Interpersonal relationships are usually considered as relationships that arise between people in communication and in the performance of group activities. These are "those direct connections and relations — the psychologist V. B. Olshansky writes, — which develop in real life between living, thinking and feeling individuals". However, interpersonal relations are derived from the social relations of people. The fact is that material production relations are the real basis of society and are subject not to psychological laws, but to historical ones.
Social relations are " relations between people established in the process of their joint practical and spiritual activities."
So, psychological relations are only one of the spheres of social relations. This is the sphere of contact interaction, relations in the nearest macro-social environment ( group, collective).
In social psychology, interpersonal relationships are divided into two types: business and personal.
For some groups, business relations are more important, for others — personal. School groups are characterized by a predominance of personal relationships. This is largely due to the fact that traditional educational activities are more individual than joint, and public work is incomparable in volume with the study. The works Of Russian psychologists and teachers show that the organization of educational activities as a joint increases the role of business relations in the classroom.
So, business relations arise in the course of the organization in the collective joint activity. Thus, students enter into business relations with each other, participating in the performance of work assignments, public assignments. Business relations are thus determined by the common tasks of joint activities. These relationships of command and control. A. S. Makarenko called their relationship "responsible dependence". It is also a relationship of mutual dependence, mutual control, mutual responsibility, uniting children in the process of performing a variety of joint activities (Li Novikova). This attitude of rigor, cooperation, and the competition inherent in the labor collectives (A. A. Ruslanova ). These relations can be fixed in official documents. There are also informal business relationships that are not regulated by official documents, for example, one of the students is more able to perform a particular task. In this case, communicating with other class students in the course of this task, he acts as an informal business leader. Personal relationships are relationships that are not organized and based on likes and dislikes. Personal relationships are determined by the individual characteristics of people ("class pet", "soul of society", etc.). They're less aware.Thus, friendly relations between students develop on the basis of the desire to "be together ", "share secrets with a friend" ,in high school students they are connected with the search for a friend ,a friend. By definition of psychologist N. N . Obozova, the appeal is the connection of people communicating and their relationship, if you have the same sympathy felt by people towards each other, and have mutual attraction .(Respectively ,the coincidence dislikes occurs repulsion.) "Sympathy — there is an emotional positive attitude to the person with whom the person communicates. With mutual sympathy there is a state of satisfaction.
And attraction is the need to be together with a person ( it is often, but not always associated with sympathy)."
On the basis of interpersonal attractiveness there are friendly, friendly, friendly relationships. They serve as the basis for the emergence of a variety of informal associations, friendly companies, street groups, etc.
Personal relationships make up the emotional structure of the team, in which, on the one hand, there are leaders, "stars", "class favorites". On the other hand, there are also emotionally unassuming members of the team, as well as having an intermediate emotional status.
In social psychology, much attention is paid to the study of interpersonal relationships, as they are the "building blocks" of any relationship between people. In them, as in an elementary particle, social psychologists see the structural fabric of social life.
Student positions in business and personal relationships may not be the same. For example, it may turn out that a failing student is loved by many comrades. Therefore, it is not necessary to identify the position of the student in the system of interpersonal relations with the position of strong, medium or weak in academic performance.
In General, as mentioned above, the degree of integration of business and personal relationships is an indicator of the formation of the team.
This means that in practical work, the class teacher must constantly take care of their rapprochement:
— to offer students with organizational skills to be elected to the self-government bodies, but at the same time to carry out the constant turnover of the asset, in order to avoid stagnation and give everyone the opportunity to Express themselves;
— to increase creative initiative, develop organizational skills of children;
— to saturate the educational activities with elements of mutual dependence (the introduction of educational roles "consultant", "teacher assistant", "controller", etc;
— teach children the rules of organizational work, planning, control;
— to find in children with low status such qualities that could show the whole class what this student is capable of. To do this, sometimes it is necessary to organize a special activity in which the child could Express themselves in front of the class.
To study interpersonal relations in groups and groups in social psychology, various methods are used: sociometric survey, included observation, questionnaire, laboratory experiment with the use of devices that simulate joint group activity, natural experiment, etc.
They are usually used in aggregate, i.e. in conditions when one technique complements another.
The essence of these methods is to determine the group differentiation and the establishment of the status structure, i.e. to identify the position of each member in the team.
To study the structure of official business relations in the classroom enough observation and evaluation of objective indicators of students ( marks in the journal, the number and quality of completed public orders, activity in extracurricular activities, etc.).
It is more difficult to recognize the structure of personal relationships. The most common method for studying them is sociometry, which is used to determine the sociometric status of a student by business and emotional criteria, i.e. his position on the basis of preferences given to him by other students in a particular type of desired communication ( see: Appendix 1).
In the sociometric survey, students give their preferences in the form of choice. The question (criterion) to choose is given in conditional form, for example: "Which of your friends would you like to play your favorite game?
Why?" And the more significant the criterion for the team, the more accurate the measurement will be. On the basis of the expressed preferences — sociometric elections — revealed: Leaders- "leaders", led, unincorporated ( by business criterion); "stars", "preferred", "accepted", "unpleasant", "outsiders" (by emotional criterion). "Stars" is a conventional name for the most emotionally — attractive members of the group receiving the largest number of sociometric elections.
"If the number of elections received by a group member is below the average, it is classified as"outsiders". "Isolated" refers to those who... have not received a single choice... "Rejected" is the one who will receive negative elections".
In practical work, the class teacher can rely on this differentiation, but it should be taken into account that with the help of sociometry only the sociometric status of the student is "measured", and not his real social activity. Sociometric status may not coincide with the real position of the student in the team. (For example, a well-performing student who is actively involved in the life of the class, did not get any choice on the emotional criterion.) More information about students obtained through other methods, such as monitoring the activities of students in the team, their activity in public Affairs, is needed to accurately determine. The fact is that the sociometric survey reflects only the desired communication, so in practice its results should be supplemented by other materials.