Conflict-free Communication Research Articles

RTPL: A Real-Time Communication Protocol for LoRa Network

The industrial Internet of Things (IIoT) is prominently emerging in applications of large-scale and wide-area applications, such as oilfield management, smart grid management, real-time equipment monitoring, and integration of traffic management systems for smart cities. Relying on short-range wireless technologies (e.g., WirelessHART and ISA100.11a), traditional wireless solutions for industrial automation find it challenging to support the expansive scale of today’s IIoT. To address this limitation, we propose to adopt LoRaWAN, a prominent low-power wide-area network technology, for industrial automation. LoRaWAN for industrial automation poses some unique challenges. The fundamental building blocks of any industrial automation system are feedback control loops that largely rely on real-time communication. LoRaWAN traditionally adopts a simple protocol based on ALOHA with no collision avoidance or Listen Before Talk with Clear Channel Assessment and Random Backoff mechanisms to minimize energy consumption, which are less suitable for real-time communication. Existing real-time protocols for short-range technologies cannot be applied to a LoRaWAN network due to its unique characteristics such as asymmetry between downlink and the uplink spectrum, predefined modes (or classes) of operation, and concurrent reception through orthogonal spreading factors. In this paper, we address these challenges and propose RTPL - a Real-Time communication Protocol for LoRaWAN networks. RTPL is a low-overhead and conflict-free communication protocol allowing autonomous real-time communication of low-energy devices and exploits LoRa’s capability of parallel communication. We implement our approach on LoRa devices and evaluate through both physical experiments and extensive simulations. All results show that RTPL achieves on average 75% improvement in real-time performance without sacrificing throughput or energy compared to traditional LoRaWAN.

Communication in Mediation

Abstract The purpose of this study is to establish a communication model between the parties to the conflict in mediation based on the research of communication, information, mediation and conflict approaches and definitions. The main methods of communication for finding a solution to a conflict are dialogue between the parties to the conflict and non-violent communication. The model has been designed and practically used to achieve the results of mediation –resolution of a conflict, as well as education of the parties about conflict-free communication for their future relationships. The study/article offers a method for measuring the effectiveness of mediation using the proposed communication model.

Методы преодоления как новая парадигма процессов коррекции поведения и личных качеств школьников

Introduction. Many educational systems recognize the importance of building a skill of conflict-free communication in the younger generation, which is based on tolerance or the ability to accept others without judging. Statistics indicate the presence of a large number of theoretical works on the development of conflict-free communication skills. However, psychologists record an increase in aggression and conflict in Russian society. According to the author, the problem is not in the content-related component of personality formation, but in the methods used in modern schools. Theoretical analysis. The comparative analysis of methods of molding the behavior of schoolchildren revealed the skewed nature of those ones that are used in Russian schools. All of them belong to the “character-building” paradigm. Meanwhile, foreign schools use not only character-building methods to correct behavior, but also teaching methods, for example, they teach coping strategies (breathing, meditative techniques, etc.). Conclusion. The author suggests that the general pedagogical paradigm of personality formation should include not only methods of character building, but also methods of coping (for example, with stress and other negative emotions). It is proposed to classify coping methods into behavioral, auto-training and communication-related ones based on the mechanism and agent of influence.

TRADITIONS OF NONVERBAL GREETINGS IN INTERCULTURAL SPACE

The behaviour of each person is determined by the values and norms of the culture and society in which he exists. They determine the verbal and non-verbal means of communication that people use in a certain situation. Since there are several cultures that are different from each other, the participants of the communication can also belong to different cultures. Belonging to the interlocutors in the same culture makes communication easier, but in different cultures it makes it much more difficult. The participants of normal interpersonal communication understand all verbal and non-verbal nuances. Knowledge of the non-verbal language of another nation is an essential component of intercultural communication and the very first step to establishing successful communication between representatives of different nations and cultures. Addressing a person tactlessly for a certain culture due to ignorance of non-verbal features can make communication impossible even before it begins. The article reveals the peculiarities of non-verbal communication as a necessary component of foreign language proficiency and one of the main components of intercultural competence. The category of politeness, which occupies one of the central places in the implementation of successful communication, is considered. A detailed analysis of non-verbal greeting signs characteristic of speakers of different languages and cultures was carried out, and their role in the intercultural communication was indicated. It was found that the most common forms of greeting are a handshake, a kiss, a hug, a greeting with a look, and a smile. In everyday polite and public-official communicative situations, greetings are closely related to bows, which are inherent in Eastern peoples. Little-known greeting gestures that are characterized only for certain peoples are also described in the manuscript. Non-verbal means of communication retain ethnic features, despite the development of international political, economic, and cultural ties, which promotes the interaction of national communication styles and forms uniform parameters of communication, including non-verbal communication. Therefore, you should use non-verbal means very carefully, even if they seem natural and understandable to everyone. Thus, mastery of non-verbal means of communication and knowledge of their features in different cultures contributes to the development of intercultural competence of a person in the modern globalized world. Mastering a foreign verbal communication system, that is, a foreign language, should be supplemented by mastering non-verbal communication skills in order to promote more effective and conflict-free communication between representatives of different countries. Key words: intercultural communication, language, non-verbal communication, gesture, greeting.

Patient-oriented linguo-professional training of medical students

Introduction. Patient-oriented communicative interaction in medicine is studied in various sciences, however, teaching appropriate communication in a medical university is impossible without taking into account its verbal specifics due to the high linguistic activity of the medical profession. Patient-oriented communication skills should be systematically formed in linguo-professional training, which disciplines and topics require clarification. The purpose of the study: to determine a set of disciplines and topics for patient-oriented linguo-professional training of medical students and to identify their demand among students and teachers of higher medical education (HME). Research methods: study of scientific and educational literature, reflecting the communicative aspects of the professional activities of physicians; questionnaire survey (174 teachers and 766 students of the Siberian State Medical University (Russia, Tomsk), ranking the subjects of patient-oriented linguoprofessional training according to their demand among students and teachers of the HME, summarizing the results of the study Research results. It is substantiated that the patient-oriented linguo-professional training of physicians should: 1) act as a significant component of their university training; 2) promote the development of professional and communicative (linguo-professional) competence for the implementation of effective verbal communication in professional activities in the dyad “doctor – patient”; 3) be based on the principles of the anthropological approach, the ideology of patient-orientation in medicine. The 16 most relevant topics for this training were identified, among which the topics related to speech etiquette in the communication of a doctor, his communication tasks, rules and techniques of conflict-free communication are especially in demand among students and teachers of the HME. Priority methods and technologies for teaching communication with patients have been identified: conversations, situational tasks, active listening, dialogue communication, giving examples, simulation technologies. Conclusion. The achievements of linguistic research in medical communication and the principles of a patient-oriented approach should be taken into account in the linguo-professional training of physicians. Its implementation is possible through the complementarity of the content of linguistic and non-linguistic disciplines or a single discipline for teaching patient-oriented communication.

Вторичность и интерпретативная репрезентация

The article deals with the phenomenon of secondary functions as the basis of interpretative representation, which involves the objectification of a set of meanings by a language unit with a negative evaluative focus. The aim of the study is to consider the secondary nomination in the aspect of interpretive representation, projected on the implementation of negative evaluative focus, and as a result leading to a communicative conflict. It was found that modification of the systemically fixed categorical meaning of language units, metaphorical, metonymic and metaphtonymic modeling, conceptual comparison and non-prototypical compliment lead to interpretive representation. The potential of these ways of implementing secondary functions is variable. If metaphor, metonymy, metaphthonymy and conceptual comparison can be used to form a positive assessment of a person, a non-prototypical compliment is always interpreted as a negative evaluation. As a result of the modification of the categorical meaning, not only the evaluation, but also the objective situation can be represented by non-prototypical means. Taking into account the results obtained, a scheme was modeled for the implementation of the secondary functions of language units as a way of representing a negative evaluation of a person. The method of conceptual analysis, the method of cognitive modeling and the method of prototypical semantics were used as the main research methods. It has been established that the use of language units in the secondary function reflects the dynamic processes in the semiotic space associated with the anthropocentric approach to language studies and the dynamics of human perception. To ensure conflict-free communication, it is advisable to predict cases of negative understanding of the secondary functions of language units and avoid their use. The prospect of this study is to consider the secondary functions of language units in order to eliminate cognitive dissonance in communication on the material of other languages. Modeling ways to implement secondary functions in language can also serve as a basis for studying the knowledge transmitted in communication, as well as studying the relationship of language with perception, memory, thinking, and experiential knowledge of a person, which, in turn, makes it possible to reveal the features of associative and figurative processes and cognitive activity of a person, which is not accessible to direct observation.

Культура бесконфликтного общения военнослужащих: современное содержание

The study clarifies the current content and structure of the military personnel communication culture. To achieve this goal, the relevance of the analysis of military personnel communication culture and its functional role were concretized at the first stage of the study. At the second stage, the study of the military personnel communication culture is theoretically justified, its essential manifestation is revealed. At the third stage, the presented theoretical developments are correlated with the practical understanding of the problem by the servicemen themselves and the structural components of the culture of communication of servicemen are revealed. It is proposed to consider the culture of communication as a form of social culture – a narrower cultural complex of values, principles and norms accepted and shared by members of military collectives and defining the style of interaction and communication of military actors. In modern conditions, the military personnel communication culture is conditionally classified into the culture of conflict-free and conflict-free communication. The characteristic of these forms is presented. At the same time, the culture of conflict communication is studied in the context of the implementation of motivation for the conflict solution of service and work tasks. It is proved that the culture of conflict-free communication is based on the values, principles, traditions and norms that presuppose and orient the serviceman to resolve and prevent conflict situations. The military personnel conflict-free communication culture is characterized not only by knowledge and understanding of the need for conflict-free professional interaction, the desire for a compromise solution of service issues, but also by the practical skills of actors to assess, prevent, and in some cases resolve conflicts in the course of their own official activities. The presence of a culture of conflict-free communication, on the one hand, determines the competence of conflict-free communications, on the other hand, it is the practice of tolerant respect for colleagues. This culture allows a serviceman not to create conditions for transferring conflict situations to service and labor interaction, to understand the meaning, motivation of the behavior of colleagues and opponents, constantly reduce, and in some cases completely eliminate excessive social tension, overcome emotional outbursts in the process of solving professional tasks.

ПРИНЦИП БЕСКОНФЛИКТНОСТИ ЯЗЫКОВОЙ КОММУНИКАЦИИ

The article formulates the principle of conflict-free language communication that grounds in effective conceptual interaction of its participants and determines its effectiveness. Considering it strictly within the linguistic context the author posits a conflict-free communication as normal communication, excluding contradictory, ambiguous functional interpretation of language unit semantics, as well as undesirable inferences and implications evoked by hearer’s processing the information received in linguistic form. The analysis of factors ensuring conflict-free communication results in reasoning that the most important among them is alignment of the communication participants’ conceptual systems that means their sharing general and professional knowledge by its volume and structure, having common world views, opinions, and evaluation criteria, as well as normative use of lexical units, phraseology, and grammar. The research discloses cognitive and language strategies and tactics of conflict-free communication through the analysis of mechanisms and specific means of meaning creation and interpretation used by the participants, by listing language ways of avoiding ambiguous meaning interpretations related to possible negative implications and inferences.

БЕСКОНФЛИКТНАЯ КОММУНИКАЦИЯ: КОГНИТИВНАЯ ОСНОВА ЕЕ РЕАЛИЗАЦИИ

The article discusses the cognitive basis of conflict-free communication, including the principles of “cognitive filter”, relying on a prototype, changing the focus of attention, information accessibility and associative implications, which serve the basis for information processing and distribution in order to neutralize conflict in communication. It has been established that each cognitive principle correlates with the mechanism underlying the construction of a conflict-free meaning. The principle of “cognitive filter” is activated due to the mechanism of generalization, the principle of relying on the prototype is accompanied by the activation of the mechanism for eliminating opposition, the principle of changing the focus of attention is correlated with the mechanism of substitution of concepts, the mechanism of “cognitive fluency” is involved in the activation of the principle of information accessibility, the principle of associative implications is implemented through mechanisms of conceptual metaphor, metonymy and conceptual comparison. We have tried to prove that these cognitive principles and mechanisms are based on the “shared knowledge” factor, which involves both comprehending the constructed and transmitted information, and predicting the intentions and expectations of communication participants, their emotional state and prospects for completing communication in a conflict-free way. Together, they form a model of the cognitive basis of conflict-free communication. It has also been determined that the speech-cognition activity of a person in the context of conflict-free communication is complexly organized, and its explanation requires knowledge at the intersection of a number of sciences. The prospect of this study is the possibility of applying the developed approach to the analysis of other complex phenomena of the language.

Cognitive Mechanisms of Phraseological Units Interpretive Meaning Construction in Relation to Conflict-Free Communication

The authors examine the interpretive meanings of phraseological units from the perspective of a cognitive approach and within the framework of the linguistic interpretation theory in order to study their role in ensuring conflict-free communication in future research. The undertaken study covers the material from the Russian, English and French languages. The authors argue that the interpretive nature of phraseological units is due to the fact that their meanings convey a certain interpretation of already existing and earlier verbalized knowledge about objects and events. This interpretation takes as a basis the postulated similarity with other objects and events from the same or another conceptual domain and knowledge about them. The method of cognitive modeling applied by the authors makes it possible to determine the type of relationships between different entities, that make up a conceptual basis for phraseological meaning construction. In authors’ opinion, conflict-free verbal communication is directly related to the choice of cognitive mechanisms for the construction of meaning, transmitted by phraseological units, that prevent its misunderstanding or misinterpretation. The analysis of the language material shows that the process of phraseological interpretive meaning construction employs cognitive mechanisms of profiling, conceptual metaphor, conceptual comparison (analogy), conceptual metonymy and conceptual metaphtonymy, profiling being a universal cognitive mechanism that precedes all other cognitive operations.

IS UNDERSTATEMENT A CONCEPT OR A CATEGORY?

The aim of the study is to define the British phenomenon “understatement”. The relevance of this research is due to the desire to better understand the English character, which still remains a mystery to representatives of other cultures due to a special historically established, indirect, veiled, and sometimes ambiguous tradition of communication. Understatement directly serves to create this ambiguity, causing enormous difficulties in communicating both foreigners with the British and the British themselves among themselves. The main methods of research are: descriptive and structural methods, component and definitional analysis. The results of the study showed that understatement represents a nationally specific communicative category which contains the attitudes and rules of speech behavior of the British and participates in the regulation of the communicative process. Understatement has a certain structure and includes verbal and non-verbal means of expressing communicative content aimed at harmonious, conflict-free communication. The theoretical significance lies in a clear definition of the British phenomenon “understatement”, in identifying its speech strategies, linguistic and extralinguistic ways of expression. The practical significance is expressed in using the results of the research in lecture courses of the theory of intercultural communication, stylistics and general linguistics.

ОСОБЕННОСТИ ПРОЕКТИРОВАНИЯ УЧЕБНОЙ ДЕЯТЕЛЬНОСТИ БУДУЩЕГО УЧИТЕЛЯ ФИЗИЧЕСКОЙ КУЛЬТУРЫ В АСПЕКТЕ ЯДРА ПЕДАГОГИЧЕСКОГО ОБРАЗОВАНИЯ

Statement of the problem. Modern challenges of the education system in terms of achieving metasubject results by schoolchildren who ensure the formation of ULA for their self-development and self-improvement, determine new requirements for the quality of training of a future physical education teacher who is ready to solve professional tasks [Adolf, Stepanova, 2017]. The introduction of the core of pedagogical education is designed to provide training that meets modern challenges and requirements. The question of how to design the content of activities aimed at solving professional tasks when mastering the basic educational program of the core of pedagogical education of a future physical education teacher is relevant, since it is an innovation that has not been sufficiently studied in theory and practice [Adolf, Kondratyuk, 2021]. The issues of preparing a future teacher to work on the formation of the ULA of schoolchildren in physical education classes in conditions of maintaining a high motor density of lessons, ensuring motor activity and safety remain little studied to date. The purpose of the article is to analyze the results of the study of the formation of universal learning activities (hereinafter referred to as ULA) among future physical education teachers in order to determine the content of their activities that need to be organized in the preparation process. The methodology of the study consisted of the analysis of the characteristics of personal, communicative, regulatory and cognitive ULA of future PE teachers, as a necessary component of training, in the conditions of the introduction of the core of pedagogical education. The study involved 100 first-year students (enrollment 2020 and 2021). A survey with evaluation scales was used as a method of obtaining empirical data. Mathematical processing included descriptive statistics and correlation analysis using Spearman’s coefficient. The survey of physical education teachers and trainers of Krasnoyarsk, Krasnoyarsk Krai, Khakassia and Tuva, in May-September 2021, was conducted as part of the state task of the Ministry of Education of the Russian Federation No. 073-00090-32-02. The results obtained during the surveys correspond to the laws of the normal Gaussian distribution. The coefficient of variation of the data is in the range from 10% to 30%. The risk measure is within the normal range, which indicates the reliability of the results obtained, and they can be used in other scientific studies. The research results showed that the following scales are of maximum importance in the personal characteristics of future physical education teachers, who provide value-semantic, motivational orientation: responsible attitude to family creation; values of a healthy lifestyle. The scales of minimal importance are: civic identity, patriotism, respect for one’s people, readiness to serve the Fatherland, its protection; formation of the foundations of self-development and self-education. Of minimum value is the following scale: the ability and willingness to reflect on the methods and conditions, the results of activities [Adolf, Zaitseva, Kondratyuk [et al.], 2021]. Conclusion. Diagnostics of future PE teachers made it possible to determine the characteristics that will allow designing the content of their activities, in the context of the introduction of the core of pedagogical education aimed at ensuring the readiness of future PE teachers to solve professional tasks. The formation of the need for self-development and self-education, readiness for self-education of future PE teacher, is possible through involvement in the activities of professional educational platforms, organization of educational and cognitive activities, mentoring. In the content component of the core of pedagogical education, the activity of a future physical education teacher is necessary and is aimed at mastering the skills of conflict-free communication, mediation, goal setting, self-control and correction, and reflection.

Цифровой этикет в представлениях студентов (на материалах Ярославской области)

The article analyzes students' ideas about digital etiquette. The author conducted a sociological study among students of leading universities in Yaroslavl. Comparative and typological analysis of digital etiquette among students from different families (material, educational differences in their parents), allowed us to identify the features of digital etiquette in the studied groups. It was found that students from families that belong to highly resource groups know the rules of conflict-free communication better than boys and girls from families that belong to medium and low resource groups. In addition, it was found that, according to respondents, deception and violation of personal space are the strongest conflict in the digital space. At the same time, for girls, regardless of the material well-being of their family, the observance of etiquette is more important than for boys. Respondents from highly resource groups, regardless of gender characteristics, are better informed about how to use a cell phone and gadgets while at university, at home, in a theater, train, shopping mall, etc. It was revealed that students from families who belong to medium and low resource groups were more likely to encounter bullying in the virtual world during their studies at the university. At the same time, girls faced cyber bullying more often than boys. The higher the level of education and the level of material well-being of students’ parents, the more well-thought-out strategy and tactics against cyber bullying their children have. Students from families who belong to low resource families in the online space are inclined to cyber bullying. It has been established that girls have more fake accounts than boys. At the same time, it was revealed that one-fourth of the surveyed young men from medium and low resource groups had a fake account created in a female name. Thus, this group of young men studies the values, interests, and needs of women. Such an account allows you to be added to women’s groups and analyze the values and needs of girls. It was revealed that girls from medium and low resource groups are more irritated by spelling mistakes when communicating on social networks than boys, as well as when their personal boundaries are violated. Activities aimed at improving students' knowledge, skills and abilities on digital etiquette are offered.

Alternative Opinions about Vaccination in Religious Discourse

This article examines speech strategies and tactics in religious communication in the context of the coronavirus pandemic. The purpose of the work is to consider the features of the speech behaviour of communicants during the pandemic crisis. The research methodology is based on the theory of speech communication to some extent present in modern works on the study of discourses of various types, the study of the peculiarities of religious communication, communicative/speech strategies, and tactics applied to different speech material. The researcher refers to texts published in Orthodox media and on Orthodox websites: sermons, comments in Orthodox forums, and posts in social networks. As a result, the author reveals the polemical nature of this segment of religious discourse. For instance, it contains neologisms with evaluative connotations, such as цифровой концлагерь (digital concentration camp), псевдопандемия (pseudo-pandemic), коронобесие (corona-frenzy), коронокризис (corona-crisis), ковид-диссиденты (covid-dissidents), антипрививочники (anti-vaccinators), антиваксеры (antivaxers), ковидиоты (covidiots), антивакс-сектанты (anti-vax sectarians), ковидофобы (covidophobes), вакциноборцы (vaccine fighters), вакцина каннибала (cannibal vaccine), вакциноскептики (vaccine sceptics), etc. The author characterises two types of addressees: 1) those denying the existence of the pandemic and/or the need for preventive measures and/or vaccination; 2) those recognising the fact of the pandemic and/or the need for preventive measures and/or vaccination. The former are characterised by a confrontational type of communication, as they choose strategies of discrediting and manipulation by means of accusations, insults, slander, sarcasm, appeals to “authority”, etc. They violate the principles of cooperative communication and show verbal aggression. The various phobias that the communicants of this group demonstrate are due to a misunderstanding of the soteriological and eschatological teachings of the Church. The addressees of the second group use a speech strategy of persuasion through interpretation, explanation, references to their own experience, and the authority of the Church. The communicants of this group obviously aim for conflict-free communication.

Changes in the Classroom Discourse: Negative Politeness and Impoliteness

Abstract The paper focuses on changes identified in the classroom discourse in terms of the teacher–student relations. While traditional classroom relations relied on teacher’s authority and control in the classroom, the current situation indicates a shift in the power relations existing in the class. The paper aims to analyse some of these changes by studying politeness and ways of expressing negative politeness and impoliteness. It starts by defining politeness as conflict-free communication, and then moves to negative politeness and impoliteness, applying these two concepts in the interpretation of the classroom discourse. The data used for the analysis were collected during English and history classes in a high school in Romania. The paper draws on Penelope Brown and Stephen Levinson’s (1987 [1978]) concept of negative politeness and on Derek Bousfield’s (2008) impoliteness theory. The data reveal that the most common negative politeness strategies in the classroom discourse use indirect speech acts, questions and hedges, minimizing the imposition and impersonalizing. I argue that while teachers use mainly politeness strategies, students use impoliteness strategies as a way of claiming power. Thus, they can be disruptive and show lack of interest; they interrupt or take the floor at a wrong time; they sometimes dismiss, contest, or refuse the teacher’s indications and often challenge the teacher’s authority; at times, they are also rude towards their own peers in trying to demonstrate their superiority.

From a Wide Range of Emotions to Conflict-Free Communication

From a Wide Range of Emotions to Conflict-Free Communication

TRAINING IN MEDIATION: APPLICATION ON THE COMMUNICATION MODEL

Teaching the participants of the conflict to conduct a communication is an important process in the mediation. A positive result of the mediation, i.e., resolution of the conflict, is impossible without teaching the participants the rules of a conflict-free communication; that will allow them to avoid conflict situations in society also in future. The publication considers a model of communication between the participants in the conflict as well as the mediator. The model is built on the basis of an analysis of the principles of existing communication models and experience of a practicing mediator. The types of communication noises (including constructs as communication barriers) have been identified and classified, and techniques for detecting these noises has been proposed. By selecting and studying them the mediator has the opportunity to effectively arrange a training for the participants of the conflict. The objective of the study is to build a communication model in a mediation, taking into account semantic and psychological noises; to demonstrate the role of a mediator in a constructive conflict resolution for dialogue teaching; to determine the mediator’s tools. The theoretical study is based on the analysis and assessment of philosophical, pedagogical and psychological literature and a mediation practice. Results: a model of communication in the process of mediation, questionnaire for identifying noises and a processing algorithm for it to determine the methodology for teaching communication to the participants of the conflict.

COMMUNICATIVE POTENTIAL OF FUTURE SOCIAL WORKERS

The article highlights the topical issue of communicative potential of future social workers in their professional activities. Modern requirements for a social worker require ablity to interact with various groups of clients: children, adolescents, youth, the elderly or people with special needs, deviant or delinquent behavior, addicted to psychoactive substances, victims of violence, war, natural disasters. disasters, prisoners, etc. Social workers must be able to communicate effectively with representatives of various target groups in the social sphere, in order to provide social services. They are become skilled for conflict-free communication, self-control, capable to empathize, to listen and prove point of view. All these professional competencies can be reflected as the communicative potential of a social worker. For the purpose of empirical research of communicative potential psychodiagnostic methods were applied: Diagnosis of the need for communication (U.Orlov), Can you listen? (E.Rogov), Study of the level of communicative control (M.Schneider), Identification of communicative and organizational skills (B.Fedoryshyn), Determining the behavioral style in a conflict situation (K.Thomas). Based on psychodiagnostic methods, it was found that future social workers have high indicators of communication needs, listening skills, level of communication control, level of communication skills and the predominance of average level of organizational skills. Among the styles of behavior in a conflict situation, the dominant are cooperation and compromise, which indicates a desire to meet the needs of the communication partner. The data indicate a high level of development of the communicative potential of future social workers and their readiness for professional activity in the chosen field.

Understatement and Overstatement as Objects of Linguoculturological Analysis

The research is devoted to the study of understatement and overstatement as linguocultural categories that reflect the peculiarities of the national British character and play a special role in situations of intercultural communication. The author considers understatement as a communicative non-positivity, which consists in non-directness, subjectivity, pessimism, non-categoricity, indirection, manifested in motivational speech acts, as well as in all communication situations where the interests of the interlocutor are affected. Overstatement is defined as communicative attractiveness, which implies emotivity, hyperbolized evaluativeness, optimism and informality (democracy), which are characteristic of expressive speech acts. The content of these linguocultural categories is a system of ritualized strategies of communicative behavior (verbal and nonverbal) aimed at harmonious, conflict-free communication and compliance with cultural traditions and norms in interactive communication. The generalization of strategies of understatement and overstatement in the speech of an Englishman reveals not only his strategic intentions, but also the subtle mechanism of interpersonal communication in the British linguoculture.

Аксиологический и методологический анализ народных игр

Play is defined as a special form of free activity according to the rules, that, unlike work, does not produce an alienable product. The socio-psychological mechanism of the influence of the conditions of the game on the participants is considered. Conceptual analysis of the game from the point of view of the key, meaning-forming experience in the game – happiness-joy, shows that this experience is due to the peculiarities of the relations of the participants: internal self-restraint (conscience) and conflict-free communication (the presence of sympathy, empathy, sympathy, assistance). These factors explain the corrective and preventive resources of play practice in the work of specialists with deviant behavior in children and adolescents (irresponsibility, aggression, violation of social norms...). Game practice simulates favorable social conditions for development. The semantic definition of the experience of happiness-joy is made based on a meaningful understanding of children's happiness by specialists in working with children as their professional target setting. The phases of the formation of the game are defined and shown using examples of folk games: formal adoption of the rules, individual self-realization within the framework of the rules, individual self-realization within the framework of the rules and the value of the gaming community.