Modern man and communication. Correlation of communication with etiquette. Soviet researcher V.N. Sagatovsky defines four levels of communication

Activity communication and speech activity, speech situation and its components, types of speech interaction depending on the situation of communication.

The activity of communication and speech activity.

All human life is spent in communication. Accidental or intentional isolation is the hardest test for people who for some reason are deprived of the opportunity to communicate. Let us recall, in this connection, the experiences of involuntary "Robinsons", the state of "lonely" astronauts, the horror of solitary confinement, the hardships of voluntary seclusion, the cruelty of boycott punishment. The fact is that communication is one of the main human needs, connected with its very essence: a person is a social being.

As a synonym for the term "communication" in science, the term "communication" is used. Communication is possible not only between people. Information processes take place in the animal world, in technical systems - everywhere where information is transmitted and received. When it comes to human communication proper (communication between people, human-machine communication, human-animal communication), the word “communication” is used predominantly.

Communication permeates all our material and spiritual activity, supports and provides it. It is easy to find that any production activity includes certain types of direct or indirect communication. Working collectively (employees, students, etc.), like family members, groups of friends constantly coordinate their efforts, exchanging verbal or written messages, and keep in touch with each other in the form of certain relationships. Even if a person works alone, he is not completely excluded from communication: his intentions, goals, tools and methods of work are largely created by others and transmitted to him by social tradition. His forms of thinking, his knowledge, their verbal embodiment, all material and spiritual culture connect him with other people, forming part of mediated communication, no less necessary than direct.

We will consider the types and forms of communication, taking into account the important role that communication plays in human life.

The role of communication in our life is extremely great. In communication and through it, a person masters the organization and norms of the team, the accepted means of communication, language, culture. In the process of communication, there is an entry into the team, socialization. In communication, and impact on the team, in communication personality traits are formed.

The life success of individuals and society as a whole depends on the development of their communication means and ability to communicate. This is especially true for modern society, in which the role of information processes has increased so much that many philosophers now define it as an "information society".

Communicate, as you know, and animals. People, unlike them, inherit the methods of communication not in a biological (genetic) way, but through imitation and learning: our communication capabilities are not part of the biological nature of a person, his “nature” - they are an important part of culture or tradition, they have a social character. A person receives the ability to communicate in the course of communication itself from other people, and communication is also directed primarily to others, to society. There are known cases of raising human cubs by animals (15 - wolves, 5 - bears, 1 - baboons, 1 - leopards, 1 - sheep, etc.). Naturally, in all cases the children had neither human speech nor human communication skills. They all exhibited animal behavior.

Communication is so important for people that it takes place not only as part of some other activity, but also forms an independent type of activity - communication activity(friendly and official meetings, visits, receptions, parties, picnics, family holidays, etc.).

The activity of communication is based on speech activity. The mechanisms of the emergence of speech are studied by a special discipline - psycholinguistics. Consideration of the range of its problems is not ours. special task Therefore, in order to understand the problem posed, we confine ourselves to a schematic consideration of the processes of transition of mental activity into speech.

In order to speak to a person (normally), a motive or a group of motives (motivational stage) is needed, then adaptation to the situation (afferentation) is carried out, possible consequences. At the third stage, speech intention turns into speech activity. In the process of the preparatory stages, the choice of language is carried out, the level of language acquisition is taken into account, and orientation towards the system and the norm takes place. It is also important to take into account the action of the functional-style factor, emotionality, individual characteristics of the speaker - craving for stereotypes or neoplasms, etc.

As a result of the implementation of speech intention, conditions for the speech situation arise.

Speech situation and its components

The components of the speech situation are: the addresser (the initiator of communication), the addressee (the user of information), the observer (an accidental participant in the communication process, the nature of the relationship between the addresser and the addressee, the purpose of communication, the method of providing contact (auditory, visual or their combination), communication code (option language system used by the speaker), communication conditions, which also include means of communication.

AT modern world people cannot do without communication, a person spends most of his time in society: at work in the office, in the family, with friends. And for effective and rich communication there is speech. Any social activity can not do without it, there are also many professions where communication skills are needed: teachers, lawyers, journalists and politicians, etc.

There are two people involved in a conversation: the one who listens and the one who speaks. Moreover, the peculiarity of communication is such that people constantly change roles for a more effective conversation. A successful conversation always requires a topic and knowledge of the language.

A person's personality is formed in the process of communication, upbringing, education; that is why its importance is so great. With the help of speech, we can discuss our goals, plans, dreams, share our experiences. Communication is the air for a person. It helps to organize joint work, build a person's personal life, and enjoy intelligent conversation. Humanity began to progress along with the development of speech.

A person's personality is formed through communication. Through other people, developed, educated, erudite and emotionally mature, we get important information about the world around us, which forms our worldview and helps us become cultured, educated, morally developed and civilized people. From birth, we develop our cognitive skills. There are many examples when a person is not brought up in a society of people. Children who are in wolf packs and brought up there for a long time, will no longer be able to adapt to human society. Outwardly, of course, they look like a person, but internally they are more like an animal, they are mentally undeveloped and it is already impossible to re-educate them. Successful socialization is another invaluable function of communication.

Thus it is possible to do following conclusions:

• * communication is an integral part of human life. Impact on us public opinion proves it. There are also many ways to influence people on each other, for example, hypnosis, blackmail, fashion, suggestion.
• * communication is a need, it is the goal of relationships with other people.
• * Communication is a source of knowledge and understanding of others.

If a person's communication is complete, then he feels satisfied and happy, this contributes to the development of his capabilities, self-realization and success. If a person, on the contrary, communicates little, withdraws into himself, then he develops an inferiority complex in himself, deprives himself of useful information and new opportunities, the general mental state of a person worsens. Thus, the importance of communication in human life is very great.

Features of communication

• 1. Communication undoubtedly brings joy and happiness by communicating with your loved ones, your soulmate, interesting creative people- all this makes our life full. Communication with nature and art gives us harmony and peace of mind.
• 2. The medal has two sides. Communication can bring disappointment, sadness, and depression. That is why so many dramas have been written dedicated to the feelings and experiences of the hero.
• 3. Neutral communication, which is indispensable, is a significant part of Everyday life. But there is an alternative - festive communication, without which it is difficult to imagine the life of any person.

Now you see that communication plays a huge role in our lives, and therefore it is necessary to master the skills of effective communication. Learn to understand people, adequately perceive their positions without prejudice and prejudice. The circle of people with whom you communicate directly depends on your psychological and emotional maturity.

Communication is a connection between people, as a result of which there is an influence of one person on another. In communication, the need for another person is realized. Through communication, people organize various types of

practical and theoretical activity, exchange information, develop an expedient program of action, mutually influence each other. In the process of communication, interpersonal relationships are formed, manifested and implemented.

Communication plays a huge role in the development of personality. Without communication, the formation of personality is impossible. It is in the process of communication that experience is assimilated, knowledge is accumulated, practical skills and abilities are formed, views and beliefs are developed. Only in it spiritual needs, moral-political and aesthetic feelings are formed, character is formed.

Communication is of great importance in the development of not only the individual, but society as a whole. In the process of communication, both personal and social relationships are formed and implemented.

The development of human society and communication between people is a complex dialectical process. Opportunities for communication expand along with the development of society. At the same time, the very development of a certain society depends on contacts, on communication with other people and societies.

Society is a society that is characterized by the production and social division of labor. Society can be characterized by many features: for example, by nationality: French, Russian, German; state and cultural characteristics, according to territorial and temporal, according to the method of production, etc.

Society - a group of people, not formally organized, but having common interests and values. Open and closed society - concepts introduced by K. Popper to describe cultural, historical and political systems, characteristic of various societies on different stages their development.

Closed society - according to K. Popper - a type of society characterized by a static social structure, limited mobility, inability to innovate, traditionalism, dogmatic authoritarian ideology (there is a system when most members of society willingly accept the values ​​that are intended for them, usually a totalitarian society).

An open society, according to K. Popper, is a type of society characterized by a dynamic social structure, high mobility, the ability to innovate, criticism, individualism and a democratic pluralistic ideology (here a person is given the opportunity to choose worldview, moral values. There is no state ideology, but at the level of the the principles of spiritual freedom are fixed, which a person really uses, that is, he himself tries to find the basic values).

A closed society is prone to specialization, while an open society is prone to creativity.

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Communication is a complex process of establishing contacts between individuals and entire groups. Without communication human society just won't exist. From the very appearance of the first man, it has become the cause and guarantee of the emergence of society and civilization. Modern people they cannot do without communication in any area of ​​their life and activity, regardless of whether a person loves loneliness or company, whether he is an extrovert or an introvert. Let's try together to find the reasons for this unique phenomenon as sociability, and answer the question why a person needs communication.

The role of communication in human life

The answer to the question of why a person needs communication is brought to us by history. primitive society. It was from communication, which was carried out by the first people through gestures, that human speech developed, concepts and designations of objects appeared, and later writing. It was thanks to communication that society, human society, appeared, and peculiar rules of communication between people were established.

Why is communication needed?

A person's need for communication is determined by his natural life and constant presence in society, whether it be a family, a team of employees, a school or student class. If a person were deprived of the opportunity to communicate from birth, he would never be able to grow up as a social person, civilized and culturally developed, would resemble a person only externally.

This is proved by numerous cases of the so-called "Mowgli people", deprived of human communication in early childhood or immediately at birth. All body systems developed in such individuals quite normally, but the psyche was very delayed in development, or even completely stopped due to lack of experience in communicating with people. It is for this reason that we understand why a person needs to communicate with other people.

The art of communicating with people

It would seem that if communication is quite natural for all people, then each of us should contact freely and be able to do it. However, some sometimes have a fear of communicating with people or, in other words, social phobia. This fear usually occurs in adolescence the hardest thing in a person's life. If the first conscious entry into society is negative, then in the future a person will have problems in communicating with people.

Communication skills with people are acquired with age, and the most important thing here is to master this art. The most ancient commandments of communication can help with this:

1. Communicating with a person, do it in the best way, in your opinion.
2. Show respect for the person you are talking to.
3. Trust whoever you're talking to.

With people we know, as a rule, we do not have any problems in communication, we know well how they react to certain words, remarks, news. But talking with strangers, you should always do this with positive side, do not show any negativity, always be friendly. Speak with a smile, but try to keep your words and phrases appropriate. Look the person in the eye with a clear and friendly look, show sincere interest and attention to the interlocutor. If you can't get over yourself and do all of the above for one reason or another, it's best to just avoid contact with the person.

Topic: “The concept of communication. The place and role of communication in human life.

1. Introduction.
2. The concept of communication.
3. Place and role of communication in life.

1. Communication techniques.
2. Forms of communication.
3. pedagogical communication.

"The only real luxury is the luxury of human interaction."

Antoine de Saint-Exepuri

I would like to start my essay with the concept of the subject under study:

Psychology \u003d psyche (psyushe) + logas \u003d soul + meaningful word \u003d

meaningful word about the soul.

Word they call a language unit that serves to name concepts, objects, persons, actions, states, signs, connections, relationships, assessments, as well as oral speech.

Speech in turn, one of the types of human communicative activity, communication , mediatedlanguage.

It is quite possible to say that every individual in the animal kingdom knows the language of its species from birth. Knowledge of the language is formed by a person during his lifetime, in the course of his communication with other people.

The need for communication is a purely human need, which is built on the fundamental foundations of people's desire for community and cooperation. The motives serving it can be mutually exclusive and complementary - from egoistically manipulative to altruistically disinterested. By establishing relationships with others, a person may strive to rule, dominate, impress, maintain the image of a friendly and benevolent person, etc.

Most likely, for the first time elements of human speech appeared during the implementation of joint labor actions. It can be assumed that the first words indicated certain actions, tools, objects; these were also "orders" addressed to a joint action partner. But very soon the language outgrew such “indicative” and “organizing” functions. After all, every word not only denotes, but also generalizes. Thus, the results of knowledge that people shared with each other began to be fixed in the word. This is how communication came about.

COMMUNICATION - the process of exchange between people with certain results of their mental and spiritual activity: learned information, thoughts, judgments, assessments, feelings, experiences and attitudes ...

(Krysko V.G. Ethnopsychological Dictionary - M., 1999.- 343 p.)

COMMUNICATION - a complex multifaceted process of establishing and developing contacts between people (interpersonal communication) and groups (intergroup communication), generated by the needs of joint activities and including at least three different processes: communication (information exchange), interaction (action exchange) and social perception ( perception and understanding of the partner). Impossible without communication human activity. The psychological specificity of communication processes, considered from the point of view of the relationship between the individual and society, is studied in framework communication psychology; the use of communication in activities is studiedsociology.

(Wikipedia.)

I will dwell in more detail on interpersonal communication.

1. The subject area of ​​the theory of interpersonal communication is given by both quantitative and qualitative parameters. An interaction between people can be characterized as interpersonal if it meets the following criteria: it is an interaction between a small number of people; this is a direct interaction: its participants are in spatial proximity, have the opportunity to see, hear, touch each other, it is easy to carry out feedback; this is the so-called personality-oriented communication, that is, it is assumed that each of its participants recognizes the indispensability, uniqueness of his partner, takes into account the characteristics of his emotional state, self-esteem, personal characteristics.
2. Taking into account both ordinary ideas and judgments of specialists, the subject area of ​​interpersonal communication includes:

a) mental processes and states that ensure the transaction (interpersonal perception, needs and motivations, emotions and feelings, self-esteem, psychological defenses etc.);

b) communication practices that mediate interaction between people (speech, non-verbal messages);

c) rules and regulations that make it possible joint activities, often unconscious, developed within a certain socio-cultural group. The real process of communication is a functional unity of all the listed elements. At the same time, for analytical purposes, such a selection of relatively independent blocks turns out to be appropriate.

1. The theory of interpersonal communication is fundamentally a sphere of interdisciplinary knowledge. Psychological, information-communicative and socio-normative processes that make up the subject area of ​​the theory of interpersonal communication are studied by various disciplines of humanitarian knowledge: personality psychology and social psychology, linguistics (especially psycho- and sociolinguistics), sociology (primarily such areas of microsociology as symbolic interactionism and dramatic sociology).
2. All known theoretical directions within which socio-psychological research is carried out - behaviorism, cognitivism, psychoanalysis, role theory, humanistic psychology - have contributed to the development of problems of interpersonal communication.

Communication is of great importance in the formation of the human psyche, its development and the formation of reasonable, cultural behavior. Through communication with psychological developed people Thanks to the wide opportunities for learning, a person acquires all his higher cognitive abilities and qualities. Through active communication with developed personalities, he himself turns into a personality.

The development of personality in childhood occurs under the influence of various social institutions: family, school, out-of-school institutions, as well as under the influence of the media and live, direct communication of the child with other people.In communication first through direct imitation, and then, through verbal instructions, the basic life experience of the child is acquired. The people with whom he communicates are the bearers of this experience for the child, and in no other way than communicating with them, this experience can be acquired. The intensity of communication, the diversity of its content, goals and means are the most important factors determining the development of children.

Do they all work social institutions on the development of the personality not directly, but through small groups, of which the child is a member, through communication with people who surround the child in these groups. These are family members, classmates, housemates, individuals with whom the child comes into contact.

This development can proceed normally only with sufficiently favorable relationships in which a system of mutual support, trust, openness is created and operates, a sincere desire of people communicating with each other to selflessly help each other, contribute to the development of each other as individuals is revealed. With bad relationships, on the contrary, obstacles arise in the way of a person’s personal improvement, as people stop trusting each other, manifest themselves in relation to each other mainly with negative side show no desire to help each other.

In communication, more or less stable ideas of the child about himself arise. They act as a direct reflection in his mind of what the people around him think of him. Communication plays a very significant role in the formation and development of self-consciousness, and the correct image of the “I” develops in a child only when the people around him are sincerely interested in this.

Adults communicate with the child always - when they teach and accustom, when they feed and walk, punish and play. The results of upbringing, and of course the overall well-being of the child, and of the adults themselves, depend on how communication takes place. Therefore, it is very importantfriendly communication atmosphere.

Such an atmosphere depends not only on the character of the adult and not only on the behavior of the child. It is created by mastering and using communication skills.

Found in psychology wonderful way helping the interlocutor in cases where it is difficult for him to cope with the situation, survive a failure, express feelings or thoughts that are not yet completely clear. It's called technologyActive listening.

With active listening, the task is to understand the speaker, and let him know about it. The word “understand” refers not only to the content of the words, but also to the emotional experience.

It has been found that the following technique helps to solve both problems (understand and let know):

You repeat what the interlocutor said, and at the same time name his feeling or state.

If the answer is accurate, then the interlocutor feels as if joining his experience, "sharing" his feelings. And this feeling is very important for everyone: what happens is what the wise proverb says: “Shared grief is halved, and shared joy is doubled.”

1. Reproducing what the interlocutor said, you can repeat a single word or phrase, or use a paraphrase; if a person spoke for a long time, then you can make a summary.

1. Along with active listening, the so-calledpassive listening. This is also a form of active attention to the problem of the interlocutor, only with a small number of words. It can be separate words, interjections, head nods, an attentive look.

The Active Listening technique also includes a number of other rules and recommendations.

1. Very important after the answer keep a pause. It is needed in order to give the interlocutor space and time to think and, perhaps, say more. It also makes it possible to focus on the interlocutor, moving away from their own thoughts, assessments and feelings. This ability to step back from oneself and switch to the internal process of the interlocutor is one of the main and difficult conditions for active listening. When it is done, rappor arises between the interlocutors. This foreign word means especially confidential contact.
2. Another important detail concerns intonation. You need to repeat what has been said in the affirmative, not the interrogative form.
3. To maintain contact, it is also useful to adapt to the interlocutor. non-verbally , that is, repeat his posture, facial expressions, gestures, intonation, volume and pace of voice, eye and head movements. It is important that the eyes of the interlocutors are at the same level.

1. Don't start listen if you don't have time. The interlocutor may feel disappointment and even resentment and will be right.
2. Don't ask.Direct questions and especially questions are undesirable. The interlocutor may feel that the questioner is satisfying his curiosity.
3. Don't give advice.Tips are the first thing that comes to mind when you want to help. Moreover, a person in trouble often asks himself: “Tell me what to do?”. Life shows that advice doesn't really work.

The “not” considered are not limited to the “pitfalls” that stand in the way of the practical mastery of active listening. There are many more, and they include familiar phrases with which they respond to a complaint, trouble or experience of another.

1. Orders, commands. (It is clear that sympathy is far from here!)
2. Warnings, threats. (There is no understanding and no desire to understand. In the first place - the goal is to “put things in order”, and for this to intimidate.)
3. Morals, morals, sermons. (In response - a silent experience.)
4. Criticism, reprimands, accusations. (Another click on egotism!)
5. Calling, ridicule. (You can’t stick labels, but it’s better to joke warmer.)
6. guesses, interpretations. (These phrases contain detached judgment and an invasion of personal space. People do not like to be calculated.)
7. Sympathy in words, persuasion, exhortation. (Instead of sharing the experience of the interlocutor, the "sympathetic" belittles or devalues ​​his feelings. This is unfair and insulting.

The influence of the correct skills or techniques of communication on the condition of a person and his relationship with others, including own child, is the reala discovery that has been experienced and continues to be experienced by everyone who believed in these techniques and began to master them.

The process of the child's own personal development under the influence of relationships with other people can be represented as follows. In the types of activities accessible to the child (taking into account his age), appropriate forms of communication are formed in which the child learns the rules and norms of human relations, develops needs, forms interests and motives, which, becoming the motivating basis of the personality, lead to a further expansion of the sphere of communication and, consequently, to the emergence of new opportunities for personal development. The child's exit new system activity and communication, including it in the orbit of interpersonal contacts of new people, turning to new sources of information actually means a transition to the next, higher stage of development.

A.N. Leontiev believes that the development of a child's personality finds its expression in a change in the hierarchy of motives for activity. Former motives lose their motivating power, new ones are born, leading to a rethinking of relationships with people and one's own behavior. Those activities and forms of communication that previously played a leading role are now relegated to the background. Interests and goals change, in general the meaning of life for the child, a new stage of his personal development begins. The transformation of communication, the complication and enrichment of its forms open up new opportunities for the child for personal growth. Initially, these opportunities are formed within the leading activities, and for children preschool age- in different kind games. At an older age, learning and work are added to the game.

D.B. Elkonin singled out four levels of development of children's games related to education. The first level is the child's play actions that reproduce the behavior of adults and are aimed at another person, i.e. games that involve the simplest form of human communication (“feeding” the doll, “educating” the doll, putting it to sleep, etc.). The second level is play actions that consistently restore the system of adult activity from beginning to end (“cooking” food, laying it out, feeding it, cleaning dishes, etc.). The third level is associated with the allocation in the game of a certain role of an adult and its performance. In the content of the role relationship between people, living forms of human communication. The role determines the logic and nature of the actions performed by the child. These actions themselves are subject to certain rules, the observance of which is controlled by children. The fourth level is the ability to flexibly change the tactics of behavior and move from one role to another as part of the development of the plot of the same game, controlling not only one’s own, but also someone else’s role-playing behavior, playing a holistic role-playing performance in the game.

Communication as a means of developing a personality begins to take shape especially strongly in a child from the third level of development of the game. But this is still only the assimilation of forms of role-playing behavior, without which real business and interpersonal communication between adults is impossible. At the fourth level of the development of the game, role-play communication is improved, creating conditions for a more versatile personal development of the child.

Communication that develops into learning activities depends on the form of its organization. Such communication is most active in the conditions of group forms of organization of educational activities. Discussions, disputes, seminars, other forms of organization of educational work contribute to the development of the individual. In a form accessible to students, they can be implemented in almost all classes of the school, from elementary to graduation.

Work opens up even greater opportunities for the development of a child's personality. Many of its forms have a collective character and again include moments of communication. Such work is easy to organize in the family and school.

Relations between people, in this case - children and adults, do not always run smoothly, contain many contradictions, external and internal conflicts, resolving which a person moves forward in his development. The assimilation and implementation of adequate forms of role-playing behavior, occurring in the game, in work and in collective types of educational activities, contributes to overcoming contradictions in the system of interpersonal relations. The very contradictions in relationships with people do not automatically become the engines of personal development; only by giving rise to problems of an internal nature in him, forcing the child to change his attitudes and views, external contradictions turn into internal source activity aimed at the formation of new useful personal qualities.

If only external contradictions are resolved, but not internal ones, then the life of the individual is split into two that create the appearance of external well-being and internal conflict. Such a child, while maintaining normal external relations with people, left alone, closes in on his internal problems. He has discrepancies between how he seems to the people around him (outwardly prosperous) and what he really is (internally conflicted). As a result, there may be a delay in personal development. When internal conflicts are removed, while external ones are preserved, this creates a situation of alienation of a person due to his inability to communicate with people, although he can be quite a good man. As a result, the individual is deprived of the opportunity to receive information useful for his personal growth from other people.

In order to avoid problems in personal development, a teacher is called, because. it is an adult, professionally trained person who is able to notice “something wrong” in time and influence the development of the child through pedagogical communication.

Pedagogical communication- a set of means and methods that ensure the implementation of the goals and objectives of education and training and determine the nature of the interaction between the teacher and children.

For a teacher in communication are very important professional quality such as:

1. Interest in children and working with them; the need and ability to communicate, sociability.
2. Ability of emotional empathy and understanding of children.
3. Flexibility, operational and creative thinking, providing the ability to quickly and correctly navigate in changing communication conditions.
4. Ability to perceive and maintain feedback in communication.
5. The ability to manage yourself.
6. Ability for spontaneity (unpreparedness) of communication.
7. The ability to predict possible pedagogical situations, the consequences of their influences.
8. Good verbal abilities: culture, development of speech, rich vocabulary, correct selection of language means.
9. Possession of the art of pedagogical experiences, which represent a fusion of life, natural experiences of the teacher and pedagogically expedient experiences that can influence children in the required direction.
10. The ability for pedagogical improvisation, the ability to apply the whole variety of means of influence (persuasion, suggestion, infection, application various tricks impact).

If from birth a person was deprived of the opportunity to communicate with people, he would never become a civilized, culturally and morally developed citizen, he would be doomed to remain a semi-animal until the end of his life, only outwardly, anatomically and physiologically resembling a person.

Used Books:

1. Nemov R.S. Psychology: Proc. for stud. higher ped. textbook institutions: In 3 books. - 4th ed. - M.: Humanit. ed. Center VLADOS, 2003. - Book 2: Psychology of education. - 608 p.

1. Introduction to general psychology: course of lectures / Yu. Gippenreiter. - M.: AST: Astrel, 2009. - 352 p.

1. Pedagogical psychology in schemes, tables and reference notes: textbook. allowance for universities / O.V. Nesterov. - 2nd ed. - M .: Iris-press, 2008. - 112 p. - (Higher education).

1. Gippenreiter, Yu.B.

Communicate with the child. Two books in one / Yu.B. Gippenreiter; artistic G.A. Karaseva, E.M. Belousova, M.E. Fedorovskaya and others. - M.: Astrel, 2012. - 528 p.: ill.

1. Kunitsina, V.N. Interpersonal communication: Proc. for universities / V.N. Kunitsina, N.V. Kazarinova, V.M. Poland; Ch. ed. E. Stroganova. - St. Petersburg: Peter, 2002.

1. Internet resources.