The concept of conflict and its types. Motivational conflicts The phenomenon of frustration motivational conflicts personality defense mechanisms

As a person, a person is characterized by the level of development of his consciousness by the correlation of his consciousness with public consciousness which in turn is determined by the level of development of a given society. To understand a personality means to understand what life tasks and in what way she solves what initial principles for solving these problems she is armed with, in other words, to resolve her intrapersonal conflict. This topic is especially relevant because the category of intrapersonal conflicts unites psychological conflicts consisting of a collision...

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

1. Intrapersonal conflict…………………………………….5

1.1. The concept of intrapersonal conflict……………………………..5

1.2. Indicators of intrapersonal conflict…………………………6

2. Features of intrapersonal conflict of students studying at the university………………………………………………………………………………….12

2.1 Features of intrapersonal conflicts of psychology students…………………………………………………………………………………...12

Conclusion……………………………………………………………..20

References…………………………………………………….....21

Introduction

Personality is a system of socially significant qualities of a particular individual, a measure of his mastery of social values and his ability to realize these values. The concept of personality is connected with the concept of individuality - with the creative refraction in the individual of general social qualities with a unique system of relationships specific person to the world, with its individual abilities of social interaction.

As a person, a person is characterized by the level of development of his consciousness, the correlation of his consciousness with social consciousness, which, in turn, is determined by the level of development of a given society. Driving force personality development are internal contradictions between constantly growing socially determined needs and the possibilities of satisfying them (intrapersonal conflict). To understand a personality means to understand what life tasks and in what way it solves, what initial principles for solving these problems it is armed with, in other words, to resolve its intrapersonal conflict.

This work is devoted to the study of one of the most important topics from the conflictology course “Intrapersonal conflict.” This topic is especially relevant because the category of intrapersonal conflicts unites psychological conflicts consisting in the collision of various personal formations (motives, goals, interests, etc.), represented in the mind of the individual by corresponding experiences. Such conflicts are a confrontation between two principles in the human soul, perceived and emotionally experienced by a person as a significant psychological problem for him, requiring its resolution and causing internal work aimed at overcoming it.

The main goal of this work is to study the psychological aspect of intrapersonal conflict. Studying this topic also makes it possible to realistically evaluate ways to overcome such conflicts in practice. To achieve the formulated goal of the work, it is necessary to solve the following tasks:

▬ consider the concept of intrapersonal conflict and its indicators in modern conflictology;

▬ study the main conditions for the emergence of such a conflict;

▬ characterize the types of intrapersonal conflicts (motivational, cognitive, role);

▬ analyze the nature of the relations between the conflicting parties;

The object of study of this work is intrapersonal conflict, as one of the main psychological aspects of modern personality. The subject of the study is the processes occurring within the individual when such a conflict occurs and the resulting consequences.

As a theoretical basis for the study, this work used the works and teaching aids Russian authors on personality psychology and conflictology, covering the study of the topic “Intrapersonal conflict”. These are works by such authors as Ananyev B.G., Bozhovich L.I., Gonobolin F.N., Kazakov V.G., Kondratieva L.L., Kovalev A.G., Leontiev A.N., Bogoslovsky V.V., Petrovsky A.V. etc. The books of the listed authors examine intrapersonal conflict from a modern point of view. It should be said that the authors’ assessment of this type of conflict is multifaceted (there are several approaches and different points of view). In this work, an attempt will be made to take a comprehensive approach to the study of this topic and objectively evaluate all the presented judgments.

The structure of this work is as follows: the work consists of an introduction, two sections, a conclusion, and a list of references. The work is presented on 20 pages and includes 2 tables. To write the work, 9 scientific sources were used.

1. INTRAPERSONAL CONFLICT

1.1. The concept of intrapersonal conflict

Domestic researchers subdivide all concepts that describe the mechanism of intrapersonal conflict by defining the subject of the conflict (or by the criterion of connection with the external environment): intrapsychic, situational and cognitivist.[]

1. Psychodynamic (intrapsychic) concepts are based on the biopsychic basis of the individual and are presented in the theories of Z. Freud, K.G. Jung, A. Adler, E. Fromm, K. Horney.

2. Situational approaches based on the presentation of conflict as a reaction to an external set of circumstances in the works of behaviorists D. Skinner, neobehaviorists N. Miller, J. Dollard.

3. Cognitivist concepts are based on the understanding of conflict as a cognitive phenomenon in the works of K. Rogers, A. Maslow, K. Levin, W. Frankl, L. Festinger.

As can be seen, the solution to the question of what is encountered in a conflict is related to the general methodological orientation of the researcher. These general paradigms merge with some authors into synthetic concepts that become more or less eclectic.

Intrapersonal conflict is an acute negative experience caused by the struggle of the structures of the individual’s inner world, reflecting contradictory connections with the social environment and delaying decision-making. E. Sjostrom compares the conflict with a two-party system of democracy: Each of us has a two-party system, in which one part is in power, the other is in loyal opposition. But opposition can imply not only control and criticism, but also tough struggle, i.e. conflict.

Intrapersonal conflict is quite specific, its specific features are as follows:[]

Intrapersonal conflicts can be divided into two groups, based on the nature of the contradictions underlying the conflict:

· the result of the transition of objective contradictions into the inner world of a person (moral, adaptation conflicts);

· arising from contradictions in the inner world of the individual, as a reflection of the individual’s relationship to the environment (motivational conflicts, inadequate self-esteem).

In modern conflictology, there are three levels of development of internal psychological contradiction:[]

· psychological balance of the inner world of a particular person;

· imbalance, complications, difficulty in basic activities, projection of internal psychological discomfort onto work, communication with others, the outside world as a whole;

· impossibility of implementing one’s own plans and developed programs, disruption of life, inability to fulfill one’s vital functions until the life crisis is resolved.

1.2. Indicators of intrapersonal conflict
Intrapersonal conflict, as a psychological aspect of personality, has indicators that are divided into several groups:[]

1. Cognitive sphere - inconsistency of the image - “I”; decreased self-esteem; awareness of one’s internal state as a psychological dead end, delay in decision-making; subjective recognition of the existence of a problem of value choice, doubt about the truth of the motives and principles by which the subject was previously guided.

2. Emotional sphere - psycho-emotional stress; significant negative experiences.

3. Behavioral sphere - reduction in the quality and intensity of the activities performed; decreased satisfaction with this activity; negative emotional background of communication.

4. Integral indicators - violation of the normal adaptation mechanism; increased psychological stress.

Conditions for the occurrence of intrapersonal conflict:

1. Personal conditions - associated with the possibility of realizing the existing contradiction:

▬ updating the complexity of the individual’s inner world;

▬ complex and developed hierarchy of needs and motives;

▬ high level of development of feelings and values;

▬ complexly organized and developed cognitive structure, the individual’s abilities for self-analysis and reflection.

That is, from the above it becomes clear that intrapersonal conflict is possible only if the individual has a complex inner world and the actualization of this complexity. Here lies the theoretical boundary between situations of frustration and conflict. The situation of frustration presupposes the presence of material or ideal prohibitions or barriers that appear to the individual as self-evident, not discussed, being essentially psychologically external. The prohibition may cease to be self-evident, become internally problematic, and then the situation of frustration turns into a conflict situation itself.

2. Situational conditions:

▬ external - the fight against the surrounding nature, the generation of new motives as a result of satisfying old ones, the restriction of motives that are important for a person by society;

▬ internal - contradictions of equally significant aspects of the personality, awareness of the subjective unsolvability of the situation.

Table 1

Typology of critical life situations

Type of critical situation	Ontological field	Activity type	Inner necessity	Normal conditions
Stress	Vitality	Vital activity of the body	"Here and now" satisfaction	The immediate reality of life's blessings
Frustration	Separate life attitude	Activity	Implementation motive	Difficulty
Conflict	Inner world	Consciousness	Internal consistency	Complexity
A crisis	Life as a whole	Will	Realization of life's plan	Difficulty and complexity

Thus, in the domestic psychological literature there is the concept of a critical situation, which is defined as a situation of impossibility in which a specific subject is faced with the impossibility of realizing the internal needs of his life (motives, aspirations, values, etc.). Specific work with critical life situations is determined by its type: stress, frustration, conflict and crisis. Here it becomes clear that conflict is a sign of a rather complex mental organization of the individual.

table 2

Correlation factors of the complexity and difficulty of an individual’s life world and the types of critical situations characteristic of it[]

LIFE WORLD
INTERIOR	EXTERNAL
SIMPLE	Easy	Difficult
		Infantile life world	Realistic life world
		Stress (= crisis)	Stress Frustration (= crisis)
	DIFFICULT	Value-based life world	Creative life world
		Stress Conflict (= crisis)	Stress Frustration Conflict (=Crisis)

Stress is understood as the body's response to a specific environmental impact associated with a threat, disrupting adaptation, control and preventing the self-actualization of the individual. For a being of an easy and simple life-world, any slightest violation of the desire for here-and-now satisfaction represents a critical situation, i.e. calling into question the entire existence, since any simplest private dissatisfaction instantly develops into a psychological catastrophe.

Consequently, from the inside, for every infantile being, every stress is a crisis. Hence, the more weight the infantile attitude has in the psyche of a given person, the more it determines his worldview, the greater the likelihood that any situational failure or trouble will be felt as a global life crisis. The weight of the infantile attitude in a person’s life world is determined by his psychological age, constitutional and characterological characteristics, and current psychophysiological states.[]

In a simple and difficult world, stress and crisis are differentiated through the development of a mechanism of patience and hope, the purpose of which is precisely to combat stress. But it is precisely this mechanism that makes it possible for stress to exist as a special psychological reality: without patience, we would be faced with an infantile crisis every time. But in this world, frustration becomes identical to crisis. This is explained by the fact that if the need, which in this world is fixed as the only one, is not satisfied, the whole life, subordinated to the satisfaction of this need, becomes endangered, which is tantamount to a crisis. There are no conflicts here yet, since there is no complexity, no struggle of motives, the world is defined as one-component. The actions of such an individual, driven by specific impulses, represent a constant showdown of relations with the outside world. But these relationships proceed in the form of frustration; the current motive (which so easily replaced the previous one due to the increase in its incentive compared to the past) cannot be realized.

A subject of an easy and complex life world, like the previous individual, experiences stress as an independent mental phenomenon. But this stress is most likely associated with understanding each life aspiration or relationship as eternal and unique (in principle, it is forever). In a complex world, such aspiration is constantly infringed by consciously value hierarchizations of life relations, which take into account this and that, distributing them in time, first then then.

Mechanisms for coping with stress are:

Reducing the significance of the existing motive (“No big deal”);

Switching to a different life attitude (“The world has not converged like a wedge, there are better ones”);

Patience (“It will pass soon, time heals”;

Nadezhda (“There will be a holiday on our street too”).

The first two mechanisms calm affects, fighting stress in a given category of the life world. Beyond their borders, conflict begins. But the conflict for this subject becomes a violation of the unity of the entire system of consciousness. For for such a subject there are no other situations or future, as is typical for a difficult world. There are no theres and thens for him: his life is compressed into a point here-and-now, and the chronotope is presented as nowhere-and-never (if not here, then nowhere, if not now, then never). It is clear that such a state is a crisis.[]

And only in a complex and difficult world does a complete differentiation of all psychologically difficult situations of stress, frustration, conflict and crisis occur. This is due to the fact that between these worlds there is a natural relationship of inclusion - the realistic and value worlds include the infantile, and the patterns of the creative world include all the previous ones.

However, when general condition subordination of the included worlds, a subject congruent with a complex and difficult world can from time to time slide into the patterns of lower forms (fall into a so-called microcrisis, both at the level of stress and at the level of frustration or conflict). Such temporary slippages correspond to the existence of lightness and/or simplicity on other levels of the life worlds. To overcome them, it is necessary to return to the state of a complex and difficult life world, where the current situation may look like critical, but ceases to be a crisis.

This is the main position of considering intrapersonal conflict in Russian psychology and conflictology. In order to better understand the essence of intrapersonal conflict, it is necessary to consider its specific types, studied by modern psychologists.

2. Features of intrapersonal conflict among university students

2.1 Features of intrapersonal conflicts of psychology students

Modern domestic researchers believe that for a future psychologist, entry into psychology as a field of professional activity occurs against the background of developing and successive intrapersonal conflicts.

The study of intrapersonal conflicts of student psychologists during their studies at a university involves considering the essence of the psychological profession and analyzing the difficulties of a personal nature that the future psychologist faces in the process of his professionalization in the educational process.

The professional activity of a psychologist is inherently always an interaction, an obligatory component of which is cognition in the “subject-subject” system. The cognizable sphere for a psychologist is another person as a subject, therefore all his activities are essentially dialogical.

The psychological profession places special demands on the intellectual parameters of the personality of a specialist, who in his practice encounters a wide range of phenomena that go beyond the scope of general scientific logic.

Another important feature of the psychologist’s profession is the specificity of its instrumental basis, which is the personality of the professional. This means that the professional growth of a psychologist is inseparable from spiritual and personal growth. Professional and personal growth is largely associated with the characteristics of professional self-awareness, among the most important characteristics of which are divergence, intuitiveness, dialogicality, phenomenality, creativity, humanitarianism, universality, etc. .

For a future psychologist, entry into psychology as a field of professional activity occurs against the background of developing and successive intrapersonal conflicts.

During the period of study at a university, intrapersonal conflicts of professional self-determination, characteristic of the stages of option, professional training and professional adaptation, become actualized. The parties to these conflicts are various components of the personality structure and they are caused by the following factors:

1) mismatch of orientation components: contradictions between socio-professional expectations and professional reality, between motives for professional growth, success and material well-being, between a high level of aspirations and self-esteem, between unconscious motives (the desire for power, subordination) and value orientations, etc.;

2) a discrepancy between the nature of professional activity and the level of professional competence, giving rise to intrapersonal conflicts between the perceived need for advanced training and insufficient professional activity, between dissatisfaction with the content of work and reluctance to change profession, between the lack of career prospects and the level of professional competence, etc.

The first factor is expressed in the fact that psychology as a type of professional activity attracts applicants not so much by the opportunity to obtain a certain social status, but by the fact that psychological knowledge has great practical and subjective significance for a person.

L.A. Grigorovich notes that psychology has a special appeal, since it gives a real opportunity to those who study it to “try on” the laws and patterns of personal growth, human communication, and provides answers to the questions that interest every person: “what am I?”, “what are others?” ?”, i.e. has a pronounced applied nature.

In the works of A.I. Dontsova, G.M. Belokrylova, I.V. Vachkova, I.B. Grinshpuna, N.S. Pryazhnikov and other researchers have shown that one of the leading motives for choosing a psychological profession is the motive of self-knowledge. When choosing the profession of a psychologist, many applicants are based on all sorts of myths generated by rumors, television shows, and feature films. These myths include the following common ideas about psychology as a science and about psychologists.

Psychology is a science that knows everything about a person and his soul, and a psychologist who has mastered this science is a person who “sees through people.”

A psychologist is a person who is naturally endowed with special abilities to communicate with others and understand others.

Psychologist a person who knows how to control the behavior, feelings, thoughts of others, specially trained for this and mastering the appropriate techniques (for example, hypnosis).

Psychologist is a person who knows himself thoroughly and controls himself in any circumstances.

A psychologist is a sage who knows more about life than others, and his mission is to show the true path to suffering, confused people with advice and guidance.

The desire to be involved in this “secret knowledge” of psychologists also becomes one of the motivational determinants of professional choice for many applicants entering the psychological departments of universities. However, the very first steps of students’ professional development at a university bring them disappointment, since mastering educational material leads to the debunking of myths concerning the ability of a psychologist to solve all problems without exception, the superpowers of his influence on other people, the myth that psychological knowledge allows one to successfully overcome one’s own psychological difficulties.

Entering a university in the hope of gaining specific knowledge that will help overcome psychological problems, a student at a certain point discovers that studying at a university does not provide him with ready-made “recipes” and algorithms. To some extent, this is due to the specifics of the educational process and its insufficient practical orientation. However, a more significant reason is the substantive features of psychological knowledge itself, which is characterized by heterogeneity and disintegration of methodological premises.

The difficulty for students to comprehend psychological knowledge lies in the fact that psychology, which builds itself according to standards natural science, has specific characteristics of humanitarian knowledge. The discovery of the humanitarian nature of psychological knowledge often turns out to be unexpected for a student, since it diverges from his expectations based on the idea of psychology as a natural science. His hopes that, having become good specialist, he finally learns the basic laws of the functioning of the psyche, allowing him to completely control his life and, perhaps, the lives of other people.

The student finally begins to understand the illusory nature of his other ideas, which served as the motivation for choosing a psychological profession. In addition, cognitive dissonance arises and intensifies due to the fact that many basic academic disciplines, such as, for example, psychological workshops, psychophysiology, mathematical methods in psychology, psychodiagnostics are built on positivist principles, which turn out to be inconsistent with the humanitarian foundations of psychology.

Already by the end of the first year of study, students have a subjective feeling that the personality being studied is “falling to pieces,” according to the headings in the general psychology textbook; Often there is fear for one's future, caused by the discrepancy between the acquired knowledge and the expectations that forced one to choose this profession.

The described phenomena, chronologically coinciding with normative crises of professional development characteristic of student age, aggravate their course. As shown by E.F. Zeer, at the stage of professional training a crisis of professional choice arises, as a rule, clearly manifested in the first and last years vocational training. It is characterized by dissatisfaction with certain academic subjects, the emergence of doubts about the correctness of the professional choice, and a decrease in interest in studying. With rare exceptions, this crisis is overcome by a change educational motivation to social and professional. E.F. Zeer notes that the crisis of revision and correction of professional choice is sluggish in nature, however, the restructuring of leading educational and cognitive activities into professionally oriented ones makes it possible to distinguish it into an independent normative crisis of professional development of the individual.

The designated crisis at the personal-subjective level initiates so-called “crises of disappointment” among psychology students, which can be considered as natural stages in the professional development of a psychologist.

As noted by I.V. Vachkov, I.B. Grinshpun, N.S. Pryazhnikov, the most painful disappointment is disappointment in oneself, the student’s uncertainty that he has chosen the right profession, that he will become a real professional.

In addition to conflicts of professional self-determination, students of psychological faculties are also characterized by other types of intrapersonal conflicts.

Intrapersonal conflicts of students arising in the value-semantic sphere. Conflicts arising as a result of a discrepancy between the significance of such life values as own health, family life and material security and accessibility of these values. In addition, indicators of students’ intrapersonal conflicts are the contradictions between the “real self” and the “ideal self”, a high level of anxiety, aggressiveness and frustration. These indicators can be empirical referents of intrapersonal conflicts and act as indicators of their measurement.

At the initial stages of the professional development of future psychologists, serious changes occur in the self-concept, the mismatch of elements of which acts as a factor of intrapersonal conflict. There are two groups of components of the self-concept: structural (completeness, the leading form of the subject’s relations represented in it, consistency, breadth) and content-psychological (subject-object relatedness, acceptance non-acceptance of oneself as a professional) characteristics.

Studying at the Faculty of Psychology not only does not help eliminate existing internal conflicts, but, on the contrary, actualizes the processes of their deepening and restructuring. The factors for this are:

In the process of professional training at a university and mastering the content of psychological disciplines, students develop basic personal conditions that contribute to the awareness (but not elimination) of their intrapersonal conflicts. This is due to the fact that the process of professional training of psychologists, in its essence, is an artificial provocation of self-development: psychological knowledge entails the development of abilities for self-analysis and reflection, the complication of the cognitive structure of the individual, and the actualization of its internal complexity.

There are many views on the essence of intrapersonal conflict. In almost every classical psychological theory one can find different views on this issue. In general, all concepts are united by the understanding of intrapersonal conflict as an acute negative experience caused by the struggle of various structures of the individual’s inner world, reflecting contradictory connections with the social environment and delaying decision-making. IN general form intrapersonal conflict can be formulated as a problem between the present state of the subject and his desired state, between reality and possibility, actual and potential.

2. Almost every theoretical concept presents one or more types of intrapersonal conflicts. However, the most generalized classification of intrapersonal conflicts presented by A.Ya. Antsupov and A.I. Shipilov. They based their classification on the value-motivational sphere of personality. Depending on which aspects of the individual’s inner world come into conflict, they distinguish the following main types: motivational conflict, moral conflict, conflict of unfulfilled desire, role conflict, adaptation conflict, conflict of inadequate self-esteem and neurotic conflict.

3. Teaching students at the Faculty of Psychology not only does not help eliminate the existing internal conflicts of the student’s personality, but, on the contrary, actualizes the processes of their deepening and restructuring. The factors for this are:

the course of normative crises of professional development characteristic of the period of professional training;

psychological characteristics of persons choosing a psychological profession and consisting in specific motivation, reflexivity, empathy, sensitivity;

the specificity of psychological knowledge, which forms the subject basis of professional training, and is characterized by a focus on the individual’s personality, complex differentiation, heterogeneity, and non-paradigmality.

CONCLUSION

Based on the results of the research and study of the selected topic “Intrapersonal conflict”, some conclusions can be drawn.

Intrapersonal conflict is an acute negative experience caused by the struggle between the structures of the individual’s inner world, reflecting contradictory connections with the social environment and delaying decision-making.

It should be noted that intrapersonal conflict is quite specific, and its specific features are as follows:

The peculiarity of the conflict structure is the absence of subjects of conflict confrontation in the person of individuals or groups; various intrapersonal formations become parties to the conflict;

Specificity of forms of course and manifestation - this type of conflict occurs in the form of severe internal experiences, accompanied by specific conditions - fear, depression, stress, and can result in neurosis or psychosis;

Latency of occurrence both for the environment and often for the individual himself.

Typologies of intrapersonal conflicts are quite diverse, but the main types are motivational, cognitive and role conflicts.

Ways to resolve intrapersonal conflicts can be unconscious, which are associated with the use of mechanisms, and conscious, which consist of the following: reorientation, change in claims regarding the problem object; a compromise in favor of implementing an option and its implementation, etc.

Generally, general meaning conflicts in the life of an individual is such that in a psychological intrapersonal conflict the very structure of the personality, its relationships, i.e. This is an acute form of personality development.

LIST OF REFERENCES USED

1. Ananyev B.G. Man as an object of knowledge. - L., 2013.

2. Bozhovich L. I. Personality and its formation in childhood. M, Education, 2014.

3. Gonobolin F.N. Psychology. - M.: Education, 2012.

4. Kovalev A. G. Personality Psychology, ed. 3. M., Education, 2012.

5. Kuzin V.S. Psychology. - M.: Higher School, 2013.

6. Leontyev A. N. Activity, consciousness, personality. // Psychology of Personality. Texts / Ed. Yu. B. Gippenreiter, A. A. Bubbles. M., Moscow State University Publishing House, 2013.

7. General psychology/ edited by Petrovsky A.V. - M.: Education, 2012.

8. General psychology /edited by V.V. Bogoslovsky, A.G. Kovaleva, A.A. Stepanova-M. : Education, 2012.

9. Platonov K.K., Golubev G.G. Psychology. - M.: INFRA-M, 2013.

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Motivational conflicts

Despite this diversity, it is possible to group all such goal-directed actions into two general categories: approach behavior and avoidance behavior.

Not all approach and avoidance necessarily require physical action. We may feel mentally attracted to the object of our desires and push away thoughts of painful or unpleasant objects. However, in practice, situations where we are faced with the simple problem of responding to an unambiguously positive or unambiguously negative motive are very rare. Usually every this moment two or more different motives operate in us. Sometimes these multiple motives are combined, and then they can reinforce each other. However, more often than not, multiple motives come into conflict with each other to some extent.

Perhaps the simplest case of short-term motivational conflict consists of a confrontation between a single motive of approach and a single motive of avoidance. This situation is easily modeled experimentally in animals. For example, an electrical contact is placed in the path of a treat, and the animal receives a painful electric shock when it is touched. To study human behavior in the approach-avoidance situation, there is often no need to erect an artificial barrier, since many of the things we would like to get or do are surrounded by social taboos that we are trained not to break. These social prohibitions act as barriers.

Not all motivational conflicts are of the approach-avoidance nature. Contradiction may exist between alternative goals, or it may be a choice between different ways of achieving a goal, or avoiding an undesirable situation. Conflict situations, according to K. Lewin (1935), follow three main patterns: approach-approach, avoidance-avoidance, approach-avoidance.

Rapprochement-convergence (desired-desired, appetite - appetite) is a conflict between two equally positive goals, i.e. the problem of choosing between two desired goals. A solution is usually achieved quickly and painlessly. However, choosing one of the goals means losing the other, and this inevitability makes the conflict sometimes very sensitive (frustrating) for a person. Usually the equivalence of objects makes it very difficult to choose them, but this equilibrium is unstable, and as you approach one of the objects, its attractiveness increases, and the attractiveness of the other decreases.

Avoidance-avoidance (undesirable-undesirable, aversion-aversion) - represents a conflict of choice between two undesirable decisions. This is a case of “choosing the lesser of two evils,” and in this situation a person delays his decision as long as possible. As soon as he takes a step away from one of the unpleasant alternatives, its repulsive force decreases. However, this same step brings him closer to another trouble, its repulsive force increases, and the person often returns to his original position.

Usually the matter is resolved by the intervention of a third force, which will push the choice of a final decision.

Approach-avoidance (desired-unwanted, appetence-aversion)-conflict, when the same goal for a person has both pronounced positive and pronounced negative properties. This type of conflict causes the most distress, because... a person is subject to forces of attraction and repulsion in the same direction. Examples of this kind of conflict are a child eating delicious jam without permission and punishment, good drinking and a hangover, forbidden pleasure and loss of self-esteem.

All the options for short-term conflicts discussed above are quite simplified. In life, for example, there may be a situation in which one of the possible lines of behavior represents an undesirable path to a desired result, and the other is a desired path to an undesirable result. In this case, both lines of behavior can be equally attractive (as in the approach-approach conflict) or equally rejected (as in the avoidance-avoidance conflict). This situation is sometimes referred to as "double conflict". In real situations, it also happens that choosing one of the goals does not mean a complete rejection of the other, but only a delay in achieving it. The essence of any conflict is simply that a person cannot go in two different directions at the same time.

The impact of a frustrating situation will be most unfavorable if the obstacle is not passive in nature (lack of necessary means to achieve the goal), but active in nature, associated with the simultaneous existence of multidirectional, but comparable in strength needs. It is this type of frustration that represents the intrapsychic conflict that V.N. Myasishchev (1960) defines it as incompatibility, a collision of contradictory personality relationships.

The possibility of disruption of mental adaptation as a result of intrapsychic conflict is greater, the greater the importance of competing needs for the individual.

Volitional regulation of behavior.

Volitional regulation is a particular type of voluntary control and is characterized by the use of significant volitional efforts aimed at overcoming obstacles and difficulties, i.e. is a mechanism of self-mobilization.

Volitional regulation is necessary in order to keep in the field of consciousness for a long time the object that a person is thinking about and to maintain attention concentrated on it.

The will is involved in the regulation of almost all basic mental functions: sensations, perception, imagination, memory, thinking and speech.

The development of these cognitive processes from lower to higher means that a person acquires volitional control over them.

Often, judgments about the presence or absence of volitional regulation (volitional behavior) are made on the basis of the results achieved by a person. However, you can try to overcome a difficulty, but not overcome it.

In everyday use, the concept of “volitional regulation” is identified with the idea of “willpower”. In this regard, it is customary to divide people into strong-willed and weak-willed.

The specific content of volitional regulation is understood by psychologists in different ways.

"Willpower" as a force of motive. A person’s volitional activity is determined by the strength of the motive (need), because the latter affects the degree of manifestation of volitional effort: if I really want to achieve a goal, then I will demonstrate more intense and longer volitional effort. Therefore, willpower is often replaced by the power of motive: if I want, then I do it. Yu.Yu. Palaima believes that “willpower” is essentially the strength of motive and that a person of strong will is, first of all, a person with strong motivation for behavior. Therefore, it is the mechanism of volitional regulation that a person has that determines greater or lesser possibilities for realizing one’s desire.

“Willpower” as a struggle of motives. Often willpower is reduced only to the “struggle of motives,” which is one of the internal obstacles to activity. There are many situations when the choice of one or another alternative solution is not required, but volitional regulation is necessary, because On the way to achieving the goal, there are various obstacles and difficulties. In such situations, the need remains, but the accompanying energy to overcome the difficulties that have arisen and achieve the goal is not enough and the inclusion of a volitional mechanism is required to enhance the energy of action.

Involvement in emotion regulation. Some psychologists believe that mobilization (additional energization) is carried out due to emotion that arises in the presence of an obstacle as a reaction to the mismatch “I have to - I can’t”, “I don’t want - but I have to”. However, volitional effort should not be replaced by such an emotional reaction. In addition, volitional efforts are also used against the background of negative emotions, which contribute not to the mobilization, but to the demobilization of human capabilities. Therefore, the main mechanism for mobilizing energy is considered to be volitional effort.

“Willpower” as an independent volitional quality. The moral component of will (for example, a sense of duty) is non-specific in relation to different volitional qualities; there is no “willpower” that is manifested equally in all situations. The same person, as practice and experiments show, when faced with various difficulties behaves differently: in some situations he shows great “willpower”, in others - insignificant.

Therefore, A. Puni’s position is true that manifestations of will are always specific and conditioned by the difficulties that a person overcomes. On the other hand, attempts to define “willpower” as some kind of abstract indicator are also incorrect, as is the identification of people with high, medium and low levels of volitional development. “Willpower” as a general personal construct is either a product of a correlation analysis of self-assessments of various volitional manifestations, between which in most cases connections are found, or any one volitional manifestation, most often determination and perseverance, is taken as “willpower”. It is more correct to talk about various manifestations of “willpower” (volitional regulation), called volitional qualities.

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Ministry of Education and Science of Ukraine

in the discipline "Conflictology"

on the topic: "Motivational conflicts"

Introduction

Motivational conflicts

Conclusion

Literature

Introduction

Probably each of us has encountered conflict situations. Everyday life is literally permeated with them. The practice of organizations shows that modern managers need deep knowledge and skills in conflict management and forecasting. A manager, as a person who constantly works with people, must be able to prevent the occurrence of conflict, bring people out of a state of hostility, and resolve disputes.

When people think of conflict, they most often associate it with aggression, threats, disputes, hostility, war, etc. As a result, there is an opinion that conflict is always an undesirable phenomenon, that it must be avoided if possible and that it should be resolved immediately as soon as it arises.

Some conflicts are far-fetched, artificially inflated, created to cover up the professional incompetence of some individuals and are harmful in commercial activities.

Other conflicts, being an inevitable companion in the life of any team, can be very useful and serve as an impetus for the development of commercial activity for the better.

Conflicts are currently a key problem in the lives of both individuals and entire teams in commercial activities.

Motivational conflicts

Conflict is a form of clashes between opposing aspirations, which reveals the contradictory nature of the individual and society. In order to analyze and find solutions to overcome conflicts, several psychological fields are distinguished in which conflict clashes can occur.

Motivational conflict. These are conflicts between unconscious aspirations, between the desires for possession and security, between two positive tendencies. For example, a person wants to simultaneously maintain his health and earn big money quickly; and calmly do what you love and earn a lot at the same time; and get good grades without bothering yourself too much; And healthy image to lead life and be one of oneself in a friendly, but “sinful” company; and go to the forefront of production (study) and save a good relationship with a team where they don’t like to strain themselves, don’t like “upstarts”, etc. etc. When it is impossible to realize conflicting desires, the solution may be to use such a psychological defense mechanism as devaluation of one of the alternatives plus rationalization.

Devaluation - devaluation of an alternative, depreciation.

Rationalization is a pseudo-reasonable, pseudological, but plausible explanation by a person of his desires, actions, motives, thoughts, feelings for the purpose of masking, hiding from his consciousness the true determinants of his own behavior; self-justification.

Historically, one of the most influential traditions in psychology has been that of considering motivational conflicts. Kurt Lewin is recognized as a classic in this area, considering them by deriving them from the analysis of problems arising in the life situation of an individual. The subject of his study was motives that enter into conflict due to incompatibility and simultaneous actualization. Levin considered the simultaneous influence on an individual of oppositely directed motives of equal magnitude to conflict. At the same time, he distinguished 3 options for the course of these conflicts.

Conflict of equal positive opportunities (the "Buridan's Donkey" situation). It arises when it is necessary to choose in favor of one of two equally attractive prospects, since it is impossible to achieve them at the same time. This conflict leads to the weakest of the three types of frustration, since even after making a choice, a person nevertheless remains a winner. For example, a person has a planned meeting with colleagues in an informal setting in the evening. In addition, that same evening he was going to visit the theater and watch the premiere performance, which is talked about so much;

A conflict of equal negative possibilities (or a “two evils” situation). Occurs when it is necessary to choose in favor of one of two equally undesirable prospects. This conflict leads to the most intense frustration. The usual reaction to this type of conflict is to try to escape. If escape is impossible, then you have to choose the lesser of two evils. However, any choice leads to great frustration and anger. For example, a person will have to either go to a tedious and unpleasant meeting, or visit the traffic police about violating the rules traffic and payment of a fine;

Conflict of positive-negative possibilities (or “choice problem” situation). It arises when it is necessary to analyze all the pros and cons, accepting not only the positive, but also the negative aspects of the same perspective. This personal conflict arises most often. For example, an employee would like to be promoted, but clearly realizes that the new position is too troublesome and can complicate a life that is successful in all respects.

There are 4 types of motivational conflicts:

1. in the field of the psyche of an individual,

2. in the field of interaction between the psyches of two personalities,

3. in the field of interaction of psyches there are more than two individuals united in a group, a layer of society, a society of any kind high level,

4. in the field of interaction between psyches there are more than two individuals, united in two or more groups, layers of society, societies of any high level.

1. The content of intrapersonal motivational conflicts is a clash of motives. They are recognized by the simultaneous actualization of several motives, almost equal in strength, prompting a person to perform actions that contradict each other. An indispensable condition for motivational conflict is that the motives for incompatible actions are actualized simultaneously and have almost equal strength, in otherwise the conflict would not be recognized, since we would simply choose what is more significant for us and realize our desires consistently.

2. Conflict in the field of interaction between the psyches of two personalities. Interpersonal conflicts are a clash of contradictions between individuals. Interpersonal conflicts are a reflection of the internal conflicts of the individual, therefore the problems with which interpersonal conflict manifests itself in the minds of conflicting individuals are also classified as motivational, cognitive, and role-based. The content of motivational conflicts between individuals belonging to the same society is the collision of goals, plans, aspirations that are incompatible or contradictory to each other.

Motivational interpersonal conflicts include conflicts that affect the goals, plans, aspirations, and motives of participants that turn out to be incompatible or contradictory to each other.

3. Conflict in the field of interaction between the psyches of more than two individuals united in a group, layer of society, society of an arbitrarily high level. Conflicts between individuals united in a society are a reflection of the internal conflicts of the individual, therefore the problems by which conflicts manifest themselves in the minds of individuals belonging to this society are also classified as motivational, cognitive, role. The content of motivational conflicts between individuals belonging to the same society is the collision of goals, plans, aspirations that are incompatible or contradictory to each other.

4. Conflicts in the field of interaction between the psyches of more than two individuals, united in two or more groups, layers of society, societies of any high level. The interaction of societies is the interaction both between societies themselves and between individual representatives of these societies, when participants in communication interact, perceiving each other as members of different societies. Conflicts between societies are a reflection of the internal conflicts of the individual, therefore the problems by which conflicts between societies manifest themselves in the minds of individuals belonging to these societies are also classified as motivational, cognitive, role. In addition, the problems of interaction of society with other societies are a reflection of the internal problems of society itself. For example, outwardly directed hostility is a consequence of internal tensions and problems in society itself, its own contradictions and conflicts. The group needs external conflict in order to solve its own problems. Outwardly directed hostility is completely inevitable in any interaction between societies and is universal in nature, since it is the main means of maintaining cohesion and internal stability of the group. The mechanism for the formation of this hostility towards “strangers” is associated with the instinct of aggression, the Oedipus complex, emotional identification with one’s leader-father, etc.

The content of the motivational conflict between societies is frustration and aggressiveness, determined by relative deprivation in at least one of the interacting societies. Relative deprivation, i.e. assessment of the position of one’s society in comparison with other societies, ascribes to one’s society lesser opportunities, infringement of rights, unfair status, etc., is a source of frustration and subsequent aggressiveness and possible aggression. In this case, the object of aggression can become not only the society that directly caused the frustration, but also any person or people associated with that society. conflict motivational organization leader

Based on their manifestations, there are three types of motivational conflicts:

a) motives are equally attractive, but mutually exclusive,

b) the motives are equally unattractive,

c) the same motive is equally attractive and unattractive.

The first version of the motivational conflict is realized when the individual faces the need to choose equally attractive, but mutually exclusive motivational alternatives. This situation, when you want both, it can acquire a dramatic character if we are talking about a choice between something or someone equally necessary or dear to a person.

The second version of the motivational conflict is recognized by the presence of a choice between two equally unattractive possibilities, the choice of “the lesser of two evils.”

The third version of the motivational conflict is realized when the same choice is equally attractive and unattractive, and has “both pros and cons.” The internal conflict in this case is recognized by the presence of weighing the pros and cons. This conflict can be painful for the individual when it comes to vital choices.

Understanding and resolving motivational conflicts is facilitated by the analysis of gradients of approach and distance. The approach gradient is a measure of the increasing attractiveness of a choice as one approaches it and the decreasing attractiveness as one moves away from it. The distance gradient shows an increase in undesirability of this choice as one approaches it and a decrease in undesirability as one moves away from it.

The duration of a conflict is determined by the clarity of the goals of the conflicting societies, the degree of their agreement about the meaning of victory or defeat, the ability of leaders to understand the cost of victory, and to convince their supporters that the moment has come to end the conflict.

The severity of the conflict increases with increasing degree:

1. emotionality of the conflict;

2. cohesion of the societies involved in the conflict;

3. agreement between societies preceding the conflict;

4. interaction between conflicting societies;

5. unrealistic conflict.

Conclusion

Motivational conflicts are serious “troublemakers.” The reasons for these may be constant “underload” at work and, accordingly, low social status. Self-esteem is the alpha and omega, and everything that infringes on it awakens enormous energy aimed at conflict. “Overload” also leads to the same result, which must be recognized, which is not always possible. As a result, the “processor” is also presented with claims to justify the fact that the result of his work differs from what was expected.

Leading without conflict - is it possible? Isn't this a utopia? It is possible to lead without conflict if you learn the kind of management in which, in purposeful cooperation with others, everything destructive is eliminated.

Conflict refers to disagreement between parties in which one party tries to get their views accepted and prevent the other party from doing the same. Conflict can occur between individuals and groups and between groups.

Potential causes of conflict - Shared resources, task interdependence, differences in goals, differences in perceptions and values, differences in behavioral styles and backgrounds of people, and poor communication. People often do not respond to situations of potential conflict unless the situations involve minimal personal loss or threat.

Structural conflict resolution methods include clarification of performance expectations, coordination and integration mechanisms, higher-level assignments, and reward systems.

Potential negative consequences of conflict include: decreased productivity, dissatisfaction, decreased morale, increased turnover, decreased social interaction, decreased communication, and increased loyalty to subgroups and informal organizations. However, with effective intervention, conflict can have positive consequences. For example, more in-depth work on finding solutions, diversity of opinions in decision making and improved collaboration in the future.

There are five styles of conflict resolution.

Avoidance represents withdrawal from conflict.

Smoothing is behavior as if there is no need to be irritated.

Coercion is the use of legal authority or pressure to impose one's point of view.

Compromise - yielding to some extent to another point of view, is an effective measure, but may not lead to the optimal solution.

Problem solving, a style preferred in situations that require a diversity of opinions and data, is characterized by openly acknowledging differences in views and confronting those views in order to find a solution acceptable to both parties.

Literature

1. Meskon M. Kh., Albert M., Khedouri F. Fundamentals of management. - M., "Business" - 1992

2. Borodkin F. M. Koryak N. M. Attention: conflict. - M., 1989

3. Yanchevsky V. S. Employment contract. - Zhitomir, 1996

4. Sarzhveladze N. I. Personality and its interaction with environment. Tb., 1989

5. Werner Siegert. Lead without conflict M., "Economics", 1990

6. Cornelius H., Fair S. Everyone can win. - M. "Stringer", 1992

7. Jeanie Graham Scott. Conflicts. Ways to overcome them. - Kyiv, "Vneshtorgizdat", 1991

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