has consistently found failures in internal controls which are significant 
contributors to fraud and misconduct for the Russian companies. Many 
companies, particularly those engaged in strategic sectors, have already been 
very active in the protection of their data. Good practice to apply both to an 
external 'hacking' attack as well as employee loss/theft, is at least to have a plan 
of response formulated in advance of the events; to respond as quickly and 
effectively as possible. And to form such a plan, companies should think about 
how easily they can answer the following questions: 
•
 Do we know where our data comes from, where it is stored and how it is 
used? 
•
 Do our staff understand the importance of good data handling? 
•
 Are we confident that our IT networks and systems are secure? 
•
 Do we have a clear plan of what to do if a data outflow occurs? 
Karina Oganyan, group 6161 
SOME APPROACHES AND FAZES OF INTERPERSONAL 
CONFLICT IN THE STUDENTS ENVIRONMENT 
Traditionally intergroup interpersonal conflict is considered to be unsatis-
factory phenomena for a small group. For instance, in the curriculum group the 
notion of conflict is a synonym of unsatisfactory social-psychological climate. 
Moreover the activities of the heads of the educational institutions are directed 
to overcoming the conflict and if it broke out, then, to smooth it and overcome 
it. 
In practice, the interpersonal conflict in the group is considered to be a 
negative form of the intergroup activity, destabilizing interpersonal relation-
ships. The significant part of the social psychologists and sociologists hold the 
same point of view. While there is actually another one, more productive, ac-
cording to which interpersonal conflict is not a group disease, violating normal 
interpersonal relations, but a peculiar projection of the objective and contradic-
tory conditions of group's life activity on the interpersonal relations. 
So, any forms of intergroup activity, determined by objective contradic-
tions in the group considered to be an intergroup interpersonal conflict. The con-
flicts emerging not of the objective contradictions, but of the inadequate attitude 
to reality are not referred to such conflicts. The smoothing of the latter conflicts 
refers to the areas of psychiatry rather than psychology. 
All other forms of intergroup activity are aimed at harmonizing and unit-
ing the members of the group. The same objective contradictions can lead simul-
taneously to the agreement among some members of the group and the conflict 
among others. Wc can conclude that interpersonal conflicts are part and parcel 
of the development and group's life activity. 
I OS 

The conflict as a developing process goes though a number of stages, cor-
responding to its formation fazes. 
1. The formation of objective conflict situation - the faze of expectation. It 
is formed, when the objective conflict ability of a situation is not perceived as 
such by an individual. The conflict situation - is a combination of causes and 
conditions, previous to a conflict, as well as premises and consequence of the 
conflict. 
The second faze of the conflict situation is conscious, but is not expressed 
outwardly. Its emotional coloring influences its development and the result. 
The third faze passing to the conflict behavior is the faze of latent discus-
sion. 
Conflict behavior is the faze, when the opinions of the group individuals 
are summed up. The conflict behavior stimulated by the emotional background 
which reflects the tendency to the development of the conflicts. 
The faze of the open conflict. In this case the group is subdivided into two 
ore more parties with the opposite points of views on smoothing the conflict. 
Primary attention in the investigation of the interpersonal conflicts is paid 
to organizational, action, motivational and cognitive approaches. The first ap-
proach considers interpersonal conflict as a process and consequence of a certain 
dissonance of the organization functioning or violation of social-psychological 
connections, providing stability of this didactic system. The second approach 
considers the influence of functional connections formed in the process of stu-
dent's collective activity in the group on the development of the conflict. 
Motivational and cognitive approaches are considered in literature as a de-
rivative of the personal approach based on the concept of a student and a teacher 
as the core unit of the conflict interaction. According to this approach not an or-
ganization (social environment) and not the kind of activity interaction (system), 
but an individual himself with his intentions, values, emotional expressions and 
ways of communication is the investigation objective of the conflict. 
Therefore, interpersonal conflict can be determined as the highest stage of 
contradictions development, significant for the individual as the final form of 
their expression and the resolution. The latter is accompanied by negative emo-
tions and feelings related to each other. 
The comprehension key point of the social-psychological nature of inter-
personal conflict in the interpersonal communication is the point of objective-
subjective nature of social phenomena and processes. All this allows to consider 
the conflict as a phenomenon determined by the objective social and economic, 
organizational and psychological factors. The investigation of the objective 
premises of the conflict occupies a particular place in the training practice of fu-
ture specialists. 
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