Sociable, helpful, optimistic ... These are the qualities that make a child, and then an adult, loved and successful. You can come to these qualities at any age, but it is better to start working on yourself from early childhood, so that the correct behavior steadily becomes a habit. Thanks to the development of emotional intelligence, this is not so difficult to achieve.

Emotional intelligence - what is it?

Previously, it was believed that to achieve success, it was enough to develop a high IQ coefficient and certain knowledge. Today we know that a complete set requires emotional intelligence, which consists of:

• self confidence
• knowledge of one's own advantages and limitations
• ready to take a call
• the ability to empathize and cooperate.

People with high emotional intelligence (EQ, Emotional Intelligence Quotient) find it easier to go through life - their social circle is much wider, they are more often invited to cooperate, since they easily resolve conflicts. At school, in the workplace, such people get more sympathy, easily move up the career ladder and make their dreams come true. Developed emotional intelligence is the ability to communicate with anyone, respect the opinions of others and cope with negative qualities.

How to develop emotional intelligence in children

A child from three years old should know that he has no right to beat or insult someone, he will achieve his goal without resorting to physical force. In addition to fists, swear words or hysteria, there are more effective arguments, for example, calmness and firmness. Treating others with respect and understanding is what is really needed in any situation. The child learns everything with the help of the environment and, above all, the parents.

Adults need to show the child what is good or bad, what can and cannot be afforded. The rules of acceptable behavior and communication will have to be repeated several times before the crumb learns them. Also, the rules are learned in peer society, but don't ask too much. A child 2 - 3 years old is not yet able to share toys and get pleasure from it, this understanding comes by the age of five, if, of course, the development of this skill is supported.

You are the example, so be consistent. It is not necessary to clearly articulate what is permissible, just behave as you see fit. When the child screams, say - "I can't hear you, when you scream, speak calmly", or while waiting - "we calmly wait for our turn." By observing you, the baby will establish rules for himself and will follow them.

The day is really good when it starts with the words "good morning" and all the time you hear pleasant "thank you", "excuse me", "please". In our high-speed time, politeness is becoming a thing of the past and many are limited to the notorious "hello". Teach your toddler to pronounce magic words as often as possible - respectfulness needs to be revived. The most ruthless children grow up who have problems with self-esteem.

Treat your baby with understanding, value feelings, do not humiliate with either word or action. Allow yourself to make decisions on your own (within reasonable limits) and do not use assault - a child who feels humiliated subsequently offends others. Evaluate success and provide comfort after failure. The development of emotional intelligence is impossible without daily training, below are the most common situations on the playground and how to resolve them.

Good Behavior Lessons

There are situations that present a real parenting problem. Let's consider several circumstances and solutions.

1. Refuses to share swings

Once in the playground, make it clear that it is for all children. If the situation has arisen anyway, direct the crumbs - "you have already skated, now let the girl go for a ride, and then you." Children who take turns learning to use a swing or bicycle from a young age easily master the art of compromise.

2. The child does not want to share toys

Is the kid jealous of such an idea and hiding his toys from others? Most kids don't really understand why they need to share with someone. Instead of making people change their minds, teach them how to share. If you are expecting a little guest, hide your favorite toys and leave only those that the child is ready to offer for joint play.

3. The kid wants to be in the spotlight

It's good that he is ambitious and does not want to sit in the corner, but this behavior can cause problems. Appreciate this character trait, but explain that others also have a lot to be proud of. If necessary, set the order of speeches: "and now we will listen to Anya." Some teachers use a different trick - says the child who is holding the ball. The ball is passed in a circle and everyone speaks.

4. Condemnation

The development of a child's emotional intelligence begins, as you read above, with a personal example. Let go of the habit of judging people behind your back. If you want to draw attention to a bad action, say this: "throwing a piece of paper anywhere is a bad act." Point out a person's mistake without affecting his personality.

Sometimes, children say unpleasant words like “I don’t like you”, “you are stupid / fat / ugly” or questions like “why does my aunt have a mustache”. Such statements hurt a person and humiliate him. Explain that you cannot comment on your appearance. If your child wants to ask you something, let him ask the question quietly.

Make it clear that all people are different, and their appearance or their mistakes cannot characterize a person as good or bad. Read fairy tales on the subject, such as Beauty and the Beast or Donkey Skin.

In addition, it will be good if you together begin to study the culture and traditions of different peoples, in-depth knowledge of history will not harm at all, but on the contrary, will help you better understand people of a different nationality, which is important for building international relations in the future. Interesting Facts about countries and peoples, you will find on our new project just about tourism .

5. The child imposes his opinion

He plays only with those who are ready to obey and insult if the peer does not agree with the rules. Encourage your child to collaborate with others, to be a team member, not a group leader. Demonstrate the benefits that come from working together. Tell stories of people joining forces to achieve common goal... Pay attention to the feelings when his ideas are not interesting to others.

The development of emotional intelligence is a complex and long process. It will take a lot of time and it will take a lot of patience before a young student successfully passes the "exam". When you reach the top together, you will immediately notice how the world around you has changed - the correct attitude to different situations and the ability to control them greatly facilitate the life of the child and parents.

Emotional intelligence is a person's ability to recognize, understand, analyze and control emotions, feelings, motives, desires, both his own and that of others.

V modern world when it sticks out in front of us great amount tasks where people carefully hide their true feelings, lie, the development of emotional intelligence is very acute.

If you learn to use this tool, you will fully enjoy the positive changes in your life. A few tips can help you with this:

• Watch your emotions. Pay attention to why you react to each event in such a way, what is the emotional nature of the reaction. Write down your feelings in a notepad.
• Feel your body when emotions arise. What do you feel at the same time. Write it down. Do not suppress bodily manifestations of emotions in order to study them in detail.
• Feel the relationship between emotions and behavior. Aggressiveness - a loud voice, shyness - slurred words. When you understand this relationship, you will learn to control your emotions.
• Don't hide your emotions. The psychology of personality formation says that your feelings should be analyzed, and not hidden behind a non-existent mask of calmness. Don't get in the habit of deceiving yourself.
• Develop the formation of emotional memory, thanks to it, you look at yourself from the outside. Write in a special diary how you react to the surrounding circumstances, later re-read the entries.

• The psychology of emotions is about practicing the desired reactions. When writing down the emotional state, analyze the behavior in the future without repeating mistakes. So you will develop a reaction that suits you and does not make you regret what you said, to any circumstance.
• Practicing openness and goodwill in a relationship is a direct way to improve emotional intelligence.
• Practicing empathy for the people around you will teach you how to share your emotions.
• The good attitude of the people around you lies in the ability to listen. There is a direct relationship between how you will hear the sign language of the interlocutor and how they will understand you.
• Don't answer questions with lies. If you are asked about business, and you have problems, do not say that you are fine.

At first glance, these aspects are easy to accomplish, but they are the path to successful development of emotional intelligence.

Why develop a child's emotional intelligence? First of all, this is necessary so that the psychology of the baby does not suffer. A low level of emotional intelligence leads to an inability to analyze one's own emotions and feelings, and as a result - a complex of psychological disorders.

It is necessary to develop the emotional intelligence of a child from birth. Do not encourage expressions of aggression or other negative emotions. Foster manifestations of kindness, mercy, love, care, teach the child to bring things to the end.

The manifestation of aggressiveness is facilitated not only by a lack of upbringing, but also by the bad attitude of an adult. Watch your words and actions towards the child.

The following aspects will teach the child the correct behavior:

• Highlight the child's achievements and successes;
• Don't pay attention to flaws;
• Show that you love your baby;
• Be merciful and condescending to him;
• Be optimistic about your child's efforts;
• Always use words of encouragement.

Don't expect kindergarten to develop emotional intelligence in your toddler better than you do.

Intelligence development in adolescents

Teens tend to develop emotionally, just like children. Statistics show that adolescents whose parents have a high income and a decent level of education show a high level of emotional intelligence.

This is directly related to upbringing. The higher the education of an adult, the more emotionally developed the child brought up by him. Also, keep an eye on the emotional atmosphere in the family. The more favorable it is, the less conflicts between parents, the richer the emotional intelligence of a teenager.

In adolescence, people tend to be aggressive. If the teenager is annoyed, then a supportive atmosphere in the family will help normalize his mood.

Emotional Intelligence Concept by David Caruso

• Empathy is the ability to empathize with the feelings of another person, put yourself in their shoes, and show long-term compassion. Empathy means the ability to recognize the emotions of others, showing them sensitivity and restraint. This definition rejects the feeling of aggressiveness;
• Awareness - the ability to exercise competence in one's own feelings, the ability to realize how real emotions are and inherent in a particular situation;
• Equilibrium - the ability to assess the degree of risk and the value of the reward for risk, to balance these concepts on the emotional scales;
• Responsibility - a high level of intelligence is characterized by the ability to blame only oneself for failures, not to dwell on the shortcomings of people and not to look for vices in another person. A highly intelligent person is able to take responsibility as far as possible, without overestimating them.

Thus, David Caruso understands the intelligence of emotions as the ability of a person to analyze information that manifests itself in feelings and emotions.

John Gottman's Achievements in Defining Emotional Intelligence

John Gottman is confident that children with a high indicator of emotional intelligence are confident, independent, and able to find an approach to the people around them. These guys are successful in life. The training described in the book will tell you how to do it correctly:

• pay attention to the feelings of the baby;
• get closer to the child;
• sympathize with the child;
• understand the condition of the child;
• help the child overcome difficulties.

Why develop emotional intelligence

A person who does not possess the skill of emotional intelligence does not understand the psychology of relationships. In life, he faces many difficulties:

• Failure to understand non-verbal cues. A person does not know how to make eye contact and reach a friendly level of relationship.
• Running from problems. Low emotional intelligence is an obstacle to a successful life. A person prefers to hide from problems, rather than solve them.
• Aggressiveness. Aggressiveness repels people.

These difficulties not only depress the psychological state of a person, they interfere with the solution of many practical problems.

• Games in the company will help to improve relationships with others and understand the psychology of people. When worries are forgotten, and entertainment comes to the fore, there is no place for aggressiveness and anger.
• Remember that you must be aware of emotions, especially negative ones. If you deceive a person, you will succeed, but if you try to deceive yourself, you only reduce your abilities. Be honest with yourself.
• Improve your vocabulary to learn how to distinguish between feelings. There are dozens of emotions that you are not aware of.
• Control the appearance of aggression and anger. This seems like a daunting task at first, but the possibilities human brain inexhaustible. You yourself will be surprised how easy it is to control the senses.

Emotional Intelligence Models

Today, there are several models of emotional intelligence known in the world, each of which has its own characteristics and differs from other models.

The Bar-On Emotional IQ Model is a checklist of specific questions that help determine the EI. The founder of the model was Reuven Bar-On, who put forward his idea at a meeting of psychologists in America. The scientist proved the undeniable connection between the coefficient of emotional intelligence and the social position of a person in different spheres of life. In his opinion, a person develops in the following areas:

Intrapersonal, which is characterized by the following basic concepts:

• Self-analysis - understanding and adequate assessment of one's own feelings and emotions.
• Assertiveness is the opposite of aggressiveness. The ability to achieve desired goals, taking into account the opinions of the people around.
• Independence is the ability to make decisions on your own without shifting responsibility to other people.
• Self-esteem - an adequate assessment and acceptance of your positive and negative sides;
• Self-actualization is the desire to develop in different directions.

Sphere of interpersonal relations:

• Empathy is the ability to show genuine compassion.
• Social responsibility is the ability to take care of loved ones.
• Interpersonal relationships - the ability to feel comfortable in communicating with people around you on an emotional level.

A sphere of adaptability that allows you to solve problems by adjusting to circumstances, and also to behave appropriately in any situation.

The realm of stress management is the ability to resist stressful conditions, show firmness of character and control impulsivity.

The sphere of general mood is the ability to receive satisfaction from life, a positive attitude towards people around, an optimistic outlook on life.

Daniel Goleman's model of emotional intelligence distinguishes 4 areas of competence:

• Self-awareness - awareness of the influence of one's own emotions on performance and attitude towards life. People with a high indicator of self-awareness have an easy attitude to life, do not dwell on failures and, at the level of intuition, determine the optimal solution to the problem.
• Control is self-confidence, self-reliance, use of strengths to solve problems and achieve goals. A high indicator of control does not allow an inadequate assessment of one's capabilities and abilities. Leaders of control are open to the world around them and are able to help people, to defend the weak, to take responsibility in an important matter.
• Social sensitivity is the ability to recognize the experiences of people around and sincerely sympathize with them, the desire to create trusting relationships in any company.
• Relationship management - striving to change the environment in better side, influence the minds of people, eliminate conflicts and assemble a team for effective cooperation.

The Meyer and Salovey model of emotional intelligence is focused on human emotions:

• Accuracy in evaluating and expressing emotions - understanding your own emotions and the emotions of those around you.
• The use of emotions in mental activity is the ability to use the manifestation of any emotions as the basis for effective thinking.
• Understanding emotions - the ability to predict what consequences the manifestation of certain emotions entails.
• Emotion management - the ability to choose behavioral strategies that will not be influenced by negative emotions, an established relationship between emotional activity and everyday life.

These models differ from each other, but are aimed at achieving one goal, namely the desire to control and understand emotions, and also to use them for good purposes for solving practical problems.

The game for the development of intelligence

To develop emotional intelligence with the help of specialists, attend a special training. But if training is too expensive for you or you are short on time, several games will do:

• This exercise is performed with a partner, but it is also possible to do it on your own. At the end of the working day, remember what emotions you experienced in different situations, in communicating with people. Tell your partner how you felt. Discuss whether your emotions are adequate.
• Turn on a movie or cartoon, turn off the sound. Watch the emotions of the characters, guess how they feel. This game is especially interesting for teenagers.
• Tell your partner about the best moments of your day, and remember those moments again before bed. Learn to look for the positive side of any failure. Didn't work out? It would be too difficult for you. Children disobey? They delight you with their achievements.
• The use of games such as quests is practiced. Surely such classes are held in the city. Visit them at least once a month and you will notice how much easier it has become to control your emotions.

By doing these play exercises regularly, you will learn to build relationships with others and calmly perceive what is happening around you. Do not hide your emotions, use them for good and you will win the hearts of the people around you.

480 RUB | UAH 150 | $ 7.5 ", MOUSEOFF, FGCOLOR," #FFFFCC ", BGCOLOR," # 393939 ");" onMouseOut = "return nd ();"> Dissertation - 480 rubles, delivery 10 minutes, around the clock, seven days a week

Davydova, Yulia Viktorovna. Emotional intelligence: essential signs, structure and features of manifestation in adolescence: dissertation ... candidate of psychological sciences: 19.00.01 / Davydova Yuliya Viktorovna; [Place of protection: Ros. University of Friendship of Peoples] .- Moscow, 2011.- 204 p .: ill. RSL OD, 61 11-19 / 193

Introduction

Chapter 1. Theoretical and methodological aspects of studying the emotional intelligence of adolescents 14

1.1. Emotional intelligence in the structure of the intellectual and emotional-volitional sphere of the personality 14

1.2. Approaches of foreign and domestic scientists to understanding the essence, structure and methods of measuring emotional intelligence 20

1.3. Abstract, practical, social and emotional intelligence of a person: general and specific in terms of social and emotional intelligence 41

1.4. Aspects of studying sex and gender differences in the field of emotional intelligence 64

1.5. Features of the intellectual, emotional and motivational spheres of adolescents: general and specific for different social groups 71

Chapter 2. An Empirical Study of the Emotional Intelligence of Adolescents 98

2.1. Program, research methods, characteristics of the sample 98

2.2. Processing and analysis of results 106

2.3. Discussion of the peculiarities of the emotional intelligence of adolescents 122

Conclusion 139

Literature 143

Applications 158

Introduction to work

The relevance of research. The phenomenon of emotional intelligence is recognized all over the world by an increasing number of researchers. The importance and necessity of developing the components of emotional intelligence as factors contributing to the personal and professional growth of an individual and affecting his success in life are also undeniable. Mind tests, popular at the beginning of the 20th century, are now less and less used to select applicants for a specific job or schoolchildren in the corresponding specialized classes, although they were originally created for this very purpose. There was a need for a new approach to assessing the success of an individual. The answer to the practical request was the concept of emotional intelligence, which is actively developing within the framework of foreign and domestic psychology.

Previously, the intellectual side of a person's life was contrasted with the emotional component of the personality. It is now recognized that emotion, as a special type of knowledge, can give a person the opportunity to successfully adapt to environmental conditions and is related to the category intelligence. Emotions and intelligence are able to unite in their practical orientation. This integration is necessary for the harmonious development of the individual.

The problem of emotional intelligence has received a great deal of development within the framework of foreign psychology. The theory of emotional-intellectual abilities by J. Mayer, P. Salovey, D. Caruso, D. Goleman's theory of emotional competence, R. Bar-She's non-cognitive theory of emotional intelligence present interesting solutions to many theoretical and practical problems of emotional intelligence. G.G. Garskova, I.N. Andreeva, D.V. Lyusin, E.L. Nosenko, N.V. Kovrig, O. I. Vlasova, G.V. Yusupova, M.A. Manoilova, T.P. Berezovskaya, A.P. Lobanov, A.S. Petrovskaya and other scientists are working on the problem within the framework of Russian psychology.

Research problem comes down to insufficient knowledge of the structure of emotional intelligence in adolescence, as well as the role of social factors in the manifestation of its characteristics. Currently, most of the works are devoted to the study of the emotional intelligence of an already established, mature personality, or a personality of adolescence. However, in adolescence, there are significant changes in the intellectual, emotional and motivational spheres of the personality, which require adequate psychological support, correction and purposeful development.

Purpose of the study- to reveal the essence of emotional intelligence in adolescence, its signs, functions and features of manifestation, taking into account external (social environment) and internal (gender-role and age characteristics) factors.

Object of study- emotional intelligence as an integral category in the structure of the intellectual and emotional-volitional spheres of the personality.

Subject of study- the structure, essential features, functions and features of the manifestation of emotional intelligence in adolescence.

Research hypotheses consist in the assumptions that:

emotional intelligence as an integral category in the structure of personality is formed by adolescence;

the peculiarity of the manifestation of emotional intelligence in adolescence is expressed in the stability and heterogeneity of its structure, the presence of gender-role differences both in the general indicator and in the signs of emotional intelligence;

there are generals and specificities in social and emotional intelligence younger teenager;

adolescents belonging to different social groups demonstrate the peculiarities of the development of certain signs of emotional intelligence.

The goal set and the hypotheses put forward predetermined the need to solve the following tasks:

Reveal the general and specific in the approaches of scientists to the category emotional intelligence in domestic and foreign psychology: consider the emotional intelligence of a person, its essential features, functions.

To study the structure of emotional intelligence in adolescence, the features of its manifestation and development, taking into account gender-role and age factors based on a longitudinal study.

Identify the relationship between emotional intelligence and abstract, practical and social intelligence; empirically substantiate the general and specific in the social and emotional intelligence of a younger adolescent.

To study the role of the factor of adolescent involvement in a social group in the manifestation of the characteristics of emotional intelligence and its signs in adolescence.

Theoretical and methodological basis of the dissertation. In this work, scientific principles are applied that made it possible to study the category emotional intelligence. The principle of consistency made it possible to consider emotional intelligence in the structure of the intellectual and emotional sphere of a person's personality and to see the relationship between intelligence and emotions. The development principle made it possible to study the dynamics of the development of emotional intelligence and its features in adolescence. The principle of determinism made it possible to consider the development of emotional intelligence and offer practical recommendations for improving its performance.

The theoretical basis of the study was formed by the provisions of foreign psychology on emotional intelligence (the theory of emotional

intellectual abilities of J. Mayer, P. Salovey, D. Caruso; D. Goleman's theory of emotional competence; R. Bar-On's non-cognitive theory of emotional intelligence); ideas about practical and social intelligence (RJ Sternberg, JB Forsyth, J. Hedland, J. Guilford); approaches of Russian scientists to the category of emotional intelligence (G.G. Garskova, I.N. Andreeva, the two-component theory of emotional intelligence by D.V. Lyusin and M.I. Manoilova); the main provisions of developmental psychology and adolescent psychology (L.S.Vygotsky, L.I.Bozhovich, J. Piaget, Yu.A. Kleiberg, A.I. Zakharov, S.A. Kulakov).

Research methods. The complex of research methods is determined by the multifaceted nature of the tasks. Both general scientific and psychological methods were used:

methods of theoretical research: analysis of primary sources on the research problem; comparison, abstraction, systematization, analogy and classification of positions of various researchers, representatives of different scientific schools; generalization and interpretation of scientific data;

methods of empirical research: survey, testing. In order to diagnose emotional intelligence, the technique of M.A. Manoilova and N. Hall, in order to diagnose social intelligence, the technique of J. Guilford was used;

mathematical methods of data processing: statistical methods (Student's t-test, Kruskal-Wallis test, Wilcoxon test, Mann-Whitney test, correlation analysis, factor analysis) using Statistica for Windows 7.0 packages. and Statgraphics.

The main scientific results received personally by the applicant, and their scientific novelty are as follows:

it was found that emotional intelligence is a stable integral category in the structure of the intellectual and emotional-volitional spheres of the personality, the main functions of which are reduced to ensuring the success of activities and processes of intrapersonal and interpersonal interaction. The essential features of emotional intelligence are: awareness of their feelings, emotional awareness; managing your feelings, empathy, self-motivation and recognition of the emotions and feelings of other people, which in turn form two factors: external - "understanding emotions" and internal - "emotional self-regulation";

revealed the sex-role differences in emotional intelligence and its signs in adolescence, and also revealed the peculiarities of its development, taking into account gender: a higher level of development of emotional intelligence in girls was revealed due to the fact that the signs of emotional intelligence that load the factor "understanding emotions" ( emotional awareness, empathy, and recognition of other people's emotions) are higher in girls than boys;

revealed the general and specific in emotional and social intelligence in early adolescence; it was found that in this age period these are two forms of intelligence, some of the features of which are interrelated (direct connection between self-motivation and interpersonal interaction; direct connection between empathy and understanding and interpretation of non-verbal behavior; direct connection between recognition of emotions and understanding of feelings, thoughts, intentions of communication participants ); the unifying categories are "communication", "cognition" (understanding) and "activity";

it was found that in the presence of differences in a number of signs of emotional intelligence, the general level of development of emotional intelligence in adolescents of the studied social groups is similar.

Theoretical significance work is that:

the comprehensive study of emotional intelligence carried out in it proves its heterogeneous structure, which remains stable throughout adolescence;

theoretically substantiated and empirically confirmed the presence of gender-role differences in the field of emotional intelligence, manifested both in the general indicator of emotional intelligence, and in the severity of such signs as emotional awareness, empathy and recognition of the emotions of other people, which constitute the factor "understanding emotions";

revealed both general and specific in emotional and social intelligence in early adolescence;

the role of the factor of adolescent involvement in a social group in the manifestation of the characteristics of adolescents' emotional intelligence has been studied.

the systematic study of the emotional intelligence of adolescents carried out in the work makes a certain contribution to the general, differential, social, age, pedagogical, gender psychology and psychology of the personality.

Practical value of research thing is:

substantiated the need for purposeful development of emotional intelligence in adolescence;

certain theoretical positions and empirical results are used in lectures and special courses on developmental psychology and developmental psychology, modern problems of psychotherapy, psychological counseling read by the author at the International Independent Environmental and Political University and Russian University Friendship between nations;

the results of the study are used in the work on the method of hippotherapy with elements of game therapy and fairy tale therapy with children and adolescents with developmental disabilities (autism and auto-like behavior, hyperactivity,

retardation of mental development, delay in psycho-speech development), by children from socially disadvantaged families, adopted at the Bitsa farm for the purpose of correcting and developing the intellectual and emotional-volitional sphere of the personality.

The study was carried out in stages.

At the first stage(2004 - 2005) the scientific literature on the research problem was studied, the goal was substantiated, the tasks were determined, the research hypotheses were developed, the research methods and methods adequate to the goals and objectives were selected.

In the second stage(2005 - 2006) summed up the results of a longitudinal study of the emotional intelligence of adolescents.

In the third stage(2008 - 2009) revealed the general and specific in the social and emotional intelligence of a schoolchild of primary adolescence.

At the fourth stage(2008 - 2010) studied the features of emotional intelligence and its essential features in adolescents of different social groups, summarized the results of all stages of the study, formulated conclusions, formalized the dissertation work.

Provisions for Defense:

Emotional intelligence in adolescence is a stable heterogeneous category, the functions of which are to ensure the success of activities, to optimize and harmonize the processes of intrapersonal and interpersonal interaction. The development of emotional intelligence and its essential features is quantitative: by older adolescence, more children demonstrate a high ability to recognize the emotions of other people and show empathy. Factor analysis made it possible to single out two factors in its structure: external - “understanding emotions” and internal - “emotional self-regulation”.

In adolescence, there are gender-role differences in emotional intelligence. The overall score for emotional intelligence is higher in girls, and this difference persists throughout adolescence. The higher level of development of emotional intelligence in girls is due to the fact that the signs of emotional intelligence that load the factor "understanding emotions" (emotional awareness, empathy and recognition of the emotions of other people) are higher in girls than in boys.

Emotional and social intelligence in early adolescence are forms of practical intelligence that share a number of common features. Thus, a direct link has been established between self-motivation and interpersonal interaction; direct link between empathy and understanding and interpretation of non-verbal behavior; direct connection between recognition of emotions and understanding of feelings, thoughts, intentions of the participants in communication.

The general level of emotional intelligence of adolescents from such social groups as adolescents from an Orthodox gymnasium, adolescents from

Moscow secondary school, deviant adolescents, adolescent football club athletes and adolescents from socially disadvantaged families, similar, despite differences in some signs of emotional intelligence. The adolescents of the Orthodox gymnasium showed a low level of development of emotional awareness; adolescents from socially disadvantaged families have low scores in managing emotions, while deviant adolescents have the highest; deviant teens and adolescents from the football club showed the highest results in terms of self-motivation development.

Empirical base of the research. The study was carried out on the basis of secondary schools in the city of Moscow. In total, at different stages of the study, 249 adolescents aged 11-15 years old took part in it, including 128 boys and 74 girls. In a 3-year longitudinal study, 32 people took part, including 14 boys and 18 girls, students of the State Educational Institution "Education Center No. 1272". Observation of the subjects was carried out from 6th to 8th grade. The age of the subjects at the time of the study was 11-14 years old. The selection method is non-random target selection. The study of the peculiarities of the emotional intelligence of adolescents of different social groups was attended by adolescents from the Svet Gymnasium, where, along with general education subjects, Orthodox education is harmoniously integrated into the curriculum (38 people from grades 6-8, of which 15 are boys and 23 are girls), students 6 -8 classes of secondary school No. 683 (60 people, including 30 boys and 30 girls), students of the Moscow Special School No. 8 for children and adolescents with deviant behavior (12 people, including 9 boys and 3 girls), students of the 6th grade GOU Boarding School No. 33 with in-depth study of physical culture (60 boys, of which 30 are children from socially disadvantaged families, 30 are members of the Burevestnik sports club). The number of subjects at this stage of the study was 170 people. In the study of the general and specific in terms of social and emotional intelligence of younger adolescence, adolescents of the 6th grade of secondary schools in Moscow No. 1997 and No. 1716 took part (47 people: of them 25 boys and 22 girls, the age of the subjects at the time of the study was 12-13 years).

Objectivity and reliability of the main provisions, results and conclusions of the study ensured by the implementation of methodological, logical and scientific principles and compliance with the norms of theoretical and empirical research; the representativeness of the samples selected and equalized by age and socio-demographic characteristics. The work used methods adequate to the goals and objectives of the study, specific methods and methods of statistical data processing.

Testing and implementation of research results. The main provisions and results of the study were discussed at meetings of the Department of Psychology and Pedagogy of the Philological Faculty of the Peoples' Friendship University of Russia and at the following scientific conferences:

Interuniversity psychological readings of students, graduate students and young scientists (Moscow, RUDN, 2004, 2005, 2007, 2009, 2010)

The results of the study were introduced into the educational and methodological programs of courses on developmental psychology and developmental psychology, modern problems of psychotherapy, psychological counseling, read at the International Independent Ecological and Political University and the Peoples' Friendship University of Russia.

The results of the study are used in the work on the method of hippotherapy with elements of game therapy and fairy tale therapy with children and adolescents with developmental disabilities (autism and self-similar behavior, hyperactivity, mental retardation, retardation of psycho-speech development), children from socially disadvantaged families adopted at the Bitsa »With the aim of correcting and developing the intellectual and emotional-volitional sphere of the personality.

The structure and scope of the thesis. The work consists of an introduction, two chapters, a conclusion, a bibliography (148 titles) and 6 appendices. The work is illustrated with figures and tables. The appendices present the materials used in the empirical part of the study, as well as statistical processing data detailing some of the results of the research work. The volume of the thesis is 157 pages.

Emotional intelligence in the structure of the intellectual and emotional-volitional sphere of the personality

Scientists have been interested in the category of intelligence for a long time. There are many approaches to understanding what intelligence is, what is its nature and structure. The scientists who developed the first intelligence tests considered this property broadly. In their opinion, a person with intelligence is one who "judges correctly, understands and reflects" and who, thanks to his "common sense" and "initiative", can "adapt to the circumstances of life."

D. Wechsler, who created the first scale of intelligence for adults - "Wechsler-Bellevue Intelligence Scale", thought in the same vein, and according to Wechsler "intelligence is the global ability to act rationally, think rationally and cope well with life circumstances."

Currently, most psychologists agree with this approach to understanding intelligence, which is seen as the ability of an individual to adapt to the environment.

This definition is quite broad, but it remains surprising that the same scientists in the future, when developing their intelligence tests, actually reduced this concept to the speed of performing certain tasks. The tasks themselves also differed from one author to another. strongly depended on how each researcher represented this personality trait.

Many concepts of the structure of intelligence have been developed, such as the concept of Ch.E. Spearman, JI.JT. Thurstone or J.P. Guildford, however, whatever the approach, all scientists came to the conclusion that intelligence is not something homogeneous and unified.

However, some authors took a different path. For example, Thomson did not dwell on the analysis of factors or abilities that help to solve certain problems. He began to study the problems themselves and the factors that are necessary for their solution. He came to the conclusion that such factors are usually specific, their development is individual, they are strongly influenced by the experience accumulated by a person and the peculiarities of thinking and action, which in turn can be innate acquired. This shows that it is difficult, if not impossible, to measure or compare such diverse and more individual abilities.

At first glance, it seems that the direction that Thomson has set is a dead end. However, the focus on tasks has opened up new opportunities for researchers. Based on the specifics of the tasks, it became possible to divide intelligence into practical and abstract.

With the help of abstract intelligence, we operate with words and concepts, which can be attributed to the level of cognitive abilities. Practical intelligence helps to solve everyday problems and navigate in relationships with various objects, which can be attributed to the level of associative abilities that allow you to use certain knowledge, skills and abilities. According to Jensen, the relationship between the two levels of intelligence is determined by hereditary factors.

In one of his last works, Robert Sternberg, answering the question of what is successful intelligence and what is its definition, writes that "intelligence is defined in terms of a person's ability to achieve success in life from the position of his individual standards, within his socio-cultural context." In the same place, he points out that intelligence is more related to personal goals than to a set of some standardized, artificially created goals for the abstract majority. In other words, he highlights the role of the personality itself in achieving success.

It is obvious that in Everyday life we sense the difference between the two levels of intelligence. It is often possible to meet people who, along with a high indicator of the tested intelligence (standardized "goal"), note significant difficulties in social interaction (not meeting their individual standards). And there are people with a low rate intellectual development who easily connect with other people, are sociable and ultimately achieve a good place in life. The fact is that the tasks that life puts before us, as a rule, have nothing to do with the tasks that we are taught in school. In life, it is difficult to meet a problem with certain unchanging conditions and the only correct answer. In practice, this is impossible. It is all the more difficult to imagine a life situation in which, faced with a problem, we would act completely detached, not emotionally. Academic tasks do not involve emotional reaction during the decision and about the result. But in practice, human emotions make their own changes in the course of solving the problem. Trying to close your eyes to this is an unforgivable mistake.

Approaches of foreign and domestic scientists to understanding the essence, structure and methods of measuring emotional intelligence

There are two main models of emotional intelligence, between which there are significant differences in understanding the essence of emotional intelligence. The ability model is a view of emotional intelligence as the intersection of emotion and cognition. In these models, emotional intelligence is measured by a set of aptitude tests. The mixed model explains the category of emotional intelligence as a combination of mental and personal traits inherent in each specific person. Emotional intelligence within these models is measured by various questionnaires. The paragraph will focus primarily on the approaches of foreign scientists to the problem of emotional intelligence: mixed models of D. Goleman and R. Bar-On, then on the models of abilities of P. Salovey, J. Mayer, etc. In conclusion, we will consider the approaches of domestic scientists to the problem of emotional intelligence.

Daniel Goleman's Approach D. Goleman, like other researchers (Gardner; Sternberg), has proven that IQ tests and the like, such as School Grade Tests (SATs), cannot accurately predict who will achieve great success in life. He hypothesized that about 80% of success, which is not measured by 1Q tests, is due to other properties, one of which is emotional intelligence. By it, he understood "such abilities as self-motivation and resistance to disappointment, control over emotional outbursts and the ability to refuse pleasure, regulation of mood and the ability not to let feelings drown out the ability to think, empathize and hope" 3.

It seems interesting to substantiate the concept from an anatomical and physiological point of view, which was described by the author of T) .Otelman 1994]. In his work, he points out that the neural systems responsible for intelligence and emotions, although separate, are closely interconnected. Referring to the work of Joseph LeDox pXeBoich 1992, 1993, 1994] on the study of the visual analyzer, D. Goleman schematically describes the neural basis of emotional intelligence. Research has shown that the sensory signal from the retina travels first to the thalamus and then, through a single synapse, to the amygdala (amygdala). The second signal from the thalamus goes to the neocortex - the thinking brain. This branching allows the amygdala to start a response earlier than the neocortex, which processes the incoming information in several more areas of the brain until it is fully perceived and realized, and an appropriate response will be developed to it. The same scheme for analyzing information is observed not only when acting on a person's visual analyzer, but also on the auditory, tactile one.

D. Goleman argues in his monograph that this discovery by J. LeDox is truly revolutionary for understanding the emotional life of a person, because it opened the neural pathway of emotions that outstrips and, in fact, ignores the neocortex, i.e. thinking brain. Previously, it was assumed that there is only one path for stimuli: through the thalamus to the neocortex, which takes time to compile signals, then to the limbic brain, and from there the response to the stimulus spreads to the brain and body. The discovery of a short pathway for signals, bypassing the neocortex, affirmed the presence of a primary response to external stimuli and undermined the long-held belief that the emotional response that forms the amygdala is completely dependent on the functioning of the neocortex. The feelings that arise when passing through the amygdala are the most powerful and primitive. The discovered workaround of emotions explained why emotions are so powerful and easily suppress the rational principle in a person.

Although Goleman did not offer a valid, generally accepted test for determining the level of emotional intelligence, he analyzed the work of other authors at that time and developed a whole system of practical applications. His further work is related to the selection of the criteria that companies should be guided by when recruiting personnel, how parents should educate children, and schools should teach them, how a harmonious marriage is created, etc. He pointed to the characteristic features of emotional intelligence, such as empathy and flexibility in relation to oneself, the presence of which determines the difference between emotional intelligence and IQ.

In his opinion, emotional intelligence consists of the following components: personal competence and social competence. By personal competence, he meant understanding oneself, self-regulation and motivation, by social competence - success in establishing relationships and empathy. As signs of emotional intelligence, he singles out: understanding of their emotions and feelings, self-regulation, self-motivation, empathy and management of relationships with others (see Figure 1.1).

Drawing on Goleman's work, Davis, Stankov, and Roberts used his emotional intelligence scale, where test participants rated hypothetical situations. Critics tend to perceive the results of their research as experimental due to the fact that Goleman did not develop his scale as a tool for empirical research.

Program, research methods, sample characteristics

This research can be characterized as theoretical and applied. It brings together a number of studies on the emotional intelligence of adolescents from 2005 to 2009. The research is aimed at an ever deeper and more comprehensive study of the emotional intelligence of adolescents of various social groups. The study focuses both on the study of the possible dynamics of the development of emotional intelligence and its signs in adolescence, and on the sex-role and social characteristics of its development. Interpretation and explanation of the data obtained is focused on solving the problem of the adolescent's success in communication and learning activities. Practical recommendations are aimed at optimizing the psychological support of a schoolchild in adolescence, taking into account his social environment.

Problem situation

The problem of emotional intelligence is reduced to insufficient knowledge of the structure of emotional intelligence in adolescence, as well as the role of social factors in the manifestation of its characteristics. Currently, most of the works are devoted to the study of the emotional intelligence of an already established, mature personality, or a personality of adolescence. However, in adolescence, there are significant changes in the intellectual, emotional and motivational spheres of the personality, which require adequate psychological support, correction and purposeful development. The epistemological side of the problem is seen in a comprehensive study of emotional intelligence and its components. The subject side of the problem is in revealing the essence of the phenomenon, taking into account internal and external factors that affect the characteristics of the development and manifestation of emotional intelligence in adolescence.

Setting the goals and objectives of empirical research

The aim of the study is to study emotional intelligence and its characteristics in adolescence, taking into account external (social environment) and internal factors (age and gender) that affect its development in the course of a longitudinal study (grades 6-8), as well as a number of cross-sectional studies of adolescents of various social groups. ... Research objectives:

1. to measure the emotional intelligence of adolescents by the method of N. Hall and M.A. Manoilova;

2. to measure the social intelligence of adolescents by the method of J. Guilford;

3. to carry out statistical data processing, which includes a number of stages: the study of the development of emotional intelligence and its signs on the basis of a longitudinal study of adolescents of the Moscow secondary school according to the Hall method; the study of the development of emotional intelligence and its signs in boys and girls, as well as the identification of gender-role differences based on a longitudinal study of adolescents of the Moscow secondary school according to the Hall method; factor analysis of data from a longitudinal study of adolescents in the Moscow secondary school using Hall's method; determining the relationship between two forms of intelligence: social and emotional; comparative analysis signs of emotional intelligence and its general importance in adolescents of various social groups;

4. verification of research hypotheses;

Feature modern development the Russian state is a movement towards social guidelines that presuppose the creation of favorable conditions for the humanization of society. Innovations occurring on a national scale determine complex socio-psychological

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INTRODUCTION

Theme thesis- the emotional intelligence of victimized adolescents.

The relevance of research.Currently, the problem of the connection between feelings and reason, emotional and rational, their interaction and mutual influence is becoming more and more interesting. Emotional intelligence is a phenomenon that combines the ability to distinguish and understand emotions, to manage their own emotional states and the emotions of their communication partners. The field of emotional intelligence research is relatively young, just over a decade old. However, today specialists all over the world are dealing with this problem. Among them are R. Bar-On, K. Kennon, L. Morris, E. Orioli, D. Caruso, D. Golman and others.

A feature of the modern development of the Russian state is the movement towards social guidelines, which presuppose the creation of favorable conditions for the humanization of society. The innovations taking place on a national scale cause complex socio-psychological, medico-ecological and other consequences that change the environment of personality development. Since the formation of a personality in ontogenesis is determined by the influence of external and internal factors and conditions, a change in these factors does not always lead to predictable results. The transformation of external conditions entails a variety of Negative consequences in the formation of the personality of a teenager. One of these consequences should be called the manifestation of victim behavior of the personality of adolescents.

Analysis different approaches to understanding victimization (V.P. Konovalov, V.I. Polubensky, D.V. Rivman, V.Ya. Rybalskaya, A.L.Sitkovsky, V.S. Ustinov, L.V. Frank, V.E. Khristenko and others) made it possible to reveal inconsistency in the definition of the main victimological terms and concepts, as well as the mechanisms of manifestation of victim behavior. Moreover, an analysis of the literature on the problem of victimology makes it possible to note the ambiguity of methodological approaches to the study of this phenomenon, the absence of scientifically based programs of prevention and correction, the conditions and factors for the manifestation of victimization.

The analysis of scientific and literary sources showed that the practical activity of psychologists and teachers in the comprehensive study of victim behavior, both theoretically and methodically, is insufficiently provided.

We understand victimhood as a set of human properties caused by a complex of social, psychological and biophysical conditions that contribute to the maladaptive style of the subject's response, leading to damage to his physical or emotional-mental health. Victim behavior - as a deviation from the norms of safe behavior, which is realized in the aggregate of social, mental and moral manifestations (Andronikova O. O.). So, many scientists consider victim behavior as deviant (Andronikova O.O., Antonyan Yu.M., Morozova N.B., Mudrik A.V., Polubinsky V.I., Repetskaya A.L., Rivman D.V. ., Rybalskaya V. Ya., Safiullin N. Kh. And others).

This study was prompted by the need to organize psychological support and school psychological assistance for adolescents who find themselves in intractable conflict situations. Difficulties, conflict situations, aggression on the part of peers and elders, which students sometimes encounter, affect their behavior and emotional state, lead them to a state of victim, while school psychologists do not have a theoretical and methodological basis for preventing adolescent victimization behavior.

Practical significancethe study is that the results of the diagnostics can be used to develop a program for the prevention of vicious behavior in adolescents.

Purpose of the study- to study the features of the emotional intelligence of victimized adolescents.

Object of study- adolescents with victim behavior.

Subject of study- features of the emotional intelligence of victimized adolescents.

Research hypothesis:It is assumed that such types of emotional intelligence as low personal and communicative emotional intelligence, as well as a low level of empathy, prevail in victimized adolescents.

Research objectives:

1. To study the theoretical foundations of the emotional intelligence of the victim personality in psychological science.

2. Conduct an empirical study of the emotional intelligence of victimized adolescents.

3. Formulate conclusions about the structure of emotional intelligence of victimized adolescents.

CHAPTER 1. PROBLEM OF EMOTIONAL INTELLIGENCE OF VICTIM PERSONALITY IN PSYCHOLOGICAL SCIENCE

1.1. The concept of emotional intelligence in psychology. Emotional Intelligence Models

Research on emotional intelligence appeared in scientific articles in the early 1990s. This concept has gained well-deserved popularity and attracts many researchers. The reasons for this popularity are associated both with attempts to assess a more holistically adaptive abilities of an individual through his ability to emotionally interact with others, and with the ability to predict the success of behavior in various types of social activity.

Initially, the concept of "emotional intelligence" was associated with social intelligence. It appeared precisely in the context of the development of the problem of social intelligence by such researchers as J. Guilford, H. Gardner and G. Eysenck. However, on the present stage research on emotional intelligence is a completely independent area. One can agree with the opinion of D.V. Ushakov that emotional intelligence, although closely related to social intelligence, has its own specifics. Therefore, these two constructs can be represented as overlapping areas. The publication in 1995 of D. Goleman's book "Emotional Intelligence" brought popularity to the view of emotions as a field of intelligence.

For the first time the term "emotional intelligence" was introduced into psychology by D. Mayer and P. Salovey. They defined emotional intelligence as the ability to perceive and express emotions, assimilate emotions and thoughts, understand and explain emotions, and regulate one's own emotions and the emotions of others. In 1990, they developed one of the first and best-known models of this construct. At the same time, they began to develop a methodology for the study of emotional intelligence.

Work on the study of emotional intelligence precisely within the framework of the theory of Mayer, Salovey and Caruso is now actively continuing at Yale University under the leadership of Peter Salovey.

Richard Roberts, Gerald Matthews, Moshe Seidner and Dmitry Lyusin, in their detailed review of research on emotional intelligence, highlight two main models of this construct, on the basis of which methods for its study are proposed.

Mixed models of emotional intelligence interpret it as a complex mental formation that has both cognitive and personal nature. These models incorporate cognitive, personality, and motivational traits, making them closely related to adaptation to real life. All models in this approach differ only in the set of included personality characteristics. Emotional intelligence is directly measured using self-reported questionnaires, as in conventional personality questionnaires.

As R. Roberts, J. Matthews, M. Seidner, and D. Lusin note, each of these two approaches to understanding emotional intelligence has its own strengths and weak sides, which are most pronounced in the proposed research methods... So, for example, when evaluating techniques based on mixed models, the question arises about a person's ability to adequately assess their emotions and control them. Significant and high values ​​of correlations of scales of methods for emotional intelligence with scales of personality questionnaires indicate that these methods measure various aspects of emotional intelligence. It is even more likely that these techniques are merely measuring an individual's contribution to emotional adaptation. Does emotional intelligence have to do with intelligence as a general cognitive ability? This issue was discussed in the works of Meyer and Salovey, in the works of H. Gardner and in relation to social intelligence - in the work of D. Ushakov. A detailed discussion of this issue would require a separate work, therefore, we will briefly formulate the existing points of view.

Mayer and Salovey believe that emotional intelligence is closely related to cognitive intelligence, since they postulate the unity of affect and intelligence, which corresponds to the domestic traditions of the L.S. Vygotsky and S.L. Rubinstein. A similar solution is proposed by Ushakov, believing that "social intelligence becomes on a par with other types of intelligence, forming together with them the ability for a higher type of cognitive activity - generalized and mediated."

Gardner assumes a plurality of intelligences. However, here it is appropriate to recall the existing ideas about the relationship between creativity and intelligence, more precisely, psychometric intelligence, which measures only those cognitive abilities that are embedded in the test model. As you know, the ratio of intelligence and creativity is of a threshold nature. Up to a certain value (average values), creativity is closely related to the indicators of intelligence, in the future it does not depend on the growth of intellectual abilities (with very high indicators of intelligence, creativity can remain at very average values).

We see the same attitude when studying the mental model - the ability to understand mental states your own and the other. The average level of intelligence is necessary, but not sufficient for the development of this ability, which is especially clearly manifested in the study of autists with average and above average indicators of intelligence.

In 1990, P. Salovey and J. Mayer proposed their model of emotional intelligence, publishing an article on this topic. They proposed a formal definition of emotional intelligence as a set of skills related to accurately assessing one's own and others 'emotions, as well as expressing one's emotions, using emotions, and effectively regulating one's own and others' emotions. Accordingly, it has been suggested that emotional intelligence consists of the following three categories of adaptive abilities:

• evaluating and expressing emotions;
• regulation of emotions;
• using emotions in thinking and acting.

Figure 1 shows the first diagram of the theoretical model of emotional intelligence by P. Salovey and J. Mayer.

Rice. 1. - Conceptualizing emotional intelligence.

The first category consists of the components of evaluating and expressing one's own emotions and evaluating the emotions of others. The components of assessing and expressing one's emotions, in turn, are divided into verbal and non-verbal subcomponents, and the assessment of other people's emotions is divided into subcomponents of non-verbal perception and empathy. The second category of emotional intelligence, emotion regulation, has subcomponents of regulating one's own emotions and regulating the emotions of others. The third category, the use of emotions in thinking and acting, includes the subcomponents of agile planning, creative thinking, attention management, and motivation. While social and cognitive components are involved in this model, they are associated with the expression, regulation and use of emotions.

By 1997, John Mayer and Peter Salaway had refined and expanded their model of emotional intelligence.

The revised model places a new emphasis on the cognitive component of emotional intelligence associated with the processing of information about emotions. Also in this model, a component related to personal and emotional growth has appeared. In light of these changes, the concept of emotional intelligence has received a new definition - as the ability to process information contained in emotions: to determine the meaning of emotions, their connection with each other, to use emotional information as a basis for thinking and decision-making.

Further analysis of the abilities associated with the processing of emotional information allowed J. Mayer and P. Salovey to identify four components of emotional intelligence, which were called "branches". These components are lined up in a hierarchy, the levels of which, according to the authors' assumptions, consistently develop in ontogenesis (Fig. 2):

• perception, evaluation and expression of emotions, or identification of emotions;
• using emotions to improve the efficiency of thinking and action;
• understanding and analyzing emotions;
• conscious management of emotions for personal growth and better interpersonal relationships.

Rice. 2. - Diagram of the components of emotional intelligence (according to P. Salovey and J. Mayer).

Thus, the development of ideas about "emotional intelligence" can be described as follows. The model of P. Salovey and J. Mayer, which arose first, included only cognitive abilities associated with the processing of emotional information.

Then there was a shift in the interpretation of the concept in the direction of strengthening the role of personal characteristics. An extreme expression of this tendency can be considered the model of R. Bar-On, who generally refuses to attribute emotional intelligence to cognitive abilities. The validity of this approach is questionable, since the concept of "emotional intelligence" becomes completely metaphorical. In psychology, “intelligence” is always understood (no matter what kind of it we are talking about, and no matter what theoretical positions this or that author adheres to) some cognitive characteristic associated with information processing. If "emotional intelligence" is interpreted as an exclusively personal characteristic, then the very use of the term "intelligence" becomes unjustified.

The variety of emotional intelligence models that have emerged in the last decade has necessitated their classification. Two attempts of this kind are most noteworthy.

J. Mayer, D. Caruso and P. Salovey proposed to distinguish between ability models and mixed models. The first type includes their own model that treats emotional intelligence as a cognitive ability, and the second type includes models that treat emotional intelligence as a combination of cognitive abilities and personality characteristics.

K.V. Petrides and E. Furnham made a slightly different distinction, which they consider broader: emotional intelligence as an ability (they call it ability EI or information processing EI) and emotional intelligence as a trait (trait EI). They argue that the nature of the model is determined not so much by theory as by the methods used to measure the construct. Considering emotional intelligence as a trait, we should associate it with the assessment of the stability of behavior in various situations, therefore, questionnaires should be used to measure it. If we study emotional intelligence from the point of view of ability, then this approach belongs to the traditional psychology of intelligence and for its measurement, tasks similar to the tasks of intellectual tests are most adequate; in these cases, the projective tasks of D.V. Lyusin, 2000).

Next, let us dwell on the domestic model of emotional intelligence proposed by D.V. Lyusin. This author defines "emotional intelligence" as a set of abilities for understanding one's own and other people's emotions and controlling them D.V. Lyusin, 2004).

The ability to understand emotions means that a person:

• can recognize emotion, that is, establish the very fact of the presence of an emotional experience in oneself or another person;
• can identify an emotion, that is, establish what kind of emotion he or another person is experiencing, and find a verbal expression for it;
• understands the reasons that caused this emotion, and the consequences to which it will lead.

The ability to manage emotions means that a person:

Both the ability to understand and the ability to manage emotions can be directed both to one's own emotions and to the emotions of others. Thus, we can talk about intrapersonal and interpersonal emotional intelligence. These two options presuppose the actualization of different cognitive processes and skills; however, D.V. Lyusin, 2004).

According to D.V. Lyusin, the ability to understand emotions and manage them is very closely related to the general orientation of the individual to the emotional sphere, that is, with interest in inner peace people (including their own), a tendency to psychological analysis behavior, with values ​​attributed to emotional experiences. Therefore, "emotional intelligence" can be represented as a construct that has a dual nature and is associated, on the one hand, with cognitive abilities, and on the other, with personal characteristics. Consequently, "emotional intelligence" is a mental property that is formed in the course of a person's life under the influence of a number of factors that determine its level and specific individual characteristics (V.N. Kunitsyna, N.V. Kazarinova, V.M. Pogolsha, 2001) ...

Three groups of such factors can be pointed out: cognitive abilities (the speed and accuracy of processing emotional information); ideas about emotions (as values, as an important source of information); features of emotionality (emotional stability, emotional sensitivity, etc.).

The model proposed by D.V. Lyusin, fundamentally differs from mixed models in that the construct does not introduce personal characteristics, which are correlates of the ability to understand and control emotions. It is allowed to introduce only such personal characteristics that more or less directly affect the level and individual characteristics of emotional intelligence. It is also not possible to identify this model with the treatment of emotional intelligence as a trait. To measure the proposed construct, tasks typical for intellectual tests and questionnaires can be used. For measuring intrapersonal emotional intelligence, questionnaires are more suitable, since it is doubtful that a person's internal reflexive experience can be assessed using tasks that have correct and incorrect answers. When measuring interpersonal emotional intelligence, the use of tasks is more appropriate, although this raises complex methodological questions related to the determination of correct and incorrect answers (D.V. Lyusin, 2004).

Further development the concept of emotional intelligence should contribute to the understanding and detailed consideration of such scientific and practical problems as prevention, correction and rehabilitation deviant behavior, burnout, development of creative abilities, socialization of the individual, increasing stress resistance and the standard of living of the individual as a whole.

1.2. Theories of emotional intelligence in foreign and domestic psychology

In psychology since the beginning of the twentieth century. a search was conducted for abilities that, in contrast to the traditionally distinguished general intelligence, are associated with the socio-emotional sphere of the psyche. Leading experts in the field of the psychology of intelligence, including social intelligence (Thorndike E, Spearman C., Wexler D., Guildford J., Eysenck G.) and others argued that people differ in their ability to understand and control other people. those. act in a reasonable way in human relationships.

In Russian psychology, the idea of ​​the unity of affect and intellect was reflected in the works of L.S. Vygotsky, S.L. Rubinstein, A.N. Leontyev.

Vygotsky L.S. came to the conclusion about the existence of a dynamic semantic system, which is a unity of affective and intellectual processes: “As you know, the separation of the intellectual side of our consciousness from its affective, volitional side is one of the basic and fundamental vices of all traditional psychology. At the same time, thinking inevitably turns into an autonomous flow of self-thinking thoughts, it breaks away from the fullness of living life ... ". The unity of affect and intellect, according to Vygotsky, is revealed, firstly, in the interconnection and mutual influence of these aspects of the psyche at all stages of development, and secondly, in the fact that this connection is dynamic, and each stage in the development of thinking has its own level in development of affect.

Rubinshtein S.L., developing the ideas of Vygotsky L.S., noted that thinking in itself is a unity of the emotional and the rational. However, the ones outlined by L.S. Vygotsky's approaches to understanding the unity of affect and intellect in the process of human development at one time did not receive proper development.

Gardner H. came especially close to the concept of emotional intelligence, who, within the framework of personal intelligence, distinguished between intrapersonal and interpersonal intelligence. The abilities included in these concepts are directly related to emotional intelligence. So, intrapersonal intelligence is interpreted by him as "access to one's own emotional life, to one's affects and emotions: the ability to instantly distinguish feelings, name them, translate them into symbolic codes and use them as a means for understanding and controlling one's own behavior."

In 1988, Ruven Bar-On ( Reuven Bar-On) introduced the concept of emotional and social intelligence and suggested that it consists of many, both deeply personal and interpersonal abilities, skills and abilities that, when combined, determine human behavior. Bar-On first introduced the designation EQ - emotional quotinent, the coefficient of emotionality, by analogy with IQ - the coefficient of intelligence. In turn, Carolyn Saarney in 1990 reviewed the concept of emotional competence and included eight interrelated emotional and social skills.

In the scientific and popular literature, more and more works devoted to abilities in the social and emotional field began to appear, so many new facts were obtained and so many new theoretical developments were carried out that, as Carroll Izard noted, it was rightfully possible to talk about a revolution in this area.

In addition, not only psychologists, but also specialists in other sciences - evolutionary biologists, psychiatrists, programmers, etc., were engaged in the problem of identifying and understanding emotions, who revealed many human abilities in this area of ​​research. In order to avoid discrepancies in the study of the problem of identification and understanding of emotions by a person, American psychologists Salaway P. and Meyer J. in 1990 proposed that these abilities constitute a unitary concept - "emotional intelligence". The authors themselves consider emotional intelligence as a substructure of social intelligence, which includes the ability to track one's own and others' feelings and emotions, distinguish between them and use this information to guide thinking and actions. The same scientists developed the first and most famous model of emotional intelligence in scientific psychology. It is a complex construct made up of three types of abilities:

1) identification and expression of emotions,

2) regulation of emotions,

3) the use of emotional information in thinking and activity (Fig. 3).

Rice. 3. - The structure of emotional intelligence according to P. Salovey and J. Meyer (1990).

After several years of a more detailed study of this problem, P. Salovey and J. Meyer, finalized and refined the proposed model, which is reflected in a number of their publications, in some cases in co-authorship with Caruso D. The second version of the model is based on the idea that emotions contain information about a person's connections with other people or objects, while emotions inform a person about the nature of these connections. Connections can be both actual and remembered or imagined. Changing connections with other people and objects leads to a change in experienced emotions.

In the context of this rationale, emotional intelligence is interpreted as the ability to process information contained in emotions: to determine the meaning of emotions, their connection with each other, to use emotional information as a basis for thinking and decision-making. J. Meyer and P. Salovey identified four components - “four branches of the model of emotional intelligence”, each of which, in turn, describes “four areas of abilities or skills”, and all together - “many areas of emotional intelligence” (Fig. 4 ).

These components are arranged in a hierarchy (in the diagram - from bottom to top and from left to right), the levels of which, according to the authors' assumption, are mastered sequentially in ontogenesis. Each component concerns both a person's own emotions and the emotions of others.

According to the 1997 improved model, emotional intelligence includes the following mental abilities:

1) the ability to accurately perceive, evaluate and express emotions;

2) the ability to access and evoke feelings to increase the efficiency of thinking;

3) the ability to understand emotions, emotional cognition;

4) the ability to consciously regulate emotions, control emotions, increase the level of emotional and intellectual development.

The four branches of the diagram range from basic (bottom) to more psychologically integrated processes. The lowest level branch represents relatively simple emotions perception and expression, while the highest level branch represents the conscious regulation of emotions. Each branch has four blocks with typical examples of abilities. Abilities that appear relatively early in the course of personality development are on the left side of the branches, and abilities that develop later are on the right.

Rice. 4. - The structure of emotional intelligence according to J. Meyer and P. Salovey (1997).

Since early skills are developmentally related (left) usually do not integrate well with each other, they illustrate the differences among the branches most clearly. Abilities that develop at a later time (right) appear in the more integrated adult personality and are therefore less distinct. Each ability relates to emotions in relation to oneself and others, unless otherwise noted. People with higher emotional intelligence are expected to progress through these stages more quickly and to exhibit large quantity specified abilities.

1. Perception, evaluation and expression of emotions. The lowest branch of the diagram in Fig. 2 concerns the infallibility with which people can distinguish emotions, identify emotional content. This is the initial, main component related to non-verbal perception and expression of emotion. Facial expressions that represent happiness, sadness, anger, and fear are universal for recognizing these emotions in all people. Infants and young children learn to identify their own and others' emotional states and distinguish them from each other. Initially, the infant recognizes and responds to the parent's emotional expressions. With age, the child more accurately identifies his own muscular and physical sensations and the environment (branch 1, block 1). A mature person can carefully control his inner feelings. The ability to accurately perceive emotions displayed on the face or voice of another person provides a crucial starting point for a deeper understanding of emotions.

2. Using emotions to improve the efficiency of thinking. This component is as fundamental as the first. It reflects the ability of emotions to orient the cognitive system and facilitate thinking. Includes the ability to use emotions to direct attention to important events, evoke emotions that facilitate problem solving. For example, a positive attitude is involved in the realization of creative thought, and mood swings can be used as a means of analyzing different points of view on a problem.

3. Understanding emotions. Emotions convey information: happiness usually indicates a desire to unite with other people; anger indicates a desire to attack or harm others; fear indicates the desire to run away, etc. Each emotion conveys its own pattern of possible messages and actions associated with those messages. Anger, for example, can be associated with certain sets of possible actions: keeping the peace, attacking, retaliating and seeking revenge, etc. Understanding emotional messages and the actions associated with them is one important aspect of this area of ​​the skill. Once a person can identify such messages and potential actions, the ability to reason about emotional messages and actions becomes important as well. In other words, a complete understanding of emotions brings about an understanding of the meaning of emotions, coupled with the ability to reason about those meanings. This is important point in relation to this group of emotional and intellectual skills.

4. Managing emotions.Emotions can often be controlled. A person must understand that emotions convey information. Within certain limits, when emotions are under control, a person can be open to a wide variety of emotional signals - until the strongest, overwhelming others appear. Within a person's emotional comfort zone, it becomes possible to regulate and manage their own emotions and those of others in order to move towards achieving their own personal goals and the social goals of others.

Thus, the ability to recognize and express emotions (the first, lower "branch") is a necessary basis for generating emotions in order to solve specific problems (the second "branch"). These two abilities are procedural. They are the basis for the declarative ability to understand the events preceding emotions and following them (the third "branch"). All of the above abilities are necessary for the internal regulation of one's own emotional states and for successful influences on the external environment, leading to the regulation of one's own and others' emotions (the fourth "branch").

In the 1990s, other models emerged that presented a slightly different view of emotional intelligence. The most famous models are Goleman D. and Bar-Ona R.

In 1995, Daniel Goleman modified and popularized the first model of emotional intelligence by Meyer J. and Salovey. P. To the components highlighted by them (identification and expression of emotions, regulation of emotions, use of emotional information in thinking and activity) Goleman added a few more - enthusiasm, perseverance and social skills. Thus, he combined the cognitive abilities that were included in the Salovey and Mayer model with personal characteristics. Thanks to the popularity of Goleman's book Emotional Intelligence, first published in 1995, his model has become more popular not only among psychologists, but also in wider circles. In the future, D. Goleman finalized the structure of emotional intelligence. At present, it includes four, shown in Fig. 5, the components of emotional intelligence - self-awareness; self-control; social sensitivity; relationship management - and 18 related skills.

Personal skills:these abilities determine how we manage ourselves.

Self-awareness:

• Emotional self-awareness: analysis of our own emotions and awareness of the impact on us; using intuition when making decisions.
• Accurate self-esteem: understanding your own strengths and your limits.
• Self-confidence: self-esteem and an adequate assessment of one's giftedness.

Rice. 5. - The structure of emotional intelligence according to D. Goleman (2002).

Self-control:

• Curbing Emotions: The ability to control destructive emotions and impulses.
• Openness: being honest and straightforward; reliability.
• Adaptability: flexible adaptation to changing situations and overcoming obstacles.
• Will to Win: A persistent drive to improve performance in order to meet internal quality standards.
• Initiative: willingness to take action and not miss opportunities.
• Optimism: the ability to look at things positively.
• Social Skills: These abilities determine how we manage our relationships with people.
• Social responsiveness:
• Empathy: the ability to listen to the feelings of other people, understanding their position and actively manifesting a sympathetic attitude towards their problems.
• Business awareness: understanding current events, hierarchy of responsibilities and policies at the organizational level.
• Discretionary: The ability to recognize and meet the needs of employees, customers, or customers.

Relationship Management:

• Inspiration: The ability to lead by painting a breathtaking picture of the future.
• Influence: Mastering a range of persuasion tactics.
• Self-improvement assistance: Encouraging the development of the abilities of others through feedback and guidance.
• Fostering change: the ability to initiate change, improve management practices, and lead workers in a new direction.
• Conflict Resolution: Resolving Disagreements.
• Strengthening personal relationships: cultivating and maintaining social bonds.
• Teamwork and Collaboration: Interacting with other employees and building a team.

The undoubted merit of D. Goleman is to stimulate people to develop personal qualities that contribute to the achievement of success in certain areas of activity. Nevertheless, it is obvious that among the structural components of emotional intelligence, distinguished by Goleman, one can find not only emotional abilities, but also volitional qualities, characteristics of self-awareness, social skills and abilities.

The Reven Bar-On model provides a very broad interpretation of the concept of emotional intelligence. He defines it as all non-cognitive abilities, knowledge and competence that enable a person to successfully cope with various life situations. Bar-On identified five areas of competence that can be identified with the five components of emotional intelligence: self-awareness, interpersonal skills, adaptability, stress management, prevailing mood. Each of these components consists of several subcomponents (Table 3, left column). On their basis, Bar-On developed a questionnaire for measuring emotional intelligence called EQ-i (Emotional Quotient Inventory). EQ-i indicators and their interpretation are presented in table. 1. .

Table 1 - Indicators of emotional intelligence and their interpretation according to Bar-On

In 2004, the Russian psychologist Lyusin D.V. proposed a fundamentally new model of emotional intelligence. The author defines emotional intelligence as the ability to understand one's own and others' emotions and to manage them. Under the ability to understand and manage emotions Lyusin D.V. understands the following.

The ability to understand emotions means that a person

• can recognize emotion, i.e. establish the very fact of having an emotional experience in oneself or another person;
• can identify an emotion, i.e. establish what kind of emotion he or another person is experiencing, and find a verbal expression for it;
• understands the reasons that caused this emotion, and the consequences to which it will lead.

The ability to manage emotions means that a person

• can control the intensity of emotions, especially to muffle overly strong emotions;
• can control the external expression of emotions;
• can, if necessary, voluntarily cause this or that emotion.

Both the ability to understand and the ability to manage emotions can be directed both to one's own emotions and to the emotions of other people, that is, we can talk about both intrapersonal and interpersonal emotional intelligence. These two options involve the actualization of different cognitive processes and skills, but they must be linked to each other.

Lyusin D.V. considers it incorrect to interpret emotional intelligence as a purely cognitive ability and assumes that the ability to understand emotions and manage them is closely related to the general orientation of the individual to the emotional sphere, i.e. with an interest in the inner world of people (including their own), a tendency to psychological analysis of behavior, with values ​​attributed to emotional experiences. Therefore, as the author notes, emotional intelligence can be represented as a construct that has a dual nature and is associated, on the one hand, with cognitive abilities, and, on the other hand, with personal characteristics. Emotional intelligence, according to D.V. Lyusin, is a psychological formation that is formed in the course of a person's life under the influence of a number of factors that determine its level and specific individual characteristics. The author points to three groups of such factors (see Fig. 6).

The fundamental differences between the models of emotional intelligence described by us are as follows. The Salovey and Mayer model, which emerged first, includes only cognitive abilities associated with the processing of emotional information. Therefore, it was defined by the authors as a model of ability. Then there was a shift in the interpretation of the concept in the direction of strengthening the role of personal characteristics.

So, Goleman D., combined the cognitive abilities that were included in the model of Salovey and Mayer, with personal characteristics. For this reason, J. Meyer and P. Salovey consider Goleman's model of emotional intelligence to be unsuccessful, “since it includes individual psychological qualities that are conceptually and empirically independent of each other (for example, they do not correlate).

Rice. 6. - Factors affecting emotional intelligence (according to DV Lyusin, 2004).

Models of this kind were called mixed models by J. Meyer and P. Salovey, because “in the concept of emotional intelligence they mix many features that are not related to either emotion, or intellect, or emotional intelligence,” “they mix the central idea of ​​emotional intelligence with many others. personality traits (therefore, alternatively they can be considered broad personality trait models). Currently, mixed models of emotional intelligence in psychology are understood as models that interpret emotional intelligence as a combination of cognitive abilities and personal characteristics. An extreme expression of this combination can be considered the Bar-On model, which does not attribute cognitive abilities to emotional intelligence at all.

Model Lyusina D.V. does not apply to either of the above two types of classifications. It differs fundamentally from mixed models in that the construct does not introduce personality characteristics that are correlates of the ability to understand and control emotions. It is allowed to introduce only such personal characteristics that more or less directly affect the level and individual characteristics of emotional intelligence.

The analysis of the theoretical views of the above authors makes it possible to define emotional intelligence as a set of emotional and cognitive abilities for the socio-psychological adaptation of a person. Everything structural components emotional intelligence are interconnected, and their close interdependence promotes effective interpersonal interaction. People with a high level of development of emotional intelligence have pronounced abilities to understand their own emotions and the emotions of other people, they can control their emotional sphere, which determines their higher adaptability and efficiency in communication, they more easily achieve their goals in interaction with others.

1.3. Victimism as a predisposition to produce victim behavior

Extremist-terrorist relations can be activated if there is a victim subsystem. The main element of this system is the victim. Victimism is understood as a set of human properties determined by a complex of social, psychological and biophysical conditions that contribute to the maladaptive style of the subject's response, leading to damage to his physical or emotional and mental health. Victim behavior, as a deviation from the norms of safe behavior, is realized in the aggregate of social, mental and moral manifestations.

A victim-type personality is usually called a victim personality. Its behavior is closely related to the object that initiates it. The phenomena associated with the behavior of the victim will hereinafter be called victimization.

In the scientific literature, there is the concept of “victimogenic potential”, which includes the state of individual and group victimization at a specific historical moment, the process of victimization, victimological stimulation, and the functional mechanism of the “victim-criminal” relationship.

Any individual is potentially victimized, because being in a certain life situation can become a victim of a crime, that is, it does not acquire victimization, but simply cannot be victimized. At the same time, the possibility of realizing these qualities largely depends on the presence of a specific situation. Thus, the personality traits that make up the victim potential are relative and are objectified only as elements of the “person - environment” system in the context of an adaptive response. The following conditions are highlighted that made the person vulnerable and put him in the position of the victim:

Socio-demographic characteristics, including gender, age, nationality, location of the incident (gender and age are of particular importance);

Specificity of behavior before an emergency;

Features of the perception of the situation in which the incident occurred;

The relationship between the object (subject) and the victim.

Based on the analysis of victimological studies, it was determined that in the personality structure of the victim as a type of personality there are elements of a multilevel order that are activated under the influence of risk factors and are psychological prerequisites for the transformation of this person into a victim.

The subjective predisposition to become a victim can be understood as:

Psychological (individual-psychological and socio-psychological) "defects" of the personality, leading to its victimogenic deformation;

Biophysiological properties of a person, mainly due to age;

Psychopathological features, which speaks of partial social maladjustment, and as a result - the development of a highly vulnerable personality.

Both in relation to the object initiating victimization and in relation to the victim, the study of the causal chain goes far beyond the confines of a particular situation. This presupposes an assessment of the sum of the circumstances that influenced not only the formation of sacrificial (victim) behavior, but also, in general, the formation of a vulnerable personality with a deformed personality profile.

One of the main factors influencing the formation of the victim's behavior is the peculiarity of the socialization of the individual, including the type of upbringing. The conversation can be either about a tough, directive type of family upbringing (hyperprotection, increased moral responsibility, abuse), or about the opposite, in which the child is left to himself (hypoprotection). The significance of the factor of the father's influence on the victimization of the adolescent, little studied in previous studies, was confirmed.

Thus, bearing in mind that the family remains the most important institution of early childhood socialization, we can assume the possibility of a connection between a certain style of interaction between children and parents and the formation of a psychological profile of a vulnerable, that is, a victimized personality. Each of these factors can make a person vulnerable, and his behavior - victimized.

The behavior of the victim type is manifested in an extraordinary (exvisit) situation. Because of this, depending on the nature of the emergency, we can talk about man-made, social and other factors of victimization. Probably, an inadequate attitude to danger and attitude to risk should also be attributed to victimization.

If we talk about the typology of victimization, then it is determined by the type of emergency situation in which victimization manifests itself. In addition, one can distinguish between situational victimization and personal victimization, if we talk about it as a state or as a personal radical.

Victimism can be classified according to the degree of awareness. Finally, victimization can be active or passive in relation to hazard and risk. Victimism always presupposes subject-object or subject-subject relationships.

As a nonspecific factor in the emergence of victim behavior, adolescence is distinguished, the psychological content of which determines the actualization of victim behavior.

Specific factors for the emergence of victim behavior include: the individual experience of experiencing or observing the fact of violence, a previously formed complex of psychological qualities (emotional instability, anxiety, inadequate self-esteem), lack of a sense of social support, and certain strategies for family education of the father and mother.

Analysis of the evolution of human society shows that the state of society is a direct consequence of the processes taking place in it. After all, it is social, economic, political changes that are a powerful factor in social development. Modern society forced to develop in conditions of social instability. One of the consequences of this is the spread of social deviation from social norms, increased victimization.

Certain personal qualities (natural, genetically determined and acquired, having a social origin), certain behavior, social or official position (factors of a situational nature) determine the possibility of causing physical, moral or material harm to their carriers. The entire set of these personality-situational factors and properties is a total, integrating quality (characteristic) of the personality — its individual victimization. It seems indisputable that certain behavior, social role, status create a "predisposition" to the fact that a person, under appropriate circumstances, can become a victim.

In logic social psychology Victimism is quite rigidly correlated with inadequately low self-esteem, with the inability, and sometimes unwillingness to defend one's own position and take responsibility for making decisions in problem situations, with an excessive readiness to accept the position of another as undoubtedly correct, with an inadequate and sometimes pathological urge to obey , with unjustified feelings of guilt, etc.

One of the most famous and striking examples of the manifestation of personal victimization is the so-called "Stockholm syndrome", which is expressed in the fact that at a certain stage the victims emotionally begin to go over to the side of those who made them suffer, begin to sympathize with them, act on their side , sometimes even against their saviors (for example, in a situation of taking hostages and attempts to free them). Personal victimization is quite often actualized in the form of openly provocative - victimized - behavior of potential victims, while often in no way aware of the fact that their behavioral activity, in fact, practically directly pushes the partner or interaction partners to violence.

An increased degree of vulnerability due to the personal component of victimization arises from the presence of corresponding victim predispositions, i.e. psychological, biophysical, social qualities that increase the degree of vulnerability of the individual and are manifested more actively. For example, gender and age are significantly manifested not only as conditions, but also as factors of increased victimization due to the peculiarities of the psychological plan of potential and real victims. Thus, the share of men among victims of criminal attacks is 62-70%, women - 30%.

In general, the main components of victimization to be analyzed are:

• situational (social-role), describing victimization from the point of view of the relationship between the victimogenic situation and the personal qualities of a potential victim, as well as typical reactions of people in a specific setting;
• intellectually-strong-willed, revealing the characteristics of conscious, purposeful and purposeful victimization;
• axiological, describing the value-orientational, need-based characteristics of victimization;
• activity-practical, reflecting typical forms of behavioral activity of typical victims, the form, nature and patterns of relationships between victims and offenders;
• emotional and attitudinal, including psychological factors consistent with victimization;
• physico-biological, describing the main natural determinants of victimization.

The consequence of individual victimization is mass victimization, including potential and realized:

• general victimization (victimization of all victims);
• group victimization (victimization of certain groups of the population, categories of people similar in terms of victimization parameters).

Mass victimization consists of:

1.the totality of the potentials of vulnerability that really exists in the population as a whole and its individual groups (communities);

2.active, behavioral component, the implementation of which is associated with acts of behavior that is dangerous for acting individuals (positive, negative, pushing towards a crime or creating conducive conditions), expressed in the aggregate of such acts;

3.the totality of acts of harm, the consequences of crimes, i.e., effective victimization, victimization.

Thus, victimization (both at the individual and at the group level) is a complex social phenomenon. What are the theoretical foundations of its existence? We find the answer to this question in the domestic theories of the social behavior of the individual. Namely, in the dispositional theory of V.A. Poison. As a backbone feature or attitude in the system of internal regulation of human social behavior, Yadov singled out dispositional and attitudinal phenomena.

Taking as a basis Uznadze's position that an attitude is an integral-personal state of readiness, a mood for behavior in a given situation to meet a certain need, Yadov analyzed all the components of this system. In the Uznadze triad, the situation — need — attitude Yadov replaced the concept of attitude with the concept of disposition. All 3 components of this system are hierarchical formations.

Dispositions, according to Yadov, represent various states of a person's predisposition or readiness to perceive the conditions of activity (situations), his behavioral readiness, directing his activity.

The characterization of the hierarchical system of disposition is central to Yadov's concept. He identified 4 levels of this hierarchy. These levels are distinguished by a different composition of the conditions of activity, needs and attitudes and a different ratio of these elements in them. So, at the first, lower level of the situation (conditions of activity) - the simplest needs - elementary, vital (vital needs). Under these conditions, a system of fixed attitudes is formed (according to Uznadze). At this level, there is still no situation or needs. Behavioral readiness for action is fixed by previous experience.

At the second level of the dispositional system, social attitudes arise. They include 3 components: emotional, or evaluative, cognitive, or rational, behavioral. The needs of this level are social. This is primarily the need to include a person in contact groups. Behavioral situations are social. Social attitudes are formed on the basis of an assessment of individual social objects and individual social situations.

The third dispositional level is the general orientation of the individual towards a particular sphere of social activity. According to Yadov, basic social attitudes emerge. Social needs are becoming more complex. For example, there is a need to familiarize a person with a certain sphere of activity and turn it into the main, dominant (sphere professional activity, leisure, family). Social attitudes contain, as at the second level, three components - emotional, cognitive and behavioral. But all these components are more complex than at the previous level.

The highest, fourth level of the dispositional hierarchy is formed by value orientations towards the goals of life and the means to achieve these goals. This level is characterized by higher social needs. The main one is the need for inclusion in the social environment in the broad sense of the word. The conditions of activity (situations) expand to general social. Social attitudes are aimed at the implementation of certain social supra-individual goals. The cognitive, emotional and behavioral components of dispositions are pronounced.

Behavior as the third element of the dispositional system has a number of levels of development. Highlighted:

1. The specific reaction of the subject to the actual objective situation, the reaction to specific and rapidly replacing each other influences of the external environment. These are behavioral acts.

2. An act or habitual action, which, as it were, is composed of a number of behavioral acts. "An act is an elementary socially significant" unit "of behavior, and its purpose is to establish a correspondence between the simplest social situation and the social need (or needs) of the subject."

3. A purposeful sequence of actions forms behavior in a particular field of activity, where a person pursues significantly more distant goals, the achievement of which is ensured by a system of actions.

4. Integrity of behavior in various spheres is actually activity in its entirety.

As a result, the dispositional system of a person functions as a holistic formation, in which different elements of this system (cognitive, emotional and behavioral) and its different levels from fixed attitudes to value orientations are presented. It regulates the purposeful holistic behavior of the individual.

This allows us to explain how there is a deviation in human behavior at the level of assimilation of social norms. Internalization, the appropriation of social norms as a regulatory system of behavior is determined by the status of the individual in a given society, the individual's ability to achieve goals, including prestigious goals, to satisfy their urgent and prestigious needs in socially adapted ways.

And if a society creates an opportunity for effective life on a legitimate basis, this society has the features of normal health. If society does not create conditions for the law-abiding achievement of its goals, its aspirations, does not provide an opportunity for personal self-realization on a social basis, the phenomenon of anomie, known to everyone since the time of Emile Durkheim, arises, i.e. the exit of the personality from under social control. The personality starts "autonomous voyage", it begins to look for its own ways of self-realization and achievement of its goals, satisfaction of its urgent needs and is faced with the dilemma of fulfilling or not fulfilling the law. If the fulfillment of the law is associated with the deprivation of needs, then the personality crosses the line of the law, because, as a rule, it is not the law that determines behavior, but the behavior of people determines the law.

CONCLUSIONS ON THE FIRST CHAPTER

1. Emotional intelligence is a stable mental faculty, part of a vast class of mental faculties; in particular, EI can be viewed as a substructure of social intelligence. As a mental faculty, it is also part of a larger group of personality traits. It is one of many personality factors that are positive rather than negative for interpersonal interaction.

2. The structure of emotional intelligence includes the ability to consciously regulate emotions; understanding (comprehending) emotions; assimilation of emotions in thinking; discriminating and expressing emotions.

3. Currently, there is a need for further research of the phenomenon of emotional intelligence, its structure, ways of its development, which will open up a real opportunity to optimize relationships through a deeper understanding of emotional processes and states that arise between people in the process of interpersonal interaction. The development of emotional intelligence can be considered as a significant factor in improving the psychological culture of society as a whole.

4. In the psychology of emotional intelligence, several leading theories stand out: the theory of emotional and intellectual abilities of Mayer J., Salovey P., Caruso D .; Goleman D's theory of emotional competence; non-cognitive theory of emotional intelligence Bar-Ona R .; two-component theory of emotional intelligence Lyusina D. The substantial characteristic of emotional intelligence, which unites the listed theories, is a set of abilities to understand and control one's own emotions, understand and control the emotions of other people.

5. Victimism (from Lat. Victima - a living being sacrificed to God, sacrifice) is a fairly stable personal quality that characterizes the object characteristic of an individual to become a victim of external circumstances and the activity of the social environment. This is a kind of personal predisposition to be a victim in those conditions of interaction with others, which in this regard turn out to be neutral for other personalities.

6. The basic pattern of victimhood: deviation from the norm directly depends on the contradiction between the opportunities given by society and the culturally determined needs of the individual. The degree of internalization of victimogenic norms and rules of human activity can be different and depends both on the personal qualities of the subject, and on the entire state of the value-normative structure of society and its individual social groups, which are reference for a particular individual.

CHAPTER 2. EMPIRICAL STUDY OF EMOTIONAL INTELLIGENCE OF VICTIM ADOLESCENTS

2.1. Organization and research methods

The study involved 70 adolescents aged 14 to 17 years.

The following techniques were used for the study:

1. Test the level of emotional intelligence. Author Belyaev S.A.

The test "Level of Emotional Intelligence" (LEI - Level of Emotional Intelligence) proposed as a new psychodiagnostic toolkit (Belyaev S.A., Yanovich A.I., Mazurov M.I.) is a standardized (N = 780) methodology, in which is based on the study of human reactions to "emotional reality", carried out using a polygraph.

The test consists of 50 questions and includes two scales "Personal emotional intelligence" and "Interpersonal (communicative) emotional intelligence".

2. Questionnaire "Type of role victimization" M.А. Odintsova, N.P. Radchikova was used to identify victim behavioral types.

Based on the data of the questionnaire, it was possible to identify four types of role-based victimization: playing role victims; Victim - high indicators on the scale of the social role of the victim; Hypervictim - high rates on both scales of the questionnaire; Non-victim - low indicators on all scales of the questionnaire.

3. Methods for researching the propensity for victim behavior. Andronnikova O.O.

The victim behavior research methodology is a standardized questionnaire test designed to measure the predisposition of adolescents to the implementation of various forms of victim behavior. Victim behavior is behavior that increases the likelihood of a person becoming a victim of a crime, circumstance or accident. The object of the application of the methodology is social and personal attitudes. The test questionnaire is a set of specialized psychodiagnostic scales aimed at measuring the predisposition to the implementation of certain forms of victim behavior. Designed for examination of persons of senior adolescence and youth.

4. Diagnostics of the level of empathic abilities of V.V. Boyko

The technique diagnoses the general level of empathy and the development of various components of this phenomenon: rational, emotional, intuitive channels; attitudes that promote or hinder empathy, penetrating ability and identification in empathy.

2.2. Research results

According to the results of the study using the “Type of role victimization” method, the following results were obtained (Fig. 7).

Rice. 7. - The result of the research according to the methodology "Type of role victimization"

30 teenagers scored high on the scale of the questionnaire's play role of the victim.

24 teenagers scored high on the scale of the social role of the victim.

These are subjects on whom society imposes the role of a victim: they deeply experience their outsiderism, the world seems hostile to them, they feel lonely and unnecessary.

The main characteristic of such people is the presence of stigma (from the Greek. Stigma - stigma, stain, label); Psychologically, stigma is a social attribute that discredits a person.

The labels express the most abstract and general information about the object and, according to G. Allport, they act like "sirens, making us forget about all the more subtle differences."

To stigmatize means to mark, stigmatize with one or another label. The stigmatized state of the individual, the imposed and fixed quality or feature, is internalized, accepted by a person, becomes his integral characteristic and ultimately determines his place and role in the community.

16 teenagers scored low on both scales. This group is characterized by "non-vicious" behavior. That is, they do not show victim behavior.

In general, the studied group of adolescents is characterized by a high level of role victimization. Teenagers tend to immerse themselves in their sufferings and demonstrate them in every possible way, they are prone to constant complaints, accusations and self-accusations. Such persons believe that life is not fair for them, and with the help of manipulations they seek to attract attention and support from the environment. If you cannot achieve what you want, they show aggression. As a rule, they treat themselves as losers, outsiders, exhausted victims of situations, circumstances, other people.

According to the research methodology of the propensity for victim behavior. Andronnikova O.O. the results are presented in Figure 1 in Appendix 1.

Of the group of adolescents, 12 people (17%) have low indices on the scale of Realized victimization, that the subject rarely gets into critical situations or has already developed a defensive method of behavior that allows him to avoid dangerous situations. However, an inner readiness for a victimized way of behavior is present. Most likely, sensing the internal level of tension, the subject seeks to avoid the conflict situation altogether. And 13 people (18%) have high scores on this scale, which means that the subject quite often finds himself in unpleasant or even dangerous situations for health and life. The reason for this is the internal predisposition and readiness of the individual to act in certain ways leading in the individual profile. Most often this is a desire for aggressive, thoughtless action of a spontaneous nature.

According to the Aggressive Behavior scale, 12 people (17%) have low indicators, for persons of this type, a decrease in achievement motivation and spontaneity is characteristic. High sensitivity is possible. Good self-control, striving to adhere to accepted norms and rules. Stability in maintaining attitudes, interests and goals. 9 people (12%) have high rates on this scale. This group includes subjects who are inclined to find themselves in unpleasant and life-threatening situations as a result of the shown aggression in the form of an attack or other provocative behavior (insult, slander, mockery, etc.). They are characterized by intentional creation or provocation conflict situation... Their behavior can be the realization of their typical antisocial personality orientation, within which aggressiveness is manifested in relation to certain persons and in certain situations (selectively), but it can also be "blurred", impersonalized by the object. There is a tendency to antisocial behavior, violation of social norms, rules and ethical values, which are often neglected by the subject. Such people easily succumb to emotions, especially negative ones, express them vividly, dominant, impatient, quick-tempered. With all the differences in the motivation of behavior, the presence of a violent antisocial attitude of the individual is characteristic. Taking into account the motivational and behavioral characteristics, such types (or subtypes) as selfish, sexual (sexual promiscuity), associated with everyday conflicts (brawler, family despot), alcoholic, negative avenger, mentally ill person, etc. can be presented.

On a scale of propensity for self-harm and self-destructive behavior. The model of active victim behavior 2 people (2%) have low rates, which means increased concern for their own safety, the desire to protect themselves from mistakes and troubles. It can lead to the passivity of the individual according to the principle "it is better to do nothing than to be wrong." It is characterized by increased anxiety, suspiciousness, and is prone to fears. And 1 person (1%) have high scores on this scale, this suggests that sacrifice associated with active behavior of a person, provoking a situation of victimization with his request or appeal. In essence, active victims are characterized by two types of behavior: provocative, if another person is involved in causing harm, and self-inflicting, which are characterized by a tendency to take risks, thoughtless behavior, often dangerous for the person himself and others. They may not be aware of the consequences of their actions, or they may not attach importance to them, hoping that everything will work out.

On the scale of propensity for hypersocial victim behavior. Model of proactive victim behavior. 19 people (27%) scored high rates, which means that sacrificial behavior is socially approved and often expected. These are people whose positive behavior brings on the criminal actions of the aggressor. A person who demonstrates positive behavior in conflict situations either constantly or as a result of his official position, the expectations of others. People of this type find it unacceptable to avoid intervening in a conflict, even if it may cost them their health or life. The consequences of such actions are not always realized. He is brave, decisive, responsive, principled, sincere, kind, demanding, ready to take risks, maybe overly arrogant. Intolerant of disturbing behavior. Self-esteem is often overstated. Behavior has positive motives. And only 1 person (1%) has a low indicator on this scale, is characterized by passivity, indifference to the phenomena that are happening around. It acts according to the principle “my house is on the edge”, which can be a consequence of both resentment towards the outside world and feelings of misunderstanding, isolation from the world, lack of a sense of social support and inclusion in society.

On the scale of propensity for addictive and helpless behavior (model of passive victim behavior), 1 person (1%) scored above the norm, these are persons who do not offer resistance, counteract the offender for various reasons: due to age, physical weakness, helpless state (stable or temporary) , cowardice, out of fear of responsibility for their own illegal or immoral actions, etc. May have an attitude of helplessness. Unwillingness to do something yourself, without the help of others. May have low self-esteem. They are constantly involved in crisis situations in order to gain sympathy and support from others. Are in the role-playing position of the victim. Such a person is timid, modest, strongly suggestible, conformable. A variant of learned helplessness as a result of repeated contact with situations of violence is also possible. Inclined to addictive behavior, compliant, justifies someone else's aggression, inclined to forgive everyone. 1 person (1%) scored below the norm, he has a tendency to independence, isolation. He always strives to stand out from the group of peers, has his own point of view on everything, can be irreconcilable to the opinions of others, authoritarian, conflicted. Increased skepticism. Internal vulnerability is possible, leading to an increased desire to isolate from others.

On a scale of propensity for non-critical behavior. The model of uncritical victim behavior above the norm was recruited by 7 people (10%). This group includes persons who demonstrate imprudence, inability to correctly assess life situations. Non-criticality can manifest itself both on the basis of negative personality traits (greed, greed, etc.) and positive (generosity, kindness, responsiveness, courage, etc.), and in addition, due to a low intellectual level. These persons demonstrate imprudence, imprudence, inability to correctly assess life situations as a result of any personal or situational factors: emotional state, age, intelligence level, illness. A person of an uncritical type reveals a tendency to alcohol, promiscuity in acquaintances, gullibility, frivolity. Has a fragile moral character, which is exacerbated by the lack of personal experience or underestimation. They tend to idealize people, justify the negative behavior of others, do not notice the danger. Below the norm, 2 people (2%) scored - thoughtfulness, caution, the desire to predict the possible consequences of their actions, which sometimes lead to passivity and fears. Self-realization in this case is significantly hampered, social passivity may appear, leading to dissatisfaction with one's achievements, to a feeling of annoyance, envy.

For further research, we identified adolescents with high rates according to the following methods:

Questionnaire "Type of role-based victimization" М.А. Odintsova, N.P. Radchikova was used to identify victimized behavioral types and methods of researching the propensity to victimized behavior. Andronnikova O.O.

And adolescents with low scores on these methods.

In total, there were 2 groups of teenagers, 35 people each.

Group 1 with high scores on the methods of determining victim behavior (Victim adolescents) - experimental.

Group 2 with low scores on the methods of determining victim behavior (non-victimized adolescents) - control.

In these groups, we carried out the following methods:

Emotional intelligence level test. Author Belyaev S.A. and Diagnostics of the level of empathic abilities of V.V. Boyko.

Based on the results of the study on the Belyaev's method of emotional intelligence, Table 2 and Figure 8 were compiled.

table 2

The level of emotional intelligence of victimized adolescents

Rice. 8. - The level of emotional intelligence of victimized adolescents

Thus, it was revealed that in the group of adolescents with victim behavior, a low level of emotional and communicative emotional intelligence prevails.

Such adolescents:

skeptical, touchy, poorly aware of their emotions. For a long time they are under the influence of feelings, do not draw conclusions from previous mistakes, are prone to impulsive actions. Passion for one's own interests, due to the inability to understand one's own emotions, can lead to stress and depression. They are able to work hard and hard, but the feeling of satisfaction with the achieved result is not long. Rigidity of positions and behavior. Objection, disagreement, or just indifference can be perceived as personal resentment and insult. They tend to inflate gloomy thoughts and mood. They are prone to being too hard and stubborn. Information that contradicts personal attitudes will not be accepted. Lack of self-criticism, artistic and artistic ability, rich imagination. They crave approval at any cost. Sometimes they behave deliberately calmly. Arrogant, may have difficulty showing independence. Sociable, strive to be the center of attention. They are friendly, have a confident demeanor in society, crave recognition, boastful, courteous.

They are able to take antisocial positions without hesitation, they can behave in an offensive way to others and lie in their own interests. Those with low grades (1-2 stans) do not have positive expectations regarding social contacts. Poor ability to accurately assess an immediate, emotionally charged situation. Have negative expectations of social contact.

They are prone to excessive firmness and stubbornness in interpersonal relationships. They have a low tolerance threshold for disappointment and impulsivity. When an emotionally traumatic situation arises, explosive and unpredictable behavior comes to the fore.

In the group of adolescents with non-victim behavior, a high level of emotional and communicative emotional intelligence prevails.

Such adolescents:

They are able to understand their positive and negative sides and capabilities. Able to prevent the outbreak of irrational thoughts. Strive to maximize their abilities and talents. They are able to withstand adverse events and stressful situations. Control over impulsivity is exercised through the ability to recognize their aggressive impulses, to be restrained and to be able to control aggression, hostility and irresponsible behavior. They are able to change their minds when they receive evidence of their mistake. They are open and tolerant of different ideas, orientations, methods and customs. Able to establish and maintain mutually satisfying relationships that are characterized by closeness and willingness to mutual concessions... Mutual satisfaction is generated by such social interactions that are potentially useful and are accompanied by a willingness to compromise. Characterized by sensitivity towards others. Have positive social expectations.

Have an understanding of the need to care for others, which is manifested in the ability to take responsibility for their group. They are responsive to other people, accept them as they are, and use their talents for the good of the team, and not just for themselves.

The ability to feel, understand and take into account the feelings and thoughts of others.

Let us consider the results according to the methodology of the level of empathic abilities of V.V. Boyko and present them in the form of Table 3 and Figure 9.

Table 3

Boyko empathy results

Rice. 9. - Results according to Boyko's empathy method

It was revealed that the rational channel of empathy in victimized adolescents is lower and amounts to 2.31 points, in comparison with non-victimized adolescents, in whom it is 4.81 points; the emotional channel of empathy in victimized adolescents is lower - 2.81 points, in comparison with non-victimized adolescents, who have it - 4.5 points; the intuitive channel of empathy among the victim is lower - 1.93 points, compared with non-victimized adolescents in whom it is - 4.62 points; attitudes that promote or hinder empathy are lower among victimized adolescents and amount to 2.18 points, compared with non-victimized adolescents, who have it - 4.75 points; the applied ability of empathy in victimized adolescents is lower and amounts to 2.31 points, in comparison with non-victimized adolescents, in whom it is 4.62 points; the identification of the victimized adolescents is lower and amounts to 2.25 points, compared with non-victimized adolescents, who have it - 4.37 points.

In the victimized group of adolescents, the level of empathy is 13.8 points, in non-victimized adolescents, the level of empathy is 27.68 points.

Based on the assumptions, the following conclusions were made that the level of empathic abilities in victimized adolescents is significantly lower than in non-victimized adolescents.

Thus, we can conclude that the study carried out testifies to the confirmation of the hypothesis:

It is assumed that victimized adolescents are dominated by such types of emotional intelligence as low personal and communicative emotional intelligence, as well as a low level of empathy.

CONCLUSIONS ON THE SECOND CHAPTER

The study made it possible to characterize the emotional intelligence of victimized adolescents.

Victim adolescents are under the influence of feelings for a long time, do not draw conclusions from previous mistakes, are prone to impulsive actions. Passion for one's own interests, due to the inability to understand one's own emotions, can lead to stress and depression. They are able to take antisocial positions without hesitation, they can behave in an offensive way to others and lie in their own interests. Those with low grades (1-2 stans) do not have positive expectations regarding social contacts. Poor ability to accurately assess an immediate, emotionally charged situation. Have negative expectations of social contact. They are prone to excessive firmness and stubbornness in interpersonal relationships. They have a low tolerance threshold for disappointment and impulsivity. When an emotionally traumatic situation arises, explosive and unpredictable behavior comes to the fore.

An assessment of the level of empathic abilities shows that there are differences in the rational channel of empathy, in the emotional channel of empathy, in the intuitive channel of empathy, in the attitude that promotes empathy, in the penetrating ability for empathy, in the identification of empathy.

Which means that the level of empathic abilities in vicious adolescents is significantly lower than that of non-vicious adolescents.

CONCLUSION

According to A.V. Mudrik's definition, victimization is the process and result of the transformation of a person or a group of people into victims of unfavorable conditions of socialization. In the modern world, whole groups (dysfunctional families, strata, classes, nations) who are disadvantaged in their rights consider themselves victims. A victim feels himself to be a person who has accidentally found himself in this or that difficult life situation; people declare themselves victims in situations of everyday life filled with minor troubles; and even in situations of increased attention from the environment.

Children and adolescents are often victims of crime, abuse and violence. The problem of violence and victimization of adolescents has firmly taken its place among other urgent problems psychological science it is no doubt far from being resolved.

There is an inextricable connection between the personality of any person and his behavior. Personality and its mental properties “are both a prerequisite and a result of its activity. The internal mental content of behavior, which develops under the conditions of a certain situation, which is especially significant for a person, turns into relatively stable personality traits, and personality traits, in turn, are reflected in her behavior. "

According to modern data, adolescents' victimization is understood as a kind of ability to become a victim of negative phenomena. The teenager has not yet become one, but in his personality there are certain qualities that make him a victim under certain circumstances, and more likely and easier than another who does not have these personality qualities.

Victimism characterizes a person's predisposition to become a victim of certain circumstances.

In this study, the features of the emotional intelligence of victimized adolescents have been identified. The revealed low level of personal and communicative emotional intelligence makes it possible to explain the mechanism of the emergence of victim behavior in adolescents. In adolescents with realized victimhood, in a situation of meeting with an aggressor, the reaction of avoidance and withdrawal from solving the problem is actualized. Teens with aggressive behavior and a tendency to self-destructive behavior become a victim of other people due to excessive emotional response to a difficult situation and the inability to solve the problem that has arisen. Adolescents with a tendency to hypersocial behavior are distinguished by the desire to solve the problem that has arisen. However, intense emotions do not allow a teenager to cope with a difficult situation, as a result of which they become a victim of the aggressor.

Thus, adolescents' victim behavior is based on the mechanism of coping with a difficult situation, which manifests itself in an emotional response to a situation, a desire for avoidance and an inability to solve the problem that has arisen.

The goals and objectives of the study have been achieved, the hypothesis has been proven.

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ANNEX 1

Rice. 1. - The result of the study by the method of Andronikova.

PAGE \ * MERGEFORMAT 2

Sections: School psychological service

Intuitive intelligence is a sacred gift
and rational thinking is a devoted servant.
We have created a society that honors
servants, but forgot about gifts.
Albert Einstein .

Currently, the problem of the connection between feelings and reason, emotional and rational, their interaction and mutual influence is becoming more and more interesting. Emotional intelligence Is a phenomenon that combines the ability to distinguish and understand emotions, to manage their own emotional states and the emotions of their communication partners. The field of emotional intelligence research is relatively young, just over a decade old. However, today specialists all over the world are dealing with this problem. Among them are R. Bar-On, K. Kennon, L. Morris, E. Orioli, D. Caruso, D. Golman and others.

For the first time the term “emotional intelligence” was used in 1990 by J. Meyer and P. Salovey. One of the definitions of emotional intelligence, formulated by these authors, sounds like “the ability to carefully comprehend, evaluate and express emotions; the ability to understand emotions and emotional knowledge; and the ability to manage emotions, which promotes emotional and intellectual growth ”of the individual.

The development of emotional intelligence acquires particular importance and relevance in preschool and primary school age, since it is during these periods that the active emotional formation of children takes place, the improvement of their self-awareness, the ability to reflect and decentrate (the ability to take the position of a partner, take into account his needs and feelings). Work on expanding emotional intelligence is also advisable with adolescents who are distinguished by high sensitivity and flexibility of all mental processes, as well as a deep interest in the sphere of their inner world.

Today, in Canada and Europe, entire institutions have been opened that deal with the problem of the relationship between emotions and intelligence, as well as separate programs have been created for the development of emotional intelligence in children.

Why develop emotional intelligence?

Educators and psychologists may have a fair question: why is it so important to develop emotional intelligence? The answer is given by numerous studies of scientists, indicating that a low level of emotional intelligence can lead to the consolidation of a complex of qualities called alexithymia. Alexithymia- Difficulty in recognizing and defining one's own emotions - increases the risk of psychosomatic diseases in children and adults. Thus, the ability to understand your own feelings and manage them is a personal factor that strengthens the psychological and somatic health of the child.

In addition, the researchers found that about 80% of success in the social and personal spheres of life is determined by the level of development of emotional intelligence, and only 20% - the well-known IQ - IQ, which measures the degree of mental abilities of a person... In the mid-90s of the XX century, this conclusion of scientists turned the views on the nature of personal success and the development of human abilities. It turns out that improvement logical thinking and the child's outlook is not yet a guarantee of his future success in life. It is much more important for the child to master the abilities of emotional intelligence, namely:

• the ability to control your feelings so that they do not "overflow";
• the ability to consciously influence your emotions;
• the ability to define your feelings and accept them as they are (recognize them);
• the ability to use your emotions for the benefit of yourself and others;
• the ability to communicate effectively with other people, to find common points of contact with them;
• the ability to recognize and acknowledge the feelings of others, to represent oneself in the place of another person, to sympathize with him.

Foreign researchers of emotional intelligence have identified some age-related characteristics of the development of this quality. Emotional intelligence rises with the acquisition of life experience, increasing during adolescence and maturity. This means that a child's level of emotional intelligence is obviously lower than that of an adult, and cannot be equal to it. But this does not mean that the formation of emotional abilities is inappropriate in childhood. On the contrary, there is evidence that special educational programs significantly increase the level of emotional competence in children.

How can emotional intelligence be measured?

A few words must also be said about the system for diagnosing emotional intelligence that exists today. Since the psychology of emotional intelligence develops mainly abroad, its diagnostic apparatus also appears in the form of foreign methods, often not adapted and not translated into Russian. Nevertheless, foreign methods for measuring emotional intelligence deserve the attention of domestic specialists, because a promising task for the development of this scientific field is the adaptation of existing developments to Russian conditions.

Currently there 3 groups of emotional intelligence techniques:

1. Methods that study individual abilities that make up emotional intelligence;

2. Methods based on self-report and self-assessment of the subjects;

3. Methods - "multi-evaluators", that is, tests that must be completed not only by the subject, but also by 10-15 people familiar to him (the so-called "evaluators"), who assign points to his emotional intelligence.

For example, the multivariate scale of emotional intelligence MEIS belongs to the first group of techniques. It was developed in 1999 by J. Meyer, P. Salovey and D. Caruso. MEIS is a written test that has both correct and incorrect answers. MEIS contains several types of tasks that the subject must solve: tasks for recognizing emotions, tasks for the ability to describe their own emotions, tasks for understanding the composition and interrelation of various emotions, as well as tasks for the ability to control emotions.

The group of methods based on self-report and self-assessment includes EQ-i Emotional Quotient Questionnaire R.Bar-Ona . Foreign researcher R. Bar-On spent about twenty years researching and creating this technique. It was he who introduced the concept of the emotional coefficient into psychology. EQ-in contrast to the classic IQ. R. Bar-She's questionnaire was released in 1997 and has already been published in 14 languages, including Russian. The great advantage of the technique is that it has a children's version (for testing children and adolescents from 6 to 18 years old). In addition, this questionnaire measures five main components of emotional intelligence: intrapersonal(self-respect), interpersonal(sympathy, responsibility), adaptability(the ability to adapt your emotions to changing conditions), stress management(emotional stability and stress resistance) and general mood(optimism).

One of the "multi-evaluator" tests is Ei-360, created in 2000 by Dr. J.P. Pauliu-Fry. Measurement includes self-esteem, as well as evaluation by up to ten “evaluators” (this can be family, peers, colleagues of the subject). The entire diagnostic process takes place over the Internet. This technique is fully presented on the Internet and is available to everyone. It provides an opportunity to compare your own perception of emotional intelligence and the perception of your intelligence by others.

As we can see, there is a fairly wide range of techniques for diagnosing emotional intelligence. Depending on the goals and objectives of a particular study, one or another technique may be more appropriate than others.

How can emotional intelligence be developed in children?

There are two possible approaches to the development of emotional intelligence: you can work with it directly, or you can indirectly, through the development of the qualities associated with it. Today it has already been proven that the development of personal properties such as emotional stability, a positive attitude towards oneself, an internal locus of control (the willingness to see the cause of the events in oneself, and not in the surrounding people and random factors) and empathy (the ability to empathy). Thus, developing these qualities of the child, you can increase the level of his emotional intelligence.

As for direct work with emotional intelligence, here we have to admit that the Russian-language program has not yet been developed. Although in Russian practical psychology there are many developments in the field of emotional development of the child, increasing his reflection, empathy and self-regulation.

The author of this article has been conducting preventive and developmental psychology classes in grade 1 for the third year already. "Land of emotions" aimed at the development of psychological health and emotional intelligence of children. The program was compiled by the author, but it uses both author's exercises and borrowed from other specialists (T. Gromova, O. Khukhlaeva, Lyutova, Monina, etc.). There were no standardized procedures for assessing the effectiveness of this program. However, reviews and observations of teachers, parents, psychologists indicate a significant increase in students' reflection, empathy, expansion of psychological vocabulary, as well as children's awareness of the causes of various emotional states and the possibilities of getting out of them.

As an illustration of group work with children aimed at developing their emotional intelligence, I propose a plan for several lessons from the program "Land of emotions" dedicated to the emotion of fear.

Objectives of the lessons:

• “Acquaintance” of children with the emotion of fear: students' awareness of why a person needs fear, in what it hinders him, in what it helps (development of metacognitive abilities);
• actualization and response of the feeling of fear;
• awareness by children that fear is a normal emotion of all people, and at the same time, understanding the need to overcome their own fears;
• reducing fear of fairy-tale characters using identification techniques, empathy, as well as grotesque and humor;
• teaching children to independently search for ways out of “terrible” traumatic situations;
• symbolic transformation of negative emotions into positive, pleasant ones.

Lesson number 1. Isle of Fear and its inhabitants

1. Greeting: “Let's say hello and greet each other with hands, feet, noses ...” etc.

2. Psychological warm-up. Dwellers of the Isle of Fear: each child receives a card on which the name of one of the scary characters is written (Baba Yaga, Koschey the Immortal, vampire, skeleton, etc.). At the signal from the leader, the child shows the hero as scary as possible, and everyone else guesses who was depicted.

3. "Make the scary hero kind!" Each child comes up with a story why his hero - a resident of the Isle of Fear - became scary, and everyone together thinks how to free him from anger and fear, how to make him kind and happy. Each scary character goes through a ritual of liberation from anger and becomes kind (the child loses or pronounces this transformation: for example, his hero forgives the one who offended him, etc.).

4. Ritual of farewell - Firework. leading. Placing his hand, the child answers the question: Why do heroes and people become scary? (Because of resentment, anger, revenge, etc.). At the command of the presenter, everyone lets go of their hands and raises them up, launching the fireworks: Hurray!

Lesson number 2. The Isle of Fear residents have become funny!

1. Greetings.

2. Psychological warm-up. "Scary - funny": each child receives a card on which is written the name of one of the scary characters and his "fearless" occupation. For example, Baba Yaga is going on a date or Koschey is engaged in the gym, etc. The goal is to portray the hero as funny as possible and make everyone else laugh.

3. "Gallery of Laughter". Children draw in the albums of any inhabitant of the Isle of Fear, but so that it turns out not scary, but funny. Then an exhibition is held in the Gallery of Laughter, where each artist talks about his creation, trying to make the audience laugh.

4. Ritual of farewell - Firework. All participants in the lesson place their palms on the leader's palm. At the signal 1-2-3, everyone lets go of their hands and together raise them up, launching the fireworks: Hurray!

Lesson number 3. We will defeat any fears!

1. Greetings.

2. Psychological warm-up. "Contest of fears": children pass a ball in a circle, ending the sentence: "The person is afraid ...". You cannot repeat yourself. Whoever repeats himself is eliminated from the game. At the end of the game, output: all people are afraid of something, but one must learn to overcome their fears.

3. “Cube of revelations”. A magic “cube of revelations” appears in the lesson. Children optional talk about their personal fears, and everyone else thinks that they can advise in this situation how to cope with fears.

3. "Darkland". Children are read the tale of the same name about how a little boy was afraid of the dark and how he overcame his fear. Everyone listens and draws illustrations to this fairy tale in albums. After reading the tale, a discussion is held about how the hero coped with his fears, what helped him in this. Those who wish to talk about their experience of overcoming certain fears. Then everyone ends up with sentences: “Fear gets in the way when…”, “Fear helps when…”. Is being done output that fear can not only interfere, but also help a person: for example, warn and protect him from danger.

4. Ritual of farewell - Firework. At the command of the presenter, everyone lets go of their hands and together raise them up, launching the fireworks: We will defeat any fear!

The training program described above is built on the following principles:

1) acquaintance or repetition of emotions, psychological concepts necessary for successful work in class;

2) a block of “warm-ups” and psychological exercises aimed at removing emotional clamps, free expression and response of emotions, spontaneous behavior;

3) establishment of various kinds communication at the emotional, behavioral and cognitive levels using play methods;

4) playing a variety of role-playing situations to teach the mastery of their own emotions;

5) the use of exercises for the development of cognitive structures, awareness of the causes and consequences of various emotional states.

1. Games and tasks that contribute to mastering the techniques of interpersonal communication, developing verbal and non-verbal means of communication;

2. Various types of discussions, games, elements of psychodrama;

3. Tasks that help to increase self-esteem, which leads to a sense of self-worth, self-confidence;

4. Relaxation exercises to relieve psychological tension, anxiety; teaching self-regulation techniques.

How can emotional intelligence be developed in adults?

It is also worth noting some approaches and techniques that can be used to develop emotional intelligence not only with children, but also with adolescents and adults.

For the development of emotional competence and mastery of emotions, it is very important to improve the process of perception and emotional assessment of reality. There are two main ways of perceiving the surrounding reality and recreating its image - associated and dissociated. Associated approach means that a person is inside the experienced situation, looks at it with his own eyes and has direct access to his own emotions. Dissociated method allows you to evaluate the event as if from the outside, as a result of which a person loses touch with feelings and experiences that took place in a real situation.

To stop experiencing negative emotions and discomfort, many experts recommend disassociating from a disturbing, unpleasant memory. To do this, you need to mentally get out of the experiencing situation and look at this event from the outside. Viewing a film about yourself in your imagination, you can reduce the brightness of the image, replace color images with black and white. As a result of such actions, an unpleasant situation gradually ceases to worry a person, which allows him to subsequently return to it and calmly analyze all his actions.

The reverse procedure is also very effective. associating with pleasant memories. Everyone can remember many events that were associated with positive emotions and high spirits. In order to regain the freshness of joyful memories, it is enough to re-enter "inside" a once pleasant event, see it with your own eyes and try to experience the same emotions as then ( visualization reception). Association can also help when communicating with other people. Since in the process of communication, many are associated only with unpleasant details, interaction with communication partners sometimes causes rejection. If you carry out the opposite action and associate in communication with pleasant feelings, you can find a number of pleasant interlocutors.

Thus, emotions are in direct proportion to thinking. Thanks to thinking and imagination, a person can have various images of the past and the future, as well as associated emotional experiences. Therefore, the one who controls his imagination is also good at controlling his emotions.

In order to be able to control not only your states, but also the emotions of your communication partner, which will greatly increase your emotional intelligence, you can do the exercise "Help calm down." A couple of people are offered some kind of emotionally tense situation. The task of one member of the couple is to relieve the stress of his partner. Situations are usually abstract or even fantastical in order to avoid personal involvement of the participants. Time is limited to 2-3 minutes. The partner and situations change every time. At the end of the exercise, there is a discussion about what techniques the participants used to relieve tension, and which of them did it best.

Exercises to find similarities with other people are also useful for developing emotional intelligence, which is one way to learn to better understand yourself and others. For this, the task is used “Emphasizing Community”: you need to mentally find 20 common qualities with a person whom you recognized a few days ago or even half an hour ago. This simultaneously develops the ability for reflection and adequate self-esteem.

To develop your knowledge of emotions and emotional states, you can develop your own Emotion Dictionary... It should have four sections: positive, negative, neutral and ambivalent (contradictory) emotions. The dictionary needs to be replenished whenever a new term describing an emotional state is remembered.

The ability to unconditionally accept people, which, according to many authors, also refers to emotional intelligence, can be developed in a fairly simple way. To do this, you can use the exercise "Emphasizing Significance": you need to set a goal during the day at least two (three, four, five) times to emphasize the importance of those people with whom you work or communicate - to mark their successful ideas, suggestions, to express them respect and sympathy.

Thus, the range of techniques and methods for developing emotional intelligence is quite rich. The choice of a specific approach depends in each case on the goals and the people who are involved in the work.

I sincerely hope that the experience presented in this article will be interesting and useful to educators and psychologists in various fields.

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