that the image of a teenager in the literature of this period does not change. This proves the story "Scarecrow - 2, or the game of moths", the title of which suggests a connection with the "Scarecrow" by V. Zheleznikov. This work also contains heroes that look like the characters in the first story: Zoya on Lenka, Kostya on Dimka, Eyed on Mironova, and Chamomile on Shmakova.

Apparently, the image of Zoya was originally supposed to continue the image of Lenka. However, the similarity turned out to be incomplete. The image of Bessoltseva changes throughout the story, it develops. If at the beginning Lenka mindlessly supports the class, acting in concert with them, then in the finale she is capable of protesting against the society that betrayed her. It has a moral basis that determines all its actions. Zoya's moral principle is not so stable: she agrees to steal a car along with the others, without thinking that she is committing a crime.

The main character of this story is Kostya. At first glance, he looks like Dimka Somov: he is outwardly handsome, stands out from the background of others, is able to be a leader and is such, because he constantly attracts attention. Like Dimka, he is capable of protest: You are all pretenders! Parents and teachers! He shouted at the director - because of this, he had to move to another school. ”He has a positive beginning: he tries to be honest.

However, over time, he changes and becomes selfish. Kostya thinks only of himself. He treats the feelings and thoughts of other people with contempt. He does not accept anyone's opinion but his own. His mother, Lisa, understands this: “Indeed, mother, he sees and hears everything differently. We watch TV together: where I laugh, he sits gloomily, sighs, he is disgusted, bored; where I cry, he laughs: here, they say, they give! I already fit in with him, fit in, both on the left and on the right, but rarely succeed. He blew his school to shreds. Teachers are idiots, they cling to the old, they don't understand a damn thing. And the writer is generally an idiot. ”He demonstrates his rejection of others, not accepting their feelings and thoughts.

In his act - stealing a car, he does not see anything special: “So what? Just think... Stole a car. - Kostya continues to cheer himself up. “Nei is the first, not me the last…” He waved his hand. - Yes, you still do not understand us ... You are all slaves. This is impossible, that is impossible ... Die and hope - that's what you offer. He opposes himself to the older generation, because he does not want to live like them, in accordance with the law and morality. He is trying to break all the rules, to prove that you can live without them.

One of the reasons for this behavior lies in education. Kostya's mother takes everything lightly, trying to take a lot from life. She thinks about men, and spends money without thinking. The concept of “moth” included in the title of the book refers to her name, thereby determining the degree of her guilt. She treated her son with love, but spoiled her too much, fulfilling all desires. That is why Kostya became confident that he is the best.

Another reason lies in the surroundings of Bones, the philosophy of the people. Most people try to live for their own pleasure, without denying themselves anything and thinking only about themselves. For example, Kupriyanov declares in a conversation with Kalancha: “You have one life, there won’t be another, so you need to live it so that it doesn’t hurt for the aimlessly lived years. And in our opinion, save your skin to the last breath. This is what science is.” That is why Glebov, thinking about the reason for Kostya’s behavior, comes to the conclusion that society is largely to blame: “And who is to blame for his twists and turns, for the spiritual and moral confusion that reigns in his head? Isn't it himself and those like him, isn't it the world around, which Kostya fiercely rejected? Rejected because he was unable to live in pretense and lies? .

For a long time Kostya is trying to prove to himself that there is nothing special in his act. Then, when he realizes that he will be punished, anger appears in him: “When he finally came to his senses, he felt that anger at the whole world captured him entirely. He now hated everyone, because he was alone, in the midst of darkness, cold and a hostile world. ”His anger reaches the limit while his case is being dealt with in court. He doesn't want to be held accountable for his wrongdoing.

Moral restructuring is taking place in the Kostev prison. It is there that he realizes that the most important thing for a person is the love of relatives, and forgives them. Baba Anya, his grandmother, a person for whom native people were the dearest, helped him to understand this. She knew how to convince others, because she herself lived according to the laws of God. This is a man who managed to give up his house in order to sell it for the needs of others. In this she is similar to Nikolai Nikolaevich Bessoltsev. Because the human soul is also important for her.

In conclusion, it should be noted that the image of Kostya, like the image of Lena Bessoltseva, is complex - this is the image of a confused teenager who managed to pass the test and retained human qualities. He could understand that the main thing for a person is, in spite of everything, to maintain courage and faith in himself and his neighbors; that you should not live for yourself, but for others.

A special place in the literature of the 90s-2000s. occupies the work of Ekaterina Murashova. The image of a teenager also appears at the center of some of her works. First of all, these are the stories “He will not come back” and “Correction Class”. She continues to develop the same idea as V. Zheleznikov: a teenager is faced not only with his peers, like the heroes of Krapivin, but also with reality. Like Kostya from the story "Scarecrow-2", they have to go through life's tests.

So, in the first story, the girl Olga meets the homeless children Vaska and Zheka, who live in a barn. After meeting with them, she begins to think about serious questions: “Zheka and Vaska are homeless children. Today, not so long ago. There is no war. There is no war, no revolution, but there are homeless children. Where? Zheka was abandoned by his own mother. How does she live in the world now? Doesn't he remember? Jack is sick. In a rotten barn, he is better off than in an orphanage, "in an incubator," as Vaska says. Why? And what kind of orphanage is this? And Vaska himself? Where did he come from? Was he also abandoned by his parents? But he's already big. He lived all the time in an orphanage, and now he ran away? .. And I didn’t know anything about this? Do others know? And if they do, why don't they do anything? .

Teenagers are trying to survive in conditions in which they should not live, and Olya understands that this should not happen in their life: “It turns out that you can’t say about Vaska’s life: interesting or uninteresting. There was something different here. But one thing is clear: Vaska has such a life that he should not have.

There is another problem: Zheka's disease. His epilepsy can end in madness under such conditions, and Olga and Vaska know this. They try to save Zheka from insanity, save him from suffering, but they fail. Zheka is shocked to see his beloved dog killed and goes crazy.

Ekaterina Murashova raises the question: who is to blame for this situation? Probably adults, the whole society. This question also arises in the story "Correction Class". The action takes place at school, and it immediately becomes clear: the children were divided into different classes, and the attitude towards these classes varies. “The first two classes in each parallel are gymnasium. They have the best teachers, three foreign languages, and besides, they are taught all sorts of important and necessary subjects, such as rhetoric and art history. "Ashki" are cooler than "beshki". There are more swoons and children of sponsors. Classes "C" and "D" are normal - those who have more or less type-top both in their heads and in families study there. In "B" rather more, in "G" - less. And we are class "E". You can imagine."

It turns out that the division into classes occurs not according to the mind, but according to the position - family, material, physical. In the world of adults, such a division into groups exists, and they decided to divide the children into the same groups.

Teenagers from class "A" commit a crime - the kidnapping of a girl from class "E", but adults try to protect the criminals from punishment. There are several explanations for this:

1. The parents of the perpetrators are influential people, and they do not need a scandal.

2. The school does not benefit from problems with the parents of criminals, as they are sponsors.

3. A crime can be "hushed up" because a student from class "E" is an unwanted child.

It means that adults are to blame for the problems of a teenager. They affect his attitude to other people, to himself and to life. The opinion of Ekaterina Murashova coincides with the point of view of V. Zheleznikov.

A similar look at the image of a teenager is in the work of A. Aleksin. For example, in the story "Steps". Here is shown a prosperous family, trying to give their son all the best. “I know what his path should be. And I will build it, ”said the mother. She herself tried to do a lot for him, the parents gave their son everything he wanted. As a result of this approach, an egoist has grown. The author shows that adults are to blame for this: from early childhood they instilled in him with their actions the idea that he should think about himself, and taught him not to take care of others. You don't even have to come to your grandmother's funeral if there are other, more important things to do at that time. The story ends with the fact that the son evicted his own parents from the house.

Thus, Zheleznikov and Murashova show the reason for the behavior of adolescents - this is the influence of adults and their attitude towards children, and Aleksin talks about the consequences of such an attitude.

Conclusion

In the course of our work, a number of works written in different time. Central way considered stories and novels is the image of a teenager.

We found that depending on the period, the view of a teenager changes. In the works of the 70s and 80s, the characters gradually come to the conclusion that it is possible to become a real person only by having their own interests, views, beliefs and being able to defend them. At the center of most of the works is ordinary child with a flair for romance.

Consequently, a teenager in the literature of the 70-80s has his own ideals and strives for them, he learns to defend his opinion in clashes with other children, for example, like Lena Bessoltseva, Kostik, Vovka and other heroes of the stories of V. Krapivin and V. Zheleznikov.

In the literature of the 90s - the first decade of the twentieth I century teenagers face not only their peers, but life. They no longer have the desire for ideals and adventure. They find themselves in difficult life situations, undergo serious trials. These are confused teenagers, homeless children, sick children, children from dysfunctional families.

Writers show that, first of all, adults are to blame for the fact that teenagers find themselves in such conditions. They devote little time to them, do not notice what is bothering them, and sometimes they themselves create problems for them. However, it becomes clear that both the lack of attention and its excess are dangerous, as in the case of the Hero from the story "Steps" and Bones from the story "Scarecrow-2".

In addition, children take an example from adults, try to imitate them. As a result, adolescents who do not yet have enough experience face life, commit actions that will affect later life. So, Kostya in the work Scarecrow-2 ends up in prison, Zheka in the story He Will Not Come Back goes crazy, Yura dies in the Correction Class.

Thus, our hypothesis was confirmed: the image of a teenager in the literature of the late XX - early XX I century is changing. Writers in their stories and stories reflect the changes in life itself, which affect both children and adults.

Bibliography

1. Aleksin A. Steps. http://readr.ru/anatoliy-aleksin-shagi.html/

2. Vladimir Karpovich Zheleznikov http://imhonet.ru/

3. Zheleznikov V.K. "Scarecrow". M., 1989

4. Zheleznikov V.K. "Scarecrow - 2, or games of moths." M., 2005

5. Kachmazova N. Tomorrow's sails // http://www.rusf.ru/vk/

6. Book Review // http://www.book-review.ru/news/news 1976.html

7.http://bookz.ru/authors/krapivin-vladislav/starii-d_952/1-starii-d_952.html

11. Literature: reference materials. M., 1988.

12. Lukyanin V. Vladimir Krapivin in the system of values ​​of the transitional period// http://www.rusf.ru/vk/

13. Murashova E. Correction class http://lib.rus.ec/b/174147/read

14. Murashova E. He will not come back http://lib.rus.ec/b/175545/read#t1

15. Russian literature: textbook for grade 8. M., 1988.

16. Tsoukernik Ya.I. Three commissioners of children's literature//http://www.rusf.ru/vk/

17. Encyclopedic Dictionary of a Young Literary Critic. M., 1987

Reflection and self-assessment: I got practically everything. The only thing that caused difficulties was the question: why did the teenager not change in Krapivin's work? Therefore, further I want to consider in more detail the work of this particular writer. I would also like to take for analysis the literature of other periods, for example, the pre-war period.

I achieved 90% of my goals. I think that the results obtained are an interesting discovery. This job helped me develop my analytical skills, research activities critical appraisal of their work. I think it is worth paying attention in subsequent work to the ability to formulate thoughts.

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RUSSIAN FEDERAL STATE BUDGET EDUCATIONAL INSTITUTION OF HIGHER PROFESSIONAL EDUCATION "RUSSIAN ACADEMY OF PEOPLE'S ECONOMY AND PUBLIC SERVICE UNDER THE PRESIDENT OF THE RUSSIAN FEDERATION"

VOLGOGRAD BRANCH

Faculty of State and Municipal Administration

Department of Psychology

Course work

in the discipline "Social psychology"

Imageleader among older students.

Performed

student of group BkPS-301

Savelyeva Alena Sergeevna

Scientific director

candidate psychological sciences,

Associate Professor of the Department of Psychology

Krutova Violetta Vladimirovna

Volgograd 2013

INTRODUCTION

Chapter 1

1.1 The concept and types of leadership in psychology

1.2 Leadership theories

1.3 Features of personal development of older students

Chapter 2

2.1 Identification of leaders in the student team

2.2 Development of a set of classes for the development of selected personal qualities of the image of leaders among older students

2.3 Testing the effectiveness of leadership development sessions

CONCLUSION

BIBLIOGRAPHY

APPS

INTRODUCTION

Relevance of the topic. Our world today lacks leaders in the full sense of the word. Whether personal, professional or social sphere, or something more idiosyncratic or creative, we need leaders everywhere. Not being a leader is the same as wandering at night in a huge forest without a flashlight, compass and map. Leadership is not only the ability to lead others, but also the ability to manage your own life. We can live our entire lives following someone else, fulfilling someone else's wants, needs, and dreams while sacrificing our own. We can reach the level of development that others have set for themselves. We lose much of our ability to independently determine every step of our lives, and our “personal power” and “leadership” are not in our hands where they should be, but in the hands of the people around us, culture and society.

Even between specialists, theorists and practitioners, there is still a dispute on the topic: “leaders are born” or “leaders are made”. Yes, some of them may convince us that someone is undoubtedly born with some “extraordinary trait” that makes him a leader, while others are convinced that, given the right combination of education, training and Leadership experiences can be "created" and molded.

Can we manage our lives ourselves, choose, realize our needs and deeds, or do we have to follow someone all the time?

There is a certain contradiction: Despite the fact that much attention has always been paid to the study of the stages, structure, and characteristics of leadership in the psychological and pedagogical literature, there are still not enough reliable tools for diagnosing and developing leadership qualities. leadership psychology student student

The desire to find ways to resolve this contradiction determined problem research - the identification of certain personal qualities and abilities of the image of a leader in older students.

Purpose of the study- identification of certain personal qualities and abilities of a leader in older students.

An object research - the image of a leader in older students.

Item research - a comparison of the personal qualities of the image of a leader and his expectation among older students.

Research hypothesis consists in the assumption that the success of an older student as a leader of a class team is due to the presence of certain personal qualities and abilities in them.

Based on the goal of the study, the definition of its object, subject, hypothesis, the following were formulated tasks:

1. Consider the concept and types of leadership in psychology.

2. To identify certain personal qualities and abilities of the image of a leader in a student team.

3. Check the effectiveness of the use of leadership development sessions.

The theoretical and methodological basis of the study are: works by B.D. Parygina, I.P. Volkova, A.V. Petrovsky, L.I. Umansky, A.S. Chernysheva, A.L. Zhuravleva, R.L. Krichevsky and others.

To solve the tasks and test the hypothesis put forward, the following methods research:

Theoretical methods: analysis of psychological and pedagogical literature;

Empirical methods, including testing, formative experiment, data processing methods: quantitative analysis using methods of mathematical statistics and qualitative analysis of research results.

The study was conducted in the 10th grade of a secondary school.

As a result of research:

1) The features of the personal development of older students are revealed.

2) A methodological system for the development of identified leadership qualities in older students has been developed.

The presented methodological system for the development of the identified qualities of the leader's image allows to more effectively solve the problem of leadership among older students.

Chapter 1. Theoretical Foundationsleader imagein older students

1.1 The concept and types of leadership in psychology

A leader is a person who is able to influence others in order to integrate joint activities aimed at satisfying the interests of a given community.

In public life, the leader, as the central, most authoritative figure in a particular group of people, can be identified in almost every type of activity, and in any historical period.

The term "leader" has two meanings:

An individual who has the most pronounced, useful (from the point of view of intra-group interest) qualities, thanks to which his activity is the most productive. Such a leader serves as a role model, a kind of “standard”, to which, from the point of view of group values, other members of the group should adjoin. The influence of such a leader is based on the psychological phenomenon of reflected subjectivity (i.e. an ideal representation of other members of the group).

A person who is recognized by the community as having the right to make decisions that are most significant from the point of view of group interest. The authority of this leader is based on the ability to unite, unite others to achieve a group goal. Such a person, regardless of leadership style (authoritarian or democratic), regulates relationships in the group, defends its values ​​in intergroup communication, influences the formation of intragroup values, and in some cases symbolizes them.

The concept of leadership is widespread in sociology, political science, psychology and a number of other sciences about man and society. Extensive theoretical and empirical studies have been devoted to this phenomenon. The study of leadership has a direct pragmatic focus. First of all, it serves to develop methods for effective leadership, as well as the selection of leaders. In Western countries, a variety of psychometric and sociometric tests and methods have been created that are successfully used in practice.

Obviously, leadership as a phenomenon is based on certain objective needs of complexly organized systems. These include, first of all, the need for self-organization, streamlining the behavior of individual elements of the system in order to ensure its vital and functional ability. Such orderliness is carried out through vertical (management-subordination) and horizontal (single-level connections) distribution of functions and roles, and, first of all, through the allocation of the managerial function and the structures that implement it, which require a hierarchical, pyramidal organization for their effective work. The top of such a managerial pyramid is none other than the leader.

The clarity of the allocation of leading positions depends on the type of community that makes up the system, its relationship with the surrounding reality. In systems with low group integration, a high degree of autonomy of various levels of organization and freedom of individual elements, the leader's functions are poorly developed. As the need for the system and the people themselves for complexly organized collective actions increases and these needs are realized in the form of collective goals, the need for a leader and the specification of his functions increase.

1.2 Leadership theories

In modern social psychology, there are three approaches to the study of leadership. Do the leader's personality traits influence his position in the group (his status) or do his personal qualities play no role at all? This question interested me a lot.

Leadership Traits Theory is based on the assumption that people are born leaders. A number of innate properties and characteristics of the individual (strength and mobility of nervous processes, extraversion, the ability to empathize - sympathy, pronounced heuristic and intellectual abilities), according to supporters of this theory, allow him to take a dominant position in any situation and take on the role of a leader. , i.e. leader .

There are any number of cases in life when people marked by strong will, intelligence and other virtues have not become leaders. According to E. Jennings, in almost every group there are members who are superior in intelligence and abilities, but they do not have the status of a leader.

In the 1950s, the “theory of leader traits” was replaced by the concept of “leadership as a function of a group” (R. Crutchfield, D. Krech, G. Homans), as well as the “theory of leadership as a function of a situation” (R. Bales, T. Newcomb, A. Hare).

The theory of “leadership as a function of a group” proceeded from the fact that the phenomenon of leadership is the result of intragroup development, all members of the group are participants in this process to one degree or another, and the leader is a member of the group with the highest status, who most consistently adheres to the norms and values ​​of the group .

The third point of view - "the theory of leadership as a function of the situation" - is currently the most common. Observations on how the same individuals in different groups can occupy different position, playing various social and interpersonal roles in them (a child can be a leader among the children of his yard and "rejected" in the class; a teacher can be a leader in his team and "slave" in the family, etc.), led the researchers to the conclusion that that leadership is not so much a function of an individual or a group as the result of a complex and multifaceted influence of various factors and situations.

The approach to the personality from the point of view of the roles that it assumes, gave rise to consider various factors (situations) as moments from which the nomination of a leader begins. Hence the thesis that the specificity of leadership as a function of the situation and role lies in the fact that this role is not “given” to the leader, but he “takes” it himself (N. S. Zherebova). A leader is someone who, in a certain situation, takes on more responsibility for the implementation of group tasks than everyone else.

Within the same school class, it is always possible to single out schoolchildren who are better than others in organizing and holding sports, cultural, socially useful, tourist and other events. There are cases when a universal leader appears in the group (he is both the most suitable captain of the volleyball team, and the best captain of the KVN team, only he can organize the evening or the release of the wall newspaper better than others, only with him you can be sure that you will quickly break tents, etc.). However, as a rule, different leaders are put forward in different situations.

Back in the 1950s, R. Bailes experimentally revealed that in every small group at least two types of leaders are put forward: emotional and instrumental. The function of an emotional leader is the psychological climate in the group, concern for the optimal regulation of interpersonal relationships. Usually he acts as an arbitrator, adviser. The instrumental leader is that member of the group who takes the initiative in specific activities (due to his special competence in certain matters) and coordinates the overall efforts to achieve the goal. Other American researchers have come to similar conclusions. In Soviet literature, it was noted that, while correctly understanding the role of the situation for the manifestation of leadership, American researchers, however, define the situation itself only as the sum of certain psychological expectations of the group. If it is true that the leader must psychologically meet the expectations of the group, then it is completely wrong to reduce situations to psychological states (L. G. Sorokova).

A study of leadership conducted by N. S. Zherebova showed that a specific field of activity (study, socially useful work, social work, recreation) puts forward its instrumental (or, what is the same, situational) leader. The same data were obtained in the work carried out under the direction of VV Shpalinsky. When studying student and labor collectives, in most cases, different people turned out to be leaders in the four areas mentioned. A complete coincidence of leaders in one person in situations of joint work, study, socially useful activities and recreation was observed only in isolated cases. In this regard, the definition of a leader given by B. D. Parygin deserves attention: “A leader is a member of a group who is spontaneously nominated for the role of an unofficial leader in a certain, specific, as a rule, significant enough situation to ensure the organization of joint collective activities of people for the fastest and most successful achievement of a common goal.

Now let's move on to the theory itself. Leadership - what is it? To note the personality traits of a leader that are characteristic for obtaining his status, you must first answer the question: “Who is a leader?” That is, to define this word. We got acquainted with the definition given by B. D. Parygin, let's look at the definition of this word from other points of view.

Leadership is one of the ways to differentiate a group as a result of the activity, communication and interaction of its members. Having arisen as a result of communication and interaction of individuals in a group, leadership becomes a complex socio-psychological phenomenon in which, in a certain way, the most important characteristics of group development are focused and manifested, which have not only a psychological or emotional-psychological, but primarily a social and class nature. and essence. Attempts to derive leadership from purely psychological relations between members of small groups and oppose it to leadership as a process of an exclusively social and political nature are characteristic of modern American social psychology, which considers small groups mainly as an emotional and psychological community of people.

Each member of the group, in accordance with their business and personal qualities, contribution to the common cause, the development of a sense of duty and responsibility, thanks to the recognition by the group of his merits and ability to influence others, occupies a certain position in the group organization system, i.e. in its structure. The group structure from this point of view is a kind of hierarchy of the statuses of its members. One of the important features of the structure is its flexibility and dynamism. This means that in the conditions of a socialist society, in the process of socially useful activity, each member of the group always has the opportunity to change his status for the better, to acquire the respect, authority and recognition of his comrades.

Leadership is a complex socio-psychological process of group development, which results in the emergence and differentiation of the group structure, its optimization and continuous improvement. It is a mistake both to identify leadership and leadership in a group, and to oppose them.

As modern researchers note, leadership and leadership are personalized forms of social interaction and integration of all mechanisms and methods of socio-psychological influence in order to achieve maximum effect in group activities. If the phenomenon of leadership by its nature is associated, first of all, with the regulation of interpersonal relations that are of an unformed nature, then leadership is the bearer of functions and a means of regulating official (formalized) relations within a social organization (E. S. Kuzmin, B. D. Parygin) .

E.S. Kuzmin considers leadership as a process of managing the labor activity of a group, carried out by the leader - an intermediary of social control and power - on the basis of administrative-legal powers and norms of the socialist community. In this regard, leadership is defined as a process of internal socio-psychological self-organization and self-management of the relationships and activities of group members due to the individual initiative of the participants. A person voluntarily assumes a much greater measure of responsibility than is required by formal observance of official regulations or generally accepted norms.

If we take the definition of the word leadership, for example, from an encyclopedia, then it will sound something like this: “Leadership is one of the mechanisms for integrating group activities, when an individual or part of a social group plays the role of a leader, i.e. unites, directs the actions of the whole group, which, in turn, expects, accepts and supports his actions.

Now we have learned what a leader is from a scientific point of view, but I would like to know how high school students themselves understand this word. But in accordance with my theme, the question was put differently. Not what is leadership, but who is a leader (in their understanding), what functions he has, what goals he pursues and what features he has in their opinion. The task was of the following form: continue the sentence: “The leader is ...”

Pupils:

I combined all the answers I got together and this is what I got: a leader is a person who has some kind of power in a social group, leading people, taking responsibility not only for himself, but also for individual failures of the people led by him. In addition, he controls the team, directs it. The leader has the support of the masses, expresses common ideas (and proposes them), and can be relied upon in any situation. This is a person with whom you want to communicate, finding the only correct solution to the problem, without prejudice to anyone's interests. This is a serious, always in the center of events, respected, authoritative, popular person, or a person who is afraid.

Personality Traits:

1 composure

2 justice

3 perseverance

4 prudence

5 courage

6 confidence in decisions

7 honesty, straightforwardness

8 manhood

9 trick

10 erudition, intelligence

11 diplomacy

12 speaking skills

13 sociability

14 organizational skills

15 strength (spiritual)

16 vigor

17 purposefulness

(Here, personality traits are assigned a serial number to determine their quantity.)

A leader is an interesting, enthusiastic and captivating person who knows how to organize and lead them.

Personality Traits:

1. Sense of humor

2. Justice

3. Wisdom, mind

4. Accuracy

Of course, on the basis of these data, one cannot consider a leader as a person who has all these factors. This is a subjective idea of ​​a leader based mostly on personal experience. This is not enough for us. Let's see what the so-called "experts" in the field of leadership think about this. In what follows, I present some theories about the personality traits a leader should have.

1.3 Features of personal development of older students

For many years, scientists have tried to isolate the main features of the leader. But in the course of their research, they could not identify a certain number of personality traits, there were too many of them, or their certain number was not confirmed by further practice. We propose to consider some features of the personal development of leaders among older students:

R. Stalldill identified 5 such features:

Mind or intellectual ability

Dominance or dominance over others

· Self confidence

・Activity and energy

· Business knowledge

But it turned out that a person with all these qualities is not necessarily a leader. In the process of subsequent study of this issue, the researchers identified four groups of leadership qualities: physiological, psychological, intellectual and personal-business. But these qualities were not a guarantee of leadership.

Frank Cardell did not set himself the task of defining the qualities necessary to form leadership. In his book, he proposes eighteen so-called "disconnectors". These are character traits and habits that "disconnect" us from leadership. The following is a list of these "disconnectors".

Low self-esteem and lack of self-respect

Excessive tendency to deception, excuses, excuses

Inner pictures in the mind that hold us in place

Unwillingness to forgive and let go

Insufficient use of one's imagination

Disregard for one's own creativity

The need to be always right

Weak communication skills: inability to listen and speak

Inability to come to terms with your fears

Lack of clear goals

Lack of compulsion

Fear of risk

Inability to take responsibility for one's life

Loss of hope

Lack of courage

Inability to dream and dream

Lack of self love

vanity

This theory made the most pleasant impression on me. So I want to tell you more about her and take a closer look at why Frank Cardell, Ph.D., chose these 18 personality traits and habits.

In his book, Cardell divides the first chapter into three parts, which explain to us why we have these or those "disconnections" as a result and how they affect the emergence of leadership.

If you were not even going to use Frank Cardell's theory, then it will still be useful for each of us to read how you can change your character traits and habits.

A. Low self-esteem and lack of self-respect. Connector: Lack of self-respect breeds and maintains low self-esteem. To raise self-esteem, a person must have a strong and deep respect for himself, for others, and for life. If we haven't been taught this, or if we haven't taught it ourselves, we must begin to build the foundation for that respect. To do this, first of all, you need to ask yourself the question: “What is the most important value for me in this life?” and start from there.

B. Excessive propensity for deceit, excuses and excuses. Connector : Excuses and excuses are forms of deceiving yourself (and others). We tell lies when we are afraid of what might happen to us if we tell the truth. We have learned this since childhood. The only way to change that is to take a risk and start being truthful. And then it is necessary to take up the education of the little boy or girl living inside us and teach them to be honest again.

B. Inner pictures in the mind that hold us in place. Connector: Each of us has experienced difficult and painful moments in the past that were difficult to cope with and difficult to understand. These situations plunged us into a state of shock, and as a result, we still continue to mentally relive this event again and again. To get rid of this, we must direct our own dramas from the past, fire the previous writers and actors, find new ones, and create a new film.

D. Unwillingness to forgive and let go.

Connector: When we forgive, we relieve ourselves of unnecessary pain and guilt. If we do not do this, we continue to live the same story, each time experiencing the same pain and guilt. Forgiveness allows us to see the situation as a whole, and not just from our point of view, which turns out to be just part of the big picture.

E. Lack of use of one's imagination

Connector: Imagination can be our powerful tool as we create, dream, set goals, anticipate, and even heal. It can also become a powerful weapon that will block all these possibilities and create illusions that we will follow and accept as reality. It is up to us whether we use our imagination as a tool or as a weapon.

E. Neglect in relation to their creative potential. Connector: Creativity is a gift we have received from life. It is the greatest and most active source. If we do not know it, do not know how to respect it and take care of it, we, in turn, waste it and lose it.

G. The need to be always right.

Connector: Nobody is always right. Most of us, at best, are right sometimes. It is important to understand when we are wrong, and to be able to admit and accept our mistake.

Z. Weak communication skills - inability to listen and speak.

Connector: If half the time we spend talking we spend listening, we'll all be better conversationalists. When we listen, we not only better understand what others are saying, but we also learn to listen to what we ourselves are saying.

I. Inability to come to terms with their fears.

Connector: Fear is just a tool. He can also be our teacher and ally in helping us grow. Fear is the opposite of courage. If there was no fear, there would be no courage, and also nothing that would force us to move forward and change. Fear can protect us, however, if we hide behind its back for too long, we become its captives.

K. Lack of clear goals.

Connector: In order to have clear goals, you need to know the following things:

1) We need to know what we want. 2) You should know how to achieve this. 3) You should know what skills and resources are required for this. Without all this, we will not have clarity of life goals.

K. Lack of commitment

Connector: Remember - we get from life exactly as much as we want to give it. No more and no less.

M. Fear of risk

Connector : If we don't take risks, we don't develop and grow. If we don't take risks, we become accustomed to always acting the same way, slowly drifting off to sleep and dying. Risk keeps us alive.

N. Failure to take responsibility for one's life

Connector: "I can't" hides "I won't." Our inner childish part refuses to grow up. She continues to cling to the infantile notion that there will always be someone to take care of us. The problem is that we are postponing the process that each of us must go through. Sooner or later, you will have to grow up. It's in our best interest to grow up earlier.

O. Loss of hope

Connector: Without hope, we cannot dream. Without hope, we cannot look to tomorrow. If there is no hope, life has no purpose and meaning. If there is no hope, we lose touch with our joy.

P. Lack of courage.

Connector: Courage connects us to our strength and will to live. Courage stimulates our need for expression, search, encourages us to take risks and move beyond what was presented to us as truth. Without access to courage, we remain limited and lost among the fears we have created.

R. Inability to fantasize and dream

Connector: Our dream and fantasy are connected to the deepest movements of evolutionary cycles. These tools work hand in hand to guide us into the dynamic and creative rhythms of life that we all share in the movement and development.

C. Lack of self love

Connector: To love ourselves, we must first gain interest and curiosity about ourselves. To what and how we do. To their character traits and capabilities. Secondly, we must become our own friend and learn respect and loyalty. The next step is to love yourself.

T. Vanity

Connector: True pride lies in knowing yourself and believing in yourself. Vanity, in reality, is just a mask behind which we hide the absence of those qualities in ourselves that we would like to have, but have not worked hard to develop them. True pride arises when we can be ourselves, the way we are, and do it with confidence.

It is often noted in the psychological literature that the leader, being closely associated with the formal organization of the group, can only cope with its leadership if the members of the group perceive him as a leader (in this case, leadership serves as an important complementary factor in the leadership process). Given that the activities of the leader are wider and cover areas where the leader would not have coped, the effectiveness of leadership depends on how much the leader relies on leaders in his work, and they support him. The art of leadership is, in a sense, the ability to coordinate the work of leaders, to rely on them, that is, to strengthen the stability and vitality of an official organization, skillfully using and directing interpersonal connections and relationships in the right direction (N. S. Zherebova).

Formal and informal

Distinguish between "formal" and "informal" leadership. "Formal" leadership is associated with the established rules for appointing a leader and implies a functional attitude. "Informal" leadership arises on the basis of personal relationships of participants. This is the so-called character of leadership. Therefore, in school classes, the official leader in leadership positions is not always the most authoritative person in the team. Sometimes it is put forward not so much by the guys themselves as by adults; that is why the class teacher must either know his students very well, or give them the opportunity to choose the head of the class themselves. If the headman is not at the same time an “informal” leader, then a person who enjoys great authority among the students will decompose the team and the effectiveness of the organization and the very effectiveness of the activity will fall. It may well happen that there will be a conflict between the formal and informal leader. Therefore, it is very important that teachers have an idea of ​​who the class leader is.

Just for this piece of my topic, we conducted a survey among the teachers of our class, who have worked in our class for more than one year, and can form an opinion about each student and, based on their definition of a leader, choose him among the students. It turned out that the teachers of our school accurately identified one of the "informal" leaders.

In addition to "formal" and "informal" leaders can also be divided according to the following criteria:

· By the nature of the activity: a) universal, i.e. constantly showing his qualities of a leader, b) situational, i.e. showing the qualities of a leader only in certain, specific situations.

Speaking about such a typology as leadership style, it must be said that this type of leadership can only be attributed to "formal" leaders. Since the leadership's authoritarianism is based on intimidation, i.e. this is a leader who has some kind of power, given, for example, by a teacher, or simply the power to subjugate others. In Cardell's theory, such leaders were referred to as lost.

Since the leader in the process of relationships influences the society in which he is located, it is important to find out what significance the society of peers has for a young man or teenager. The peer society is, firstly, an important channel of information; from it, teenagers and young men learn many necessary things that adults do not tell them for one reason or another, and secondly, this is a type of activity and interpersonal relationships. Joint activities develop in the child the necessary skills of social interaction, the ability to obey collective discipline and at the same time defend their rights, correlate personal interests with public ones. Thirdly, it is a kind of emotional contact. Consciousness of group belonging, solidarity, comradely mutual assistance - not only makes it easier for a teenager to autonomize from adults, but gives him an extremely important sense of emotional well-being and stability. Whether he has earned the respect and love of his peers is crucial to youthful self-respect. All these factors are directly affected by the personality of the leader, as he enjoys great authority and influence.

Since "informal" leaders are identified in the process of interpersonal relationships, then, as an example, a spontaneously formed group of people can be cited. In spontaneous groups, it often happens that the leader is the one who has real authority. Leaders in spontaneous groups are most often young men who have not found use for their organizational skills at school. I.S. Polonsky studied, using sociometry, the position of 30 informal leaders (having the highest status on their streets) in the classes where they study. It turned out that in the 10th grade, there is a noticeable trend of status divergence: the higher the sociometric status of a young man of a spontaneous group, the lower it is in the official cool team.

The formation of a leader and the development of a group is a continuous and inseparable process. After all, the “leader” itself is the status of a person in a group. As we already know, the status of a certain person can be changed. In the course of interpersonal relations, from the moment the group is formed, the status of each person is determined and, at the same time, the influence of a person on this group is determined.

Spontaneous groups exist always and everywhere. Depending on their orientation, they can be either a complement to organized groups or their antipode. According to the nature of the social orientation, spontaneous groups (companies) can be classified into pro-social (socially positive), asocial, standing apart from the main social problems, and anti-social (socially negative).

Prosocial companies that contribute to the development of positive social and moral qualities in their members are distinguished by the wide range of joint activities and issues discussed, the high moral level of personal relationships. Members of such a company not only have fun together, but also dream, argue, discuss worldview issues, and jointly seek solutions to life's problems.

Asocial companies are formed mainly on the basis of joint entertainment. Interpersonal contacts in such a company, being emotionally significant, are limited in content and therefore remain superficial. The quality of spending time together can be different, but often not high. Unfortunately, there are many such companies, and some of them develop into anti-social ones (from random drinking to drunkenness, from merry mischief to hooliganism).

antisocial companies are also associated with entertainment and communication, but they are based on activities aimed at harming society: drunkenness, hooliganism, and delinquency. Youth crime is, as a rule, group-based, and its origins often lie precisely in the neglect of street companies, the leaders of which are the so-called difficult teenagers or adult offenders. A healthy youthful craving for collectivity degenerates here into dangerous group egoism, uncritical hyper-identification with the group and its leader, into the inability and unwillingness to consciously weigh and evaluate private group norms and values ​​in the light of more general social and moral criteria. In most cases, it was observed that the orientation of the antisocial group is created mainly due to the nature of the leader's personality, that is, here the leader influences the group to a greater extent than the group influences the leader.

The position of the individual in the group and his relation to it depend on many factors, which include both the properties of the individual and the properties of the group. Psychologists fundamentally distinguish between the collectivistic self-determination of a person who consciously identifies with the collective, accepting its norms and values ​​as his own, and conformity, i.e., the tendency of the individual to yield to the psychological pressure of the group, to change his mind to please the majority.

Analyzing the psychological and methodological literatureconclusions can be drawn:

1. "The theory of leadership as a function of the situation" is the most common, where leadership is not so much a function of the individual, but the result of the complex influence of various factors and situations. N.S. Zherebova came to a certain conclusion: a leader is someone who in a certain situation takes on more responsibility for fulfilling group tasks than everyone else.

2. Consciousness of group membership, solidarity, comradely mutual assistance gives the teenager an important sense of emotional well-being and stability for him - this is an important psychological aspect in the development of a growing personality.

So, having considered leadership from a theoretical point of view, we approached its practical part.

Chapter 2. Experimental studyleader imagein older students

2.1 Identification of leaders in the student team

The purpose of the experiment is to identify leaders in the student team. The study involved 33 students of the class. We divided students into two groups: experimental (15) and control (18). At the first stage of the experiment, we conducted a diagnostic to identify the leadership qualities of each subject. To do this, we used the generally accepted methods "Method of sociometric measurements", a multifactorial questionnaire of Cattell.

With the help of a sociometric test designed to diagnose emotional sympathy between group members, we measured the degree of cohesion - disunity in the group, revealed the relative authority of group members on the basis of sympathy - antipathy (leaders, stars, rejected). The answer sheet for this method is presented in Appendix 1.

The next technique that we used to identify leadership qualities in the subjects was the Cattell multifactorial questionnaire. The outstanding merit of Raymond Cattell is the development of the multifactorial personality questionnaire 16PF (Sixteen Personality Factor Questionnaire). The questionnaire was first published in 1950. The questionnaire is designed to measure 15 factors and intelligence (16 personality traits). Each of these factors received a double name, characterizing the degree of its severity - strong and weak.

The question of how many factors are necessary and sufficient for an adequate psychological description of a person remains open. Some researchers believe that for a complete psychological characterization of a personality, it is quite enough to consider only three factors (G. Eysenck), others argue that it is necessary to evaluate 5 independent features (R. McCrae), and still others that 20 features are not enough (R. Meili ). For my work, I chose the 16PF test questionnaire, because it, in my opinion, gives a more complete characterization of the individual. In addition, it is very easy to process. The polar values ​​of the factors of the 16PF questionnaire are given in Appendix 2.

For more exact definition qualities characteristic of a leader, an attempt was made to compare the personality of a rejected person in a classroom team. But when analyzing the answers, it was revealed that the answers of the rejected person do not correspond to reality, that is, the wishful thinking is presented as valid, and this confirms Cardell's theory about the existence of qualities - "disconnectors" that have a sharply negative effect on the formation of such a quality as leadership. On histogram 1 we see the distribution of personality profiles.

Histogram 1

If we make an analysis of all 16 features presented in this diagram, then we can determine which of them are characteristic of a leader in a given social group (class team).

1. (I) empathy, sympathy, gentleness, understanding, etc.

2. (Q4) increased motivation in implementation, active dissatisfaction with aspirations

3. (B) intelligence

4. (M) imagination, high creativity

5. (Q1) intellectual interests, the desire for information.

6. (E) independence

Many of the personality traits of a boy and a girl do not converge. This is explained by the fact that, firstly, schoolchildren studied with the boy from the first grade, and the girl came to school only two years ago, therefore, of course, she needs, in addition to the qualities that the boy possesses, others, such as, for example, sociability. Secondly, boys mature and form later than girls, and this to some extent affects the fragmentation of their personality traits.

All these factors can be divided into three groups:

· B,M,Q1-intelligent features

C,G, I,o, Q4- emotional-volitional

A, H, F, E,Q2,N,L-communicative

From this it follows that for the image of a leader in a school classroom team, intellectual and emotional-volitional personality traits are necessary.

As a result of assessing the main sociometric characteristics of the members of the group under study (sociometric status, emotional expansiveness, indices of volume, intensity and concentration of interaction), as well as analyzing a generalized concentric sociogram that emphasizes the hierarchy of the structure of relationships in the group, conclusions were drawn regarding informal leadership in the team. The study revealed that in the group under study there are no leaders uniting the entire team or most of it. The study group is represented by several small subgroups, in which 7 informal leaders were identified: Nos. 5, 7, 8, 11, 13, 15 and 16.

It is also worth noting that informal leaders have an unequal influence on the team. Thus, 4 students (Nos. 7, 8, 11, 13) are positive leaders and gravitate towards a favorable situation in the group structure. 3 people (Nos. 5, 15, 16) are identified as negative leaders, leading the team to disunity and establishing a conflict situation.

The degree of influence of both positive and negative leaders is also different. Among the positive leaders, Nos. 7 and 8 clearly stand out. These members of the group have a volume of interaction close to the maximum (0.94), which indicates their connection with almost all members of the group. They are able to focus on themselves the main streams of psychological information. At the same time, the indicators of the attitude of the group to the leaders as an object of communication and the attitude of the latter to the team as the subject of communication are the highest among the members of the group. It should also be noted that the position that the group ascribes to leaders Nos. 7 and 8 is equivalent to the position they wish to take (the sociometric status index is equal to the emotional expansiveness index).

Leaders Nos. 11 and 13 have less influence on the group than their counterparts Nos. 7 and 8. At the same time, the relationship between leader No. 13 and the last two is quite close, in contrast to leader No. 11, who is associated with constant positive relations only with one of leaders (#7). Another fact indicates a higher position of leader #13 in the structure of the group: his need for communication and interaction with others is very high (an index of emotional expansiveness is 0.63), in contrast to leader #11, whose desire for communication is lower than this. the group evaluates. Also, the concentration of interaction of leader #13 is higher than leader #11, which indicates a more significant position of the leader in the structure of the group.

Negative leaders can also be divided according to the degree of influence on the team. The influence of leader No. 5 is not as great as leaders No. 15 and 16, who closely interact with each other and represent a single group, which leads to an increase in their influence on the team as a whole.

As for the relationship between positive and negative leaders, then positive interaction, although rather weak, takes place only between the negative leaders and the leader number 8. Leader No. 11 has practically no such connection. Leaders Nos. 7 and 13 interact very weakly but negatively with almost all negative leaders.

In the team, 4 people have a positive index of influence on the group (Nos. 4, 9, 10, 2). At the same time, Nos. 4 and 10 influence the group independently of the others, in contrast to Nos. 2 and 9, whose status in the group increases due to their close relationship with leaders Nos. 8 and 13, respectively.

Six people in the group have practically no influence on the team as a whole (Nos. 1, 3, 6, 12, 14, 17): their connection with others is fickle and weak. Two of these 6 people are students who rarely attend classes. Perhaps this explains their low degree of influence on the team. However, there is no point in talking about any regularity in this case. The least influence on the group of all its members is exerted by students Nos. 12, 17. Nevertheless, these people have a very weak, but positive connection with the group.

Using the results of a sociometric analysis of the study group, we made an attempt to organize the activities of the members of the study group, taking into account their socio-psychological characteristics and the structure of informal leadership in the development of a set of classes for the development of leadership qualities in older students.

2.2 Development of a set of development lessonshighlighted personal qualities of the image of leaders in senior students

The purpose of the formative stage of our study, we determined the development of a set of classes for the development of leadership qualities. It is conditionally possible to single out the stages of this work, set by our current understanding of the development of the leadership potential of adolescents, with a gradual increase in the game component of training leaders.

Each exercise was pedagogically instrumented in the direction of motivating the leadership position of the participants. The importance of this or that skill for the work of a leader was emphasized, the exercise was repeated until it was consolidated, it varied depending on the success of its implementation by each participant of the training.

The first exercise ("Empathy") is a kind of backlog of group work

Its goal is not only to train empathy (penetration of empathy into the experiences, the state of another person), but also to create an atmosphere of trust in the leaders, openness.

One of the facilitators invites the participants to "feel into", to understand the other facilitator. After a few minutes, the participants are invited to express their opinion. What kind of person is the host? What is his character? What does he like? His attraction? (in free form, whatever you want to say). All statements are recorded and then analyzed. The host, who was "empathized", is actively involved in the work and helps to analyze what happened, which violates the usual order of things. According to the Clapard effect, this leads to the awareness of automated processes.

Second exercise ("Communication") is carried out after the block of information "Three sides of communication". Listeners already know that communication has three sides: communicative, interactive and perceptual. The exercise models the communicative side of communication.

Three to four participants are removed from the audience. The presenter, using pictures, talks about his trip to Bulgaria. Introductory for participants: as much as possible, on your own behalf, retell to the next participant ("As if it were with you"). However, images cannot be used. All retellings are recorded using video equipment. The subsequent analysis allows you to reach the "Communication" scheme, to give an analysis of the difficulties of the communication process, the features of communication processes and the understanding of other people.

The next exercise was "Color perception" (modified method of A.N. Lutoshkin, emotional-symbolic analogy).

Not only the mood of each member of the group is revealed, but also the opinion of everyone about the mood of the members of the group, which allows you to train the processes of perception.

Exercise "Artistry" allows you to work out the elements of non-verbal transmission and reception of information.

The rest of the exercises and survey techniques allow you to identify the leadership potential of the participants and work out the elements of leadership activity.

This level of training allows the teacher to stimulate leadership according to all criteria: motivational (indicators of integration of group interests, expansion of communicative contacts); status (an indicator of the leader's emotional status); interactive (indicators of influence on followers, conflict resolution, emotional and volitional influence, psychological tact); activity (indicator - the organization of interaction).

At the end of the training and analysis of the material, consolidated groups were created from the participants who showed the ability to lead. Practical activities were selected for them, allowing them to implement the acquired knowledge and skills, in which they could demonstrate and confirm their leadership potential.

The material received by the participants of the training is summarized reference abstract The next step (level) of training leaders is the intragroup level. Its purpose is to prepare leaders for work in a group, team building, optimizing the psychological climate. In developing the program of intragroup training, we used the methods and methods worked out in the experience of the work of schools and camps of the activists and quite fully described in the literature. The knowledge and skills gained at this stage are implemented in the practical activities of specific groups and during the next activity level of training.

The purpose of the activity level of training leaders is to acquire knowledge and skills in organizational activities, in decision-making options. The form of conducting classes varies depending on the specific topics and characteristics of the trainees. Active forms of learning are used: business and innovative games, solving pedagogical and organizational problems, discussions, round tables, seminars, etc. Familiarization with decision-making algorithms in these forms of learning deprives them of rigidity, leaves room for improvisation.

In organizational activity, the process of developing leadership potential is built step by step from frontal forms, through differentiation to individualization. The task of the teacher at each stage is to ensure the inclusion of the leader in organizational activities, which allows at this particular moment to most fully reveal his leadership capabilities, knowledge, skills and, at the same time, realize the "zone of proximal development" of his leadership potential. The educator constructs situations that stimulate leadership and leaders and ensures that they "...include them in situations in which they can show their organizational skills."

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"Development of leadership in the student team"

Introduction…………………………………………………………………………………..3

Main part……………………………………………………………………………………5

1. The phenomenon of leadership as a socio-psychological concept.

1.1. The concept of "leadership" in social psychology………………………….5

1.2. Theoretical approaches to understanding leadership in social psychology………………………………………………………………………………….6

2. Practical approaches to identifying and developing leadership in a children's team

2.1. The qualities of a modern leader in the Deming management model………..11

2.2. The perception of the leader by the group………………………………………………….12

2.3. Identification of the leader…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Conclusion……………………………………………………………………………… 16

List of sources used………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

Applications……………………………………………………………………….........18

Group - powerful force, where "leadership is one of the mechanisms for integrating group activities, when an individual or part of a social group plays the role of a leader, that is, it unites, directs the actions of the entire group, which, in turn, expects, accepts and supports its actions"

Interest in leadership originates in ancient times. The phenomenon of leadership has excited the minds of foreign researchers for centuries. At the beginning of the ninetieth century, leadership becomes an object of close attention. In the 70s, a lot of works appeared on the study of this phenomenon: J. McGregor Burns, B. Kellerman, R. Tucker, J. Page.

The phenomenon of leadership as a group phenomenon is of exceptional importance for modern society as well. New living conditions associated with the transition to the information society, new culture, acquire improved behavior patterns of leaders in the process of adaptation to external environment.

Leadership - as a phenomenon of a group phenomenon is of particular relevance in modern relations between people.

In any team, organization, formal and informal relations are formed, where two types of leaders are distinguished: formal and informal.

The formal leader is a leader who is appointed by the higher management and receives certain powers, without taking into account the opinion of subordinates about his worthy candidacy.

An informal leader is nominated from among the people around him, equal or close in status. No matter how much a person strives to become a leader, he will never become one if others do not perceive him as a leader.

Thus, leadership is a socio-psychological phenomenon of a group phenomenon.

The purpose of the work is to study leadership as a phenomenon of a group phenomenon.

The object of the study is students aged 12-13.

The subject of the research is the features of the development of leadership in the student team.

* Study and analysis of socio-psychological literature on the topic.

* Disclosure of the content of "leadership" as a concept of socio-psychological.

* Consideration of methods and selection of the optimal diagnostic study of leadership in the classroom.

* Revealing the characteristics of leadership as a phenomenon of a group phenomenon.

* The study of the direction of the group depending on the nature of the personality of the leader.

* Development of leadership skills through psychological training.

Main part

1 The phenomenon of leadership as a socio-psychological concept. 1.1. The concept of "leadership" in social psychology.

Leadership is a natural socio-psychological process in a group, built on the influence of a person's personal authority on the behavior and views of group members. The leader not only directs and leads his followers, but also wants to lead them, and the followers not only follow the leader, but also want to follow him.

Sigmund Freud understood leadership as a twofold psychological process: on the one hand - group, on the other - individual. These processes are based on the ability to attract feelings of admiration, adoration, etc. The adoption by people of the same personality can make this personality a leader.

A prerequisite for leadership is the possession of power in specific formal or informal organizations of various levels and scales. But in all cases, the leader has a social and psychological, emotional support in society or groups of people who follow him.

Thus, a leader is a person who has a special social role in society: leader, planner, organizer, manager of the activities of a certain number of people, who shows a higher level of activity compared to other members of the team.

Trust in a leader is recognition of his personal merits, merits and powers, recognition of the necessity, correctness and effectiveness of his actions. This is an internal agreement with the bearer of authority, a willingness to act in accordance with his instructions. Trust means that people are in inner harmony and unity with the leader.

The structure of the mechanisms of influence of leaders on the mass depends on the properties of followers. The leader is in constant dependence on the team. The group, having the image of a leader (model), requires a real leader to comply with it, and on the other hand, the leader is required to be able to express the interests of the group. Only under these conditions, the followers not only follow their leader, but also want to follow him.

In accordance with the properties of followers, the leader builds methods of influencing them. These methods are designed to ensure, firstly, the initiation of activity, the coordination of the group's actions and the provision of its external relations and prestige. Secondly, for this it is necessary to regulate interpersonal relations in the group, to provide personal support to the members of the group.

1.2. Theoretical approaches to understanding leadership in social psychology.

Currently, psychologists identify several main theoretical approaches to the origin of leadership. Considering the personal qualities of a leader, they distinguish the theory of traits, as well as behavioral and situational approaches.

trait theory, or "charismatic theory" is considered in the studies of the English psychologist and anthropologist Francis Galton (1822-1911), who tried to explain leadership based on the hereditary factor. The leader, according to this theory, can only be such a person who has a certain set of personal qualities or a set of certain psychological traits, charisma, extraordinary properties and abilities.

Various authors have tried to highlight these traits or characteristics necessary for a leader. Thus, the French sociologist Gabriel Tarde (1843-1904) believed that leaders are characterized by a combination of such qualities as creative talent and nonconformity. Gustav Lebon (1841–1931) characterized the personality of the leader from the same positions, noting in it a different set of features: firm conviction (“the convinced participate in those hidden forces that govern the world”), fanaticism (“fanatics and those suffering from hallucinations make history”) , obsession with ideas ("ideas, and, consequently, those people who embody and distribute them, rule the world"), blind faith, "moving mountains." Mind, intellect, according to Lebon, are not the qualities of a leader, since "the thinker sees too clearly the complexity of problems so that he can ever have very deep convictions, and too few political goals seem to him worthy of his efforts." In his opinion, only "fanatics with a limited mind, but with an energetic character and with strong passions can found religions, empires, and raise the masses."

In American social psychology, sets of leadership traits were especially carefully recorded, since they were the basis for constructing test systems to identify possible leaders. Hundreds of studies have been conducted in this direction, giving rise to a long list of identified leadership traits.

Behavioral Approach focused on the behavior of the leader, where there is a basis for classifying leadership styles or behavior styles. It has been a major contribution and a useful tool in understanding the complexities of leadership. The most significant aspect of leadership was now considered to be influence, who turned out to be the leader. As a result, two main types of behavior characteristic of different leaders were identified: attentiveness and caring. in relation to members of his group and initiative. Rensis Likert (1967), having come to similar results in a study of leadership behavior, called the first type of behavior centered on employees, and the second - centered on production. Characterizing both factors, Andrew Halpin notes that caring is an indicator of the extent to which the leader, interacting with group members, shows friendliness, trust, causing reciprocal trust, warmth, etc. Sincere concern indicates that the leader is aware of the needs of each member of the group.

Although the behavioral approach focused on the actual behavior of the leader, its main drawback was its tendency to assume that there is one optimal leadership style. Summarizing the results of studies using this approach, many researchers have concluded that "there is no one" optimal "style of leadership." It is very likely that the effectiveness of a style depends on the nature of the particular situation, and when the situation changes, so does the appropriate style. More recent writers and behavioral scholars have recognized that the situational approach to leadership changes depending on the situation at hand.

Situational Theory of Leadership(Stogdill R., Hilton T., Goldier A.)

This theory states that leadership is a product of the situation. In various situations of group life, individual members of the group stand out who are superior to others in at least one quality, and the person who possesses it becomes the leader. A leader, better than others, can actualize in a particular situation a trait inherent in him (the presence of which, in principle, is not denied in other persons). The leader, according to Stogdill R., is a function of a certain situation, and a person "who is a leader in one situation will not necessarily be a leader in other situations." From this point of view, leadership features are relative, although the proponents of the situational concept still recognize the need for competence, purposefulness, self-confidence, readiness to take responsibility for solving a particular problem.

The weakness of the situational concept lies in the underestimation of the personal activity of a person striving to take the place of a leader: there is no suitable situation, and he will no longer become a leader.

Hartley E. proposed four "models" that allow giving a special interpretation to the fact why certain people do become leaders and why not only the situation determines their nomination: 1) if you become a leader in one situation, your chances of becoming one in another situation rise; 2) if you have shown yourself as a leader, you have gained authority that can help you to appoint you to a leadership position and thereby consolidate your leadership; 3) the perception of the group is stereotypical, and if you become a leader in one situation, it perceives you as such in another; 4) the leader becomes the one who aspires to this. But, according to Andreeva, one can hardly consider arguments convincing enough to overcome the complete relativity of leader traits, as they appear in situational theory. Nevertheless, the situational theory has proved to be quite popular. It was on its basis that many experimental studies of leadership in the school of group dynamics were carried out.

Importanttheoretical approach in understanding the origin of leadershiprepresented in the so-calledsystems theory leadership , according to which leadership is seen as a processorganization of interpersonal relations in a group, and the leader as the subject of managing this process. In this approach, leadership is interpretedas a function of the group, and it should be studied, therefore, from the point of view of goals andtasks of the group, although the personality structure of the leaders should notbe discounted.

The activity approach proposed by Basov M.Ya., Rubinshtein S.L., Leontiev A.N.

The main achievement of the activity approach is that within its framework a productive direction has been formed - the psychology of action.

Sensory, perceptual, objective, performing, mnemonic, mental, affective and other actions, as well as their structural components, were studied: motives, goals, tasks, methods of implementation and conditions for implementation.

The activity approach is a methodological direction of research, which is based on the category of objective activity. According to the theory of activity, the psychologically complete structure of activity always includes a motivational-orienting, executive and control-evaluative link. The full implementation of activities involves the implementation of all components of its structure.

The principles of the activity approach are reflected in the analysis of the content of the components of the psychological structure of leadership and are the methodological basis for the study of leadership activity. The application of the activity approach to the interpretation of the essence of leadership is justified by a number of provisions:

– specific human interaction is always carried out together with other people, therefore all human activity steeped in sociality. Based on theoretical concepts, leadership is considered as a group phenomenon: a leader is unthinkable alone, he is always given as an element of a group structure, and leadership is a system in this structure;

– leadership can be represented as a special type of activity, considering the three main links of its structure: motivational-orienting, executive and control-evaluative;

– It is advisable to build the development of leadership activity from the point of view of the theory of activity, since without knowledge of the structure of activity it is impossible to build conceptual models for managing its formation and development.

According to R.L. Krichevsky, the study of leadership requires "an approach based on the understanding of the social group as a functional unit included in a broad system public relations"

The phenomenon of leadership in small groups is considered by domestic psychologists in the context of joint group activities, i.e. not just "situations" are taken into account, but specific tasks in which certain members of the group can demonstrate their ability to organize the group to solve these problems. The difference between the leader and other members of the group is manifested in the presence of a higher level of influence. In this context, Umansky L.I. and his employees describe: the leader-organizer, who performs the function of group integration; leader-initiator, setting the tone in solving group problems; leader generator emotional mood(analogous to the role of an emotional leader); erudite leader (one of the roles of an intellectual leader); leader of emotional attraction (corresponds to "sociometric star"); master leader, craftsman (i.e. a specialist in some kind of activity). The most famous is the one developed by Krichevsky R.L. the concept of value exchange as a mechanism for nominating a leader: the leader is considered to be the one in whom such qualities are most fully represented that are especially significant for group activity, i.e. values ​​for the group. Thus, in the course of interaction, a member of the group who has the most complete set of group values ​​is promoted to a leadership position. That is why, conclude Krichevsky R.L. and Ryzhak M.M. (1985), he is the most influential.

Thus, leadership, on the one hand, is the most studied, and on the other hand, the least understood construct in social psychology, which is a phenomenon of group development.

2 Practical approaches to identifying and developing leadership in the children's team.

2.1. Qualities of a modern leader in the Deming management model.

A well-known specialist of our time in the field of management and strategic management, Deming identified nine essential qualities of a modern leader:

*Understand how his group's work fits in with the company's goals.

*Works with upstream and downstream process steps.

* Tries to create an atmosphere for everyone so that work brings joy.

*He is a coach and adviser, but not a judge.

*Uses numbers to understand the motives of his people and himself. Understands variation. Uses statistical calculations to find out which workers are outside the system and require special assistance.

*Works to improve the system he and his people work in.

*Creates an atmosphere of trust. Understands that building trust requires him to take risks.

*Does not expect perfection.

*Listens and learns without punishing those he listens to.

These qualities inherent in a leader are reflected in the method of fairy tale therapy with students of schools, where it becomes possible to identify with the main character as a carrier of a certain quality.

In the Deming model used, where the qualities of a modern leader are such that they are useful for any child, even for one who does not aspire to leadership (Appendix 1).

2.2. Perception of the group leader.

The leader must be understood as "one of us".

Accepting the core norms and values ​​of the group is not enough to become a full-fledged leader. It is necessary not only to be like “most of us”, but to become “the best of us”, because only by presenting himself as an outstanding personality, he can serve as an example for the group and symbolize the “leader”. Being "the best" is also necessary in order to carry out effective management and cooperating the work of the group, then these tasks will either not be completed, or will not be fully completed.

However, the leader must be "the best of us", he does not have to be much better. He doesn't have to be much smarter either. First, too smart is not perceived as "one of us." Secondly, his interests may be far from the problem in the group, he will not be motivated to help the group. Thirdly, communication problems may arise due to the large differences in the intellectual sphere. And, finally, there is reason to believe that a very intelligent leader will undertake innovations that the group is not ready to accept because they are contrary to the established group ideology; in this case the leader will not be like "most of us".

The leader must live up to the expectations of the followers.

The members of the group may have a common established opinion about how the leader should behave and what functions he should perform. And they will choose and retain only a leader who meets their expectations.

The two functions of the leader - the elimination of individual responsibility and the symbolization of the father leading" - suggest that the leader will be chosen by the one who is able to satisfy such needs of the individual as the need to rely on someone, to become related to someone, etc.

Thus, the personality of the chosen leader depends in part on the personality traits of the followers.

2.3. Leader identification

Considering the concept of leadership as a phenomenon of a group phenomenon, it is necessary to analyze the situation in a real social group - a class team, where leadership acts as one of the elements of group life.

The monitoring psychological and pedagogical support of school students can serve as an effective indicator.

Long-term work to identify leadership is being carried out in one of the city schools in the Tomsk region. The work uses a sociometric method according to the classification proposed by I.G. Balashova in 1999.

The sociometric technique is used to study relationships in small groups. It became widespread in foreign psychology and sociology after the appearance in 1934 of the book of the American psychologist J. Moreno "Who will survive?". According to Moreno, sociometry deals with the internal structure of social groups, which can be compared with the nuclear nature of the atom or the physiological structure of the cell (Moreno, 1958). This method was created solely for the needs of psychological practice and therefore, if used correctly, it can provide the most important information necessary for planning correctional and developmental work with the class.

The main goal of sociometric research is to study the informal structure of interpersonal relationships in a small group.

Among the requirements for conducting sociometry, it is necessary to note at least the following:

a) All students should know each other well.

b) When carrying out the methodology, the presence is required full membership class. If someone is missing, the study is carried out with him separately.

c) Sociometric research is carried out either by the class teacher or the school psychologist, that is, the person who has emotional contact with the class.

d) The confidentiality of the information received must be respected.

The research procedure includes 2 stages. The first is the “opening speech”, when the mood is created to perform this type of work, proper motivation.

The second stage is a practical block, where students perform the task itself directly. It can be presented both in writing and orally.

The standard instruction is as follows: “Answer two questions: with whom would you like to sit at the same desk, and with whom not” (selected questions can be modified, but without changing the meaning).

The processing of the received data begins with filling in the sociometric matrix (Appendix 2). Positive and negative choices are counted separately.

Method I.G. Balashova proposes to distinguish the following types of sociometric status:

* "Leader" (the person who scored the maximum number of positive choices and no negative ones).

*"Favorites" - at least 5 positive choices and no more than 1 negative.

* "Preferred" - 3-4 positive choices and no more than 2 negative ones.

*"Tolerable" - 1-2 positive choices and no more than 1 negative.

*"Ambiguous" - almost equal number of positive and negative choices.

* "Invisible" - received no more than 1 vote.

* "Unloved" - there are more negative choices than positive ones, by at least 2.

"Persecuted" - at least 10 negative choices.

Not in every class a leader can be identified, this is primarily due to the fact that the most informative results are in the last grades of elementary, as well as in middle and high school. This indicates that in the first years of education, the relationship of children, as evidenced by developmental psychology, is extremely unstable, and this reduces the accuracy of the sociometric data obtained (Appendix 3).

Thus, with a formed group of students, 1-2 people stand out who are able to influence the opinion and certain actions of their peers. This paper confirms the importance of identifying leadership as a group phenomenon.

Conclusion

Studying the essence of leadership, one can come to the conclusion that this concept is a group phenomenon. The selection of a certain group from the “crowd” occurs through the vigorous activity and views of one person who has a certain set of qualities that are valued by followers.

Many researchers have studied this phenomenon for centuries. Until recently, problems related to the concept of leadership have not been studied in our country. In this regard, most of the work belongs to Western scientists who have considered certain approaches to understanding leadership in the field of social psychology, where there is no universal theory and a single interpretation of the phenomenon of leadership.

The paper examined: the content of the concept of "leadership", theoretical approaches to understanding leadership, the qualities of a modern leader, factors that emphasize leadership as a phenomenon of a group phenomenon.

In the practical part, approaches to identifying and developing leadership in a team are identified. A sociometric technique has been applied to determine the leader in a group through a system of sociometric elections, but the choice of this technique is not always justified.

List of sources used

Ageeva V.S. Intergroup interaction. - M., 1990.

Antipina G.S. The study of small groups in sociology and social psychology. - L., 1967.

Svensky A.L. Social psychology. M .: Prospekt, 2004

Krichevsky R.L. Social psychology of a small group: textbook. Manual - M .: Aspect-Press, 2009 (Vulture UMO)

Semechkin N.I. Psychology of small groups: Textbook - Vladivostok: TIDOT FEGU, 2004

Andreeva G.M. Social Psychology. Textbook. M.: 2003, 187 p.

Fridman L.I., Kulagina I.Yu. "Psychological reference book of the teacher" M .: Education 1991

Great Soviet Encyclopedia. - M.: Soviet Encyclopedia. 1969-1978.

Psychological fairy tales about leadership for younger students / Igor Vachkov. - M .: Chistye Prudy, 2009. - p.4-6

Parygin B.Ya. Fundamentals of socio-psychological theory. M., 1971

Miklyaeva A.V., Rumyantseva P.V. "Difficult class": diagnostic and corrective work. - St. Petersburg: Speech, 2007. - 320 p.

Although in any case, leadership qualities are needed equally both in the business sphere and on the personal front. So today, dude, we're going to try to inspire you to find your inner charismatic person with another selection of great ones. Ready? Go!

1. “Emotional leadership. The Art of Managing People with Emotional Intelligence by Daniel Goleman

Don't be fooled by the boring long title of this book: in fact, the thoughts and ideas expressed in it may well be considered worthy of your precious attention. Take it in your hands and get acquainted with the classic lessons of interpersonal communication based on empathy and understanding, because these are incredibly powerful tools that are absolutely underestimated in our modern society. The author of the book describes how, with the help of empathy, you can manipulate people and lead them along, blinding the unfortunate with the halo of your charisma and charm. Most importantly, remember that we are responsible for those we have tamed.

2. The Seasons of Life by Jim Rohn

A thought-provoking book that focuses on the basics of human behavior and how it affects optimal performance, personal and professional. The author of the book tries to help the reader learn how to generate complex ideas and simplify them in such a way that they bring the fastest results. In a way, this is another textbook on how to learn to live well. But unlike tons of other similar waste paper, this book really knows how to "hook" and reach out to the reader's mind.

3. "Leader Without a Title" by Robin Sharma

All books by this Canadian writer and leadership coach are easy to read and interesting. "Leader Without a Title" is a work that will be appreciated by both the accomplished business owner and those who have just embarked on the thorny path of entrepreneurship. The author writes: “To become a great leader, first become a great person,” and this thought runs through all his work, which is popular with both psychologists and mere mortals, puzzled by personal growth and self-development.

4. The 21 Irrefutable Laws of Leadership by John Maxwell

The moral of this book is that if you follow the described "laws" of leadership, then leadership will follow you. Maxwell's work is a powerful set of principles that are very easy to understand, and the vivid descriptive examples that accompany each point will help even the most miserable rag to find the rudiments of leadership qualities in themselves and apply these skills in their lives today.

5. Emotional Intelligence 2.0 by Travis Bradbury

It turns out that successful people owe their wealth not so much high level IQ, how much EQ - emotional intelligence. It is he who determines the effectiveness of human interaction with other people and with the world in general. Self-awareness, self-control, empathy and relationship skills are integral components of the harmonious emotional development of a human being. You can find out how to connect all these components and improve the quality of your life if you read Travis Bradbury's book, or just drink a cold beer in the warm company of your best friends.

6. "Turn Your Ship Around" by David Marquet

Written by Commander of the USS Santa Fe nuclear submarine Captain David Marquet, this book is a compelling and clear guide for those who want to change the direction of their lives, but do not yet know where to start their search. Tips, examples, tools and tactics - all this you will find in the pages of this intelligent work, which favors practice over theory.

7. The 7 Habits of Highly Effective People by Stephen Covey

This is one of the most popular books about personal development ever published. Stephen Covey has created a desktop guide for anyone who holds the reins of power or is just thinking about it. The global bestseller, written in easy-to-understand language and not devoid of practicality and humor, will fill your gaps in knowledge about leadership, both personal and professional, and set the right course for the changes that you will finally decide to make.

8. "Becoming a Leader" by Warren Bennis

The author designates the lack of leaders as a new social disease and seeks with his book to help the reader understand himself, thereby joining the ranks of healers of the aforementioned disease. Leafing through these pages, we read that leaders are not born - they are definitely made. Managers of any level and in any field who consider investing in their education the most rewarding investment should definitely read the work of the recognized guru and leadership coach - Warren Bennis.

9. Good to Great by Jim Collins

Jim Collins will introduce you to the best leadership practices drawn from the experience of the world's most famous organizations and enterprises. Forbes magazine has included Good to Great in its list of the best business books published over the past 20 years. This encyclopedia is recommended reading for company directors, business owners, development directors, management consultants, and anyone who wants to raise their own bar and try to aim for something more than they currently have.

10. Full Power Life by Jim Lauer and Tony Schwartz

The authors of this book argue that the real key to high productivity is not how well you manage your time, but how well you control your emotions and wasted energy. So, even if you ate a couple of dogs on planning and time management, you are powerless without good health and a stable emotional state. "Life on full power is the crash course you need on a very important subject: Wellbeing.