The article deals with topical issues use of collective creative activity in working with modern teenagers. The authors conducted a comprehensive study of the characteristics of the communicative sphere of adolescents using a diagnostic program that includes five methods. Analysis of the results of the study contributed to the design of a developmental program to develop the communicative abilities of adolescents. When developing the program, it was taken into account that communication is the leading activity at this age. The authors pay special attention to the development of communication skills by means of collective creative activity. The presented lessons are compiled using interactive technologies (training elements, discussions, business games, case studies, etc.). An important point is the observance of the sequence of stages of collective creative work. At the same time, special attention is paid to the stages, which, according to the materials of the questioning of teachers, are practically not used. The practical significance of the work is the compiled program for the development of communication skills, which can be used in working with children. adolescence on the basis of children's health camps, teenage clubs, educational institutions and institutions of additional education. The proposed program can be used with adolescents at risk, with difficulties in communication and interaction with peers.
teenager
collective creative activity
team
interactive technologies
1. Makarova I.A., Bogdanovskaya Yu.O. younger teenagers: the problem of support // Modern problems and prospects for the development of pedagogy and psychology. Collection of materials of the X International Scientific and Practical Conference, 2016.- P. 113-114.
2. Ivanov I.P. Educate collectivists. - M.: Pedagogy, 2008. - 80 p.
3. Vorobieva O.Ya. Communication technologies at school. – M.: Uchitel, 2017. – 144 p.
Successful socialization in modern society, in which purposeful, active, initiative, independent people who are able to work in a team are in demand, is impossible without possessing communication skills. A particularly favorable period for their development is adolescence, when communication becomes the leading activity (B. V. Davydov, D. B. Elkonin), and the acquisition of social interaction skills is one of the most important tasks of development. The future well-being and success of a teenager largely depends on the successful solution of this problem.
Adolescence is the age of students in grades 5-9, transitional from childhood to adulthood. The word "teenager" comes from the Latin verb adolescere - to grow, to mature, to move forward, to leave guardianship, to become an adult. In the very meaning of the word, the essence of the development of a child at a given age is revealed - the desire to acquire independence, social maturity, and find one's place in life.
Adolescents are characterized by a desire for knowledge, seething energy, vigorous activity, initiative, and a thirst for activity.
Mental processes are actively developing: the amount of attention increases, its stability increases; perception becomes selective, purposeful, the amount of memory increases, memorization becomes meaningful, the ability for abstract thinking develops, an active, independent, creative thinking. The mental processes of adolescents gradually acquire the character of organized, regulated and controlled structures.
Development volitional sphere characterized by the ability of adolescents not only to separate volitional actions, but also to volitional activities. They are able to set goals for themselves and plan their implementation. Adolescents often show independence, perseverance, perseverance in achieving goals, the ability to overcome obstacles and difficulties. However, adolescents are often impulsive, sometimes act thoughtlessly, show perseverance in one activity, but do not show it in other activities. I.A. Makarova, Yu.O. Bogdanovskaya note the following changes that occur during adolescence: there is such a neoplasm as a sense of adulthood, which is a specific form of self-awareness; learning activity acquires meaning as an activity for self-development and self-improvement; the sphere of communication with peers becomes a special form of adolescent life.
To overcome communication difficulties, develop communication skills, it is necessary to use educational technologies, which are based on collective creative activity.
In studies (J. Comenius, L. Kolberg, A.V. Petrovsky, S.T. Shatsky, A.S. Makarenko and others) it is noted that the team has a huge impact on the formation and development of the individual. Any activity is more productive in a team, since collective activity reveals the characteristics of each student individually and all in the unity of the team. In the process of collective interaction of students, they develop collective goals, tasks, and skills for joint problem solving. important psychological condition education is education in the team and through the team.
A study to study the features of the development of communicative abilities of adolescents by means of collective creative activity was carried out at the MKOU "ASOSH TsO Tsentralny" in the Suvorov district. The sample consisted of subjects aged 12-13 years, including 19 girls and 16 boys.
The diagnostic program of the study consisted of 5 methods: a test questionnaire for identifying "Communicative and organizational inclinations (COS)" (B.A. Fedorshin), the Michelson test of communicative skills, the test "Assessment of self-control in communication" (according to Marion Snyder), the method "Diagnostics the level of empathy” by I. M. Yusupov, test of the study of social intelligence by J. Gilford and M. Sullivan (Adapted by Mikhailov E.S.). In general, the diagnostic program is aimed at studying communicative and organizational inclinations, communication skills, and empathy.
The results of diagnosing communicative and organizational inclinations in adolescents using the CBS method showed that 57% of adolescents have an average level of communicative inclinations and 29% of adolescents have an average level of organizational inclinations. The potential of their inclinations is not very stable. With these adolescents, it is necessary to carry out systematic educational work on the formation and development of communicative and organizational inclinations in the future. 9% of teenagers have high level communicative inclinations and 11% of adolescents have a high level of organizational inclinations. They know how to quickly find friends, strive to expand the circle of their acquaintances, engage in social activities help relatives, friends, show initiative in communication. In 11% of adolescents, the level of communicative inclinations is below average, and the level of organizational skills is below average in 37% of adolescents. These adolescents do not seek to communicate, feel constrained in a new company, team, prefer to spend time alone, have difficulty establishing contacts with people. 17% of adolescents have a low level of communicative inclinations, they are characterized by isolation and lack of communication. 23% of adolescents have a low level of organizational inclinations, they are proactive, dependent.
The results of adolescent diagnostics using the Michelson Test of Communication Skills method showed that 68% of adolescents give competent answers to positive statements, aggressive - 11% and 20% - dependent. In a situation of negative statements, the proportion of aggressive responses increases to 58%, and the number of competent responses decreases, aggressive, accusatory statements in adolescents cause reciprocal aggression, which indicates the underdevelopment of self-control of communication in adolescents. When making a request, adolescents are also more likely to express it in aggressive form than in the dependent (31% and 11%, respectively), thereby trying to demonstrate their power and force the other to do what is needed. In general, 29% of adolescents are prone to an aggressive style of communication, 37% to a dependent one, and only 34% of adolescents are competent in communication, show the ability to adequately respond to the situation and prove themselves as an equal communication partner.
The results of the diagnosis of adolescents according to the method "Assessment of self-control in communication" by M. Snyder showed that 11% of adolescents have a high level of self-control in communication. In 26% of adolescents, a low level of communicative control was revealed. These adolescents are characterized by straightforwardness, inability to take into account the characteristics of the interlocutor in a conversation. The average score of 4.77 in adolescents indicates an average level of development of self-control in communication.
The results of the diagnosis of adolescents using the method "Diagnostics of the level of empathy" by I. M. Yusupov showed that 57% of adolescents have low empathy. They have difficulty in establishing contacts with people, prefer solitary pursuits in a specific business, rather than communicating with people. 34% of teenagers have an average level of empathy. These adolescents in interpersonal relationships are more likely to judge others by their actions than to trust their personal impressions. A high level of empathic tendencies, revealed in 6% of adolescents, indicates that adolescents are sensitive to the needs and problems of others. Adolescents with highly developed empathy are emotionally responsive, sociable, quickly establish contacts and find good mutual language with a peer. The average empathy score of 38 lies on the border of low and medium levels of empathy development
An analysis of the results of adolescent diagnostics using the “Social Intelligence Research Test” method by J. Gilford and M. Sullivan adapted by Mikhailov E.S. showed that 11% of adolescents have high rates of development of communication skills. They are active and proactive in communication. 52% of adolescents have average indicators of the development of communicative abilities; their communicative behavior can be influenced by their emotions. 37% of adolescents have a low level of development of communication skills. They have difficulty in establishing contacts with people, they show timidity and indecision, they are not able to empathize with others, to correctly assess their behavior.
Thus, the study showed that a significant proportion of adolescents have an insufficient level of development of communication skills, it is necessary to conduct special psychological and pedagogical work for their development. Based on the results obtained, a program for the development of communication skills was developed, including the following methods and techniques: role-playing games, discussion, modeling patterns of behavior, playing various situations. In our opinion, an important means of developing the communicative abilities of adolescents is the inclusion of children in a collective creative activity. within outside learning activities there are many different events, but they are not always developmental in nature. Importance has not their quantity, but also their quality. Collective creative work has a number of stages, and it is necessary to pay special attention to their sequence. Often little attention is paid preliminary stage, within which it is necessary to identify the interests and capabilities of children, to conduct an appropriate preparatory work involving teenagers. Interest for this category of children is the work in a microgroup (analysts, sociologists, artists, etc.), classes with elements of scientific and research work, project activities. At the same time, the role of an adult is important, which can take on various roles - mentor, consultant, assistant, etc. It is also important to pay special attention to the reflective stage of the event, the promotion of further work prospects. Within the framework of a collective creative work, the psychological and pedagogical aspect is important, within which adolescents can gain experience in teamwork, interaction, leadership, etc. For this, classes with elements of training have shown their effectiveness. The developed and tested program for the development of communicative abilities of adolescents by means of CTD included 16 lessons. Each lesson is developed according to a specific scheme: introductory part, main and final part. The introductory part of the classes is aimed at creating a favorable psychological climate in the team. As part of the main part, classes were held on the topics: “Who am I”, “Leadership potential”, “My team”, “Create your own project”, “My interests”, “How to make our life interesting”, etc. Working within the framework of the classes , teenagers were able to get to know their individual personality traits better, develop communication skills through direct communication with peers within the framework of various events. Each session ended with a summary. The reflexive part of the classes is aimed at self-development and self-knowledge, building an individual trajectory, analyzing the roles that a teenager takes in various groups (school class, volunteer team, circle, etc.). The prospects for their further development in the region were revealed to the students through participation in competitions, events in the field of youth policy, portfolio analysis, etc.
Analysis of the results of approbation of the developmental program with adolescent children showed its effectiveness. It contributed to the improvement of communication skills, interaction skills, self-awareness, and can be used in working with young people on the basis of adolescent centers, educational institutions, etc.
Bibliographic link
Dekina E.V., Volokhova Yu.Yu. COLLECTIVE CREATIVE ACTIVITY AS A MEANS OF DEVELOPING COMMUNICATION ABILITIES IN ADOLESCENTS // International Student Scientific Bulletin. - 2018. - No. 1.;URL: http://eduherald.ru/ru/article/view?id=18082 (date of access: 04/01/2019). We bring to your attention the journals published by the publishing house "Academy of Natural History"
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Skrypko Mikhail Illarionovich Development of communicative abilities of teenagers in the conditions of personality-oriented training: Dis. ... cand. ped. Sciences: 13.00.01: Chelyabinsk, 2002 175 p. RSL OD, 61:03-13/1348-0
Introduction
CHAPTER I Theoretical basis development of communication skills in adolescents
1.1. Current state Problems mental development 11
1.2. Age characteristics of adolescents 32
1.3. Personal development of adolescent schoolchildren 48
1.4. Communication skills in educational activities 63
Conclusions on the first chapter 79
CHAPTER II. Personally oriented training for the development of communication skills in adolescents
2.1. Student-centered technologies in education 82
2.2. Personally oriented training for the development of communicative abilities of adolescents 92
Conclusions on the second chapter 115
CHAPTER III. Experimental substantiation of the methodology of personality-oriented training. development of communicative abilities of adolescents
3.1. Results of the ascertaining experiment 116
3.2. Results of the pedagogical experiment and their discussion 129
Conclusions on the third chapter 142
Conclusion 144
References 148
Applications
Introduction to work
The relevance of the study is due to the ever-increasing requirements of modern society to the level of development of the personal qualities of its citizens. The ongoing transformation of humanistic ideas poses new challenges for the education system. The humanization of the content of education is designed to ensure the training of its members corresponding to the new demands of society, which is impossible without the corresponding humanization of pedagogical methods (V.A. Belikov; A.G. Gostev; V.Ya. Lyaudis).
The reform of the education system currently being carried out in Russia is carried out on the principles of humanism, which include priority universal values, free development of personality, humanistic nature of education. However, with the general priority of the ideas of humanism, there is no clear understanding of the essence of the latter in relation to the education system for adolescents, which, as you know, “continues to cause a lot of concern to parents and teachers, doctors and law enforcement agencies” (4, p. 7)1.
The study of the human problem inevitably leads to the question of humanization. social relations, about the causes and ways to overcome alienation and spiritual impoverishment. The solution of this issue is possible only on the path of the internal transformation of the human personality (VG Romanko).
Studies have shown that joint activities and communication are of great importance in the development of a child's humanity. It involves the real cooperation of the child, first with an adult, and then with a peer. Collaboration creates community emotional experiences, and a change of positions in communication forms a humane attitude towards others in a child, from direct manifestations of emotional responsiveness to indirect emotional norms (N.R. Solovieva), and to optimization mental states(E.P. Ilyin; E. Stone; A.V. Rodionov; Yu.A. Khanin).
Communication becomes the leading activity in adolescence. At the same time, the problem of developing communicative abilities in adolescents has been relatively little studied in domestic and foreign studies. According to many experts, communication skills are the basis for achieving high results in personal development and educational activities (A.V. Batarshev; L.A. Petrovskaya; G. Craig, A.A. Leontiev; J. O Connor, J. Seymour ; Ya. Yanoushek), in the success of further professional activity (A.B. Dobrovich; M.S. Kagan, A.M. Etkind; A.A. Maksimov; A.Ya. Nain), as well as in maintaining and strengthening health.
Thus, the relevance of the study is due to the presence of contradictions: between the social need for the formation of humane interpersonal relations between adolescents and the insufficient development of scientific and methodological issues of developing the communicative abilities of adolescents; between the recognition of communication as a leading activity in adolescence and insufficient development of methodology educational work with teenagers; between the orientation of the educational paradigm on the priority of the comprehensive development of the personality and the insufficient use of the technology of a personality-oriented approach to adolescent schoolchildren in trainings to develop communication skills.
In our study, a limitation was introduced: the contingent of the surveyed were students of the eighth grades of the municipal educational institution lyceum.
In search of means to overcome the contradictions that have arisen, the research problem is formulated: what are the pedagogical conditions for the development of the communicative abilities of adolescents, in whom communication becomes the leading activity. This led to the choice of the research topic: "The development of communicative abilities of adolescents in the context of personality-oriented training."
The theoretical basis of the study was: psychological and pedagogical works on the problem of communication (B.G. Ananiev; A.A. Bodalev; A.A. Leontiev; H.J. Liimets; B.F. Lomov; A.Ya. Nain; B N. Parygin, A. V. Petrovsky, B. F. Porshnev); psychological and pedagogical theories on the problem of abilities (T.I. Artemyeva, B.G. Ananiev, E.A. Golubeva; A.N. Leontiev; N.S. Leites; B.M. Teplov; V.D. Shadrikov) ; concepts of individuality and personality-oriented training and education (E.F. Zeer; A.G. Gostev; V.A. Belikov; D.A. Belukhin; A.P. Krakovsky; V.C. Merlin; Yu.M. Orlov; O. A. Sirotin, K.D. Ushinsky, I.S. Yakimanskaya); technologies of neurolinguistic programming (J. Grinder; R. Bandler; M. Grinder; SV. Kovalev; J. O Connor and J. Seymour; L. Lloyd); theories individual features personalities (R. Cattell; B.C. Merlin; E.V. Shorokhova; L. Huell and D. Ziegler).
Purpose of the study. To develop and experimentally substantiate the pedagogical conditions of a personality-oriented approach in socio-psychological training to develop the communicative abilities of adolescents.
The object of the research is the educational process with teenagers after school hours in the conditions of a municipal educational institution.
The subject of the study is the pedagogical conditions for the implementation of a personality-oriented approach to adolescents in the training for the development of communicative abilities in adolescents.
Research hypothesis. The effectiveness of the pedagogical process of developing communicative abilities in adolescents can be improved if the following conditions are met:
a) the development of communicative abilities is carried out on the basis of the diagnosis of individual characteristics of two levels: basic personality traits, as the makings of communicative abilities and general communication abilities;
b) the development of the communicative abilities of schoolchildren is based on their subjective experience and the methods of communication and learning available to children;
c) the pedagogical process of developing communicative abilities is carried out in the form of a personality-oriented socio-psychological training.
Based on the goal and hypothesis, the following research tasks are defined.
1. To study methodological and theoretical approaches to the study of the problem of the development of communicative abilities in adolescents in extracurricular activities.
2. Develop a program of personality-oriented training for the development of communicative abilities in adolescents and substantiate the pedagogical conditions for its effectiveness.
3. Experimentally test the effectiveness of personality-oriented training for the development of communication skills in adolescents.
The methodological basis of the dissertation research was: the methodology of an individual and personality-oriented approach (A.G. Asmolov; E.F. Zeer; R. Cattell; E.A. Klimov; V.S. Merlin; V.D. Nebylitsyn; O.A. Sirotin; V.A. Sukhomlinsky; B.M. Teplov), theory of abilities (T.I. Artemyeva; E.A. Golubeva; A.N. Leontiev; B.F. Lomov; K.K. Platonov; B.M. Teplov; V.D. Shadrikov), theories of communication and communication (A.A. Bodalev; N.S. Leites; A.A. Leontiev; B.F. Lomov; A.Ya. Nain; B.N. Parygin; A.V. Petrovsky, B.F. Porshnev), methodology of mental development (VA. Averin;
HELL. Alferov; P.P. Blonsky; L.S. Vygotsky; A.V. Krakow; A.A. Mitkin; L.F. Obukhov; K.D. Ushinsky, G. Kraig).
Theoretical and methodological foundations, purpose, objectives and hypothesis of the study determined the content of the stages and methods of research.
The first stage (1997 - 1998) - search. The analysis of philosophical, psychological and pedagogical literature was carried out in the following areas: individuality, individual and personality-oriented approach in education, abilities, communication and communication skills, mental development of adolescents. The working formulations of the goal, object and subject of research, its scientific hypothesis are determined.
The research methods at the stage were: theoretical analysis, comparison, generalization of experience, observation and synthesis of the information received.
The second stage (1998 - 1999) - experimental-analytical. The main theoretical provisions of the dissertation are formulated. An ascertaining experiment was carried out. The levels and structure of personality characteristics, manifested in the training for the development of communicative abilities in adolescents, were revealed, their communicative abilities and the level of their manifestation in educational activities were assessed. Selection of experimental and control groups was carried out; carried out methodical work with teachers and class teacher who were experts and involved in the experimental work. Experimental work was carried out in the natural conditions of the study base.
At the second stage, methods were used: psychological and pedagogical testing, conversation, observation, modeling.
The third stage (1999 - 2001) - control and generalization. Conducted a pedagogical experiment; statistical processing of the obtained data was carried out. Implementation of research materials into practice has begun pedagogical activity. The research materials are summarized, conclusions are formulated, the dissertation work is designed.
At the third stage of the study, methods of pedagogical experiment, theoretical analysis were used, statistical processing of the experimental data obtained, their comprehension and generalization was performed.
Scientific novelty of the research
1. A model of a personality-oriented pedagogical process for the development of communicative abilities in pre-oral schoolchildren has been developed.
2. The concept of personality-oriented training for the development of communicative abilities in adolescents, its features, functions, content and criteria have been clarified.
3. The pedagogical conditions necessary to improve the effectiveness of training for the development of communicative abilities in adolescents are determined.
4. It is shown that a personality-oriented approach to adolescents in training aimed at developing communication skills leads to a statistically significant increase in such components of communication skills as goodwill in communication, empathy, self-control in conflict, flexibility and activity in communication.
The theoretical significance of the study is expressed in substantiating the expediency of introducing the concept of communicative abilities, based on the analysis of the process of communication (communication), the fundamental provisions of the methodology and theory of abilities, as well as in expanding the possibilities of using a personality-oriented approach in the context of socio-psychological training to develop the communicative abilities of adolescents. The possibility of increasing the effectiveness of the pedagogical process of developing the communicative abilities of adolescents based on taking into account their subjective experience, cognitive and personal characteristics is shown.
The practical significance of the study. The set of provisions and conclusions obtained in the dissertation can be used in work aimed at improving the effectiveness of the educational process with adolescents. The conclusions and recommendations obtained in the study can be included in special courses for students of higher pedagogical educational institutions, as well as colleges, institutes and academies physical education and students of faculties of advanced training of specialists working with children.
The following provisions are put forward.
1. The effectiveness of socio-psychological training can be improved through the use of information about the age, personality and cognitive characteristics of adolescents.
2. The use of a personality-oriented approach in training for the development of communicative abilities increases its effectiveness, if in pedagogical process the subjective experience of learning and communication of schoolchildren is taken into account.
3. The development of communicative abilities of adolescents in a personality-oriented socio-psychological training is carried out based on the identified pedagogical conditions.
The validity and reliability of scientific results and conclusions of the study are determined by: the logic of the initial methodological premises based on the provisions of the psychological theory of personality and communication, mental development and characteristics of adolescence, the diverse use of psychological and pedagogical information; comparative analysis of data obtained using independent research methods that are adequate to its subject; analysis of the psychological and pedagogical practice of innovative teachers; confirmation of the conceptual correspondence of the methods used to the tasks and specifics of the stages of the research work; confirmation of the hypothesis by specific theoretical and experimental results; the achievement of positive statistically significant changes in the development of communication skills in adolescents in the experimental group compared to the control group; quantitative and qualitative analysis of the results of the study.
The personal participation of the author in obtaining scientific results is determined by the substantiation of the main conceptual provisions of the dissertation research, the actual development pedagogical conditions that increase the effectiveness of the development of communicative abilities of adolescents, by directly conducting and designing experimental work.
Approbation and implementation of the research results was carried out:
In the Ural State Academy of Physical Culture (in special courses, at methodological seminars of the Department of Theory and Methods physical education). In municipal educational institutions Chelyabinsk and Chelyabinsk region. At city and regional conferences, including: at the scientific and methodological conference of UralGAPC on the problem of "Pedagogical innovations in pedagogy, physical culture, sports and tourism" from 1999 to 2002, at the scientific and methodological conference of the faculty of UralGAPC with 1999 to 2001 "Problems of optimization of the educational process in the universities of physical culture" in 2000-2001, at scientific and methodological conferences of the Department of Theory and Methods of Physical Education Ural State Academy of Physical Culture in 2000 and 2001. There are acts of implementation.
The structure and scope of the dissertation. The dissertation consists of an introduction, three chapters ending with conclusions, a conclusion, a list of references and an appendix. The results of the study are illustrated with tables and figures.
The current state of the problem of mental development
A clear understanding of the theories of human development, according to G. Craig, allows us to double-check the assumptions behind our beliefs and determine the degree to which they correspond to the real state of affairs. By introducing different theories, we can also analyze behavior from multiple perspectives and evaluate other explanations (71).
As the author further concludes, theories systematize observations, giving them an organized structure. They also provide a rational explanation for how and why the observed phenomenon occurs. Any of the theories can be true and rightfully deserve study, while not explaining the reasons for any particular development process. Each theory has its positive and negative sides, but there is hardly one that could be called the only true one. Thus, it is unlikely that any single theory can fully explain all developmental processes and behaviors. This does not mean, writes G. Craig, that all theories are wrong. “The fact is,” the scientist believes, that due to the complexity of development processes, various theories are aimed at explaining disparate aspects of development” (71, p. 61).
There are many theories of human development, but none of them considers the development of the individual in all its complexity and diversity. The most famous in world psychology are the theories of 3. Freud, J. Piaget, E. Erickson, B. Skinner, A. Maslow; K. Rogers, L.S. Vygotsky and others. For this reason, scientists and practitioners study various theories both to expand their horizons and to find ways to combine them.
Learning theories, including behaviorism, modern behavioral analysis, and social learning theory, have contributed greatly to the understanding of human development. These theories focus on the situational factors that influence behavior. They carefully define the situation and make predictions based on past research. Their principles are indeed much easier to test than the principles of any other theory, and some of the predictions of these theories have been confirmed many times over. For example, B. Skinner and his followers showed that many types of behavior can be influenced by reinforcement. Some techniques such as modeling and Various types Behavior modification, when skillfully applied in schools, weight loss programs and children's correctional facilities, has proven to be effective in changing behavior.
Although learning theories are quite accurate, the proponents of these theories may be trying to explain with them too wide a field of human development. They do not pay enough attention to thinking, emotions, personality, or a person's understanding of himself. They tend to look for universal processes and ignore individual differences.
And finally, learning theory fails to explain one of the major achievements of man in the field of learning. The laws of learning do not adequately explain the complex way in which young children acquire their mother tongue. The language development of a child is not limited to mere imitation and rewards for the correct reproduction of adult speech. It depends on the complex interplay of the child's emerging language acquisition abilities and the multifaceted language environment. In explaining language development and the acquisition of other aspects of culture, learning theories seem to fail to account for the complexity of natural settings. Their predictions of behavior, writes P. Miller, work best in the laboratory, when it is possible to strictly control all the stimuli affecting the individual (182). Below are the main aspects of behavioral theories.
Behavioral theories emphasize that development follows the laws of learning and is determined mainly by environmental events.
Classical conditioning refers to involuntary responses caused by a naturally occurring stimulus, which is then combined with another unrelated stimulus. After several such combinations, the unconditioned reaction turns into a conditioned one and sets in already with the appearance of a second, or only one, conditioned stimulus.
The prominent theorist of modern behaviorism, B. F. Skinner, developed the concept of operant (or instrumental) conditioning. According to Skinner's theory, behavior is a function of its consequences. Operant behavior is controlled by what follows it. Reinforcers are stimuli that increase the likelihood of the responses they follow. Stimuli can be physical, chemical, physiological or social. They have an impact on behavior that can be measured. Skinner has developed a range of innovative methodologies and tools, including the operant conditioning chamber. He tried to apply his principles both in the laboratory and in real life. As M.G. Yaroshevsky, the methods of operant conditioning are successfully used in the upbringing of children, in pedagogical and clinical practice (172).
Some psychologists believe that the empirical approach is characteristic of American learning theorists. It differs from the comprehensive approach of the Swiss psychologist Jean Piaget, who created a complex complete theory and then empirically tested its individual parts (183).
Cognitive psychologists believe that the emphasis of learning theories on repetition and positive reinforcement is too simplistic an approach to explain many aspects of human thinking and understanding. According to cognitive theories, in solving a wide variety of problems, people are driven by confidence in their own strengths and abilities, and not only by the reinforcement of the response that follows the stimulus (71).
Theorists of cognitive psychology both respect human rationality and optimistically move away from learning theories. They consider people to be whole beings, capable of planning and thinking through tasks in all respects. In addition, they believe that understanding, beliefs, attitudes, and values play an important role in behavior. Many psychologists believe that cognitive theories start where learning theories leave off, with considerations of language and thought (172).
Cognitive theories are widely used in education. They are especially useful for educators as they help them plan their curricula according to the developmental stages of their children. These theories offer ways to determine when a child is ready for a particular subject and which approaches to that subject are best suited for that age. However, M. Donaldson (175) believes that Piaget overly isolated the stages of development, as a result of which teachers may be too adamant in their ideas about what children are able to understand at each stage of their development.
Age features of adolescents
During the transition from childhood to early adulthood, "...adolescents often show a strange combination of seriousness and childishness. Such a mixture is clumsy, sometimes even comical, but it performs an important developmental function,” writes G. Kraig (71, p. 599).
An analysis of the statements of many researchers of adolescence led to the conclusion that adolescence is the most puzzling, difficult and even dangerous of all age periods (7). This is the period that brings the greatest headache parents and teachers, the townsfolk and law enforcement agencies. This is the same period that gave rise to the concepts of "problem of fathers and sons" and "generational conflict" (4). Anna Freud spoke most categorically about this. In 1958, she even wrote: “To be normal in adolescence is in itself abnormal” (178, p. 278). The Freudians argue that the onset of biological maturation and the increasing sexual attraction cause conflicts between adolescents and parents, adolescents and peers, and conflicts between adolescents and themselves (71).
On the other hand, according to some estimates, only 10-20% of adolescents have certain psychological disorders, ranging from mild to serious. S. Power et al. It is believed that although this percentage may seem high, it is not higher than that of adults (184). According to A.V. Krakovsky, it is possible to neutralize most of the "negative manifestations" in adolescence through an individual approach to the child based on taking into account age, gender and individual characteristics in the pedagogical process (72). And in the works of M.A. Karpov (67) and V.G. Romanko (126) on the material of young athletes of adolescence experimentally confirmed this possibility.
L.S. Vygotsky, summarizing the results of numerous studies by domestic and foreign authors, wrote: “The influence of the environment on the development of thinking never acquires such great importance as in transitional age» (40, p. 13). This conclusion was confirmed in subsequent works, in particular, in the studies of L.I. Bozhovich, N.I. Krylova and N.N. Tolstykh, carried out respectively in the 50s, 60s and 80s and devoted to one problem - the study of the boundaries of adolescence (Quoted by A.V. Averin, 5). As shown by L.F. Obukhova (99), the mobility of age limits is explained by a change in the social situation of development and confirms the thought of L.S. Vygotsky about the historical and social conditioning of personality development.
The identification of adolescence in the mental development of a person as an independent one became the reason for special studies in order to identify the specific mental characteristics inherent in this age, the beginning of which was laid by the two-volume monograph of St. Hall on adolescence, published in 1904. Art. Hall, within the framework of his theory of recapitulation, was the first to suggest considering this period as a transition from childhood to adulthood; he was the first to describe the crisis nature of a child's development at this age, formulating its negative aspects (160). A characteristic feature of adolescence is the ambivalence and paradoxical nature of his mental life. This feature is manifested in an unexpected change of cheerfulness - despondency, self-confidence - shyness and cowardice, selfishness - altruism, sociability - isolation, etc. The main task of a teenager is the formation of self-consciousness, identity, which can be considered as the main psychological acquisitions at this age.
To describe the behavior and activities of a teenager, E. Stern uses the concept of "serious play", which, in his opinion, occupies an intermediate position between a child's play and a serious and responsible activity of an adult. Indeed, everything that a teenager undertakes is serious for him, but at the same time, everything that he does is only a preliminary test of strength. Examples of such "serious games" are coquetry, flirting, dreamy worship (games of a love nature), playing sports, participating in teenage organizations (scouts, pioneers), choosing a profession. In such games, a teenager learns "to moderate his strength, to establish relationships with various types of interests that roam in him and which he must understand," notes E. Stern (169, p. 21).
The given empirical psychological characteristics adolescence have not lost their significance to this day. However, for the most part, they only illustrate the course of the adolescent's mental development and do not fully explain the reasons for such a course of development.
In this regard, the cultural-historical concept of L.S. Vygotsky, which gives the key to understanding the mechanism of mental development of a child, including a teenager. Let us note only some of the main provisions concerning the adolescent period proper.
The key problem of this period was L.S. Vygotsky called the problem of the interests of a teenager, when there is a destruction and withering away of the former groups (dominants) of interests and the development of new ones. He referred to them as “egocentric dominant” (a teenager’s interest in his own personality), “given dominant” (dominance of broad interests directed to the future over today’s, current interests), “effort dominant” (tendency to resist, overcome, volitional efforts, which is often manifested in stubbornness, protest, hooliganism), "dominant of romance" (the desire for the unknown, risky, heroic). The emergence of new interests leads to the transformation of the old and the emergence of a new system of motives, which changes the social situation of the adolescent's development. A change in the social situation of development leads to a change in the leading activity, the result of which is new psychological neoplasms of adolescence.
Adolescence itself, confirms A.A. Krakovsky (72) is rather heterogeneous in its psychological content and significance for a teenager. It is unlikely that anyone would argue that students of the 6th and 8th grades are very similar to each other in their psychological makeup. At the same time, both of them are teenagers. Therefore, within adolescence, it is customary to single out younger adolescence (10-13 years old) and older adolescence (13-15 years old).
One of the main psychological acquisitions of the previous (primary school) age was the arbitrariness of all mental processes, which underlies the independent behavior of the child. It is the ability for independent behavior that leads to the destruction of the old interests and motives of a teenager, the formation of new moments in his need-motivational sphere and the search for new forms of behavior.
Student-centered technologies in education
An outstanding Russian teacher K.D. Ushinsky wrote: “... the educator should strive to know a person as he really is, with all his weaknesses and in all his greatness, with all his everyday, petty needs and with all his great spiritual demands. Only then will he be able to draw from the very nature of man the means of educational influence—and these means are enormous” (1953, p. 15).
The restructuring of the school on a humanistic basis, based on the principles of pedagogy of cooperation and joint productive activity in the educational process, requires the teacher to implement a personal approach, establish a democratic style of communication and, most importantly, change the nature, interactions and relationships in the "teacher-student" systems and "student-student" (88).
This direction of education corresponds to the concept of the lesson by E.N. Ilyin - to excite the inner, spiritual world of the student, to make him think independently and look for answers. The innovative teacher believes that in the lesson each student can find something of his own, personally significant, and the teacher needs to help him in this. He analyzes models of human interaction, helps students to try them on themselves, in their activities, in other words, forms the experience of communication. Placement of emotional accents in the material, as a result of which the reasoning of the students should include them personal experience even when they are unaware of it (60).
Another innovative teacher I.P. Volkov writes about this: “Very often we, teachers and adults, force children to do what we consider important and necessary, and not what they, children, want to do” (38, p. 58).
The reliance of innovative teachers on the personal experience of students is an example of a personality-oriented approach to children in the process of learning, development and upbringing. I.S. Yakimanskaya believes that student-centered learning is learning where the child’s personality, its originality, self-worth are put at the forefront, the subjective experience of each is first revealed and then coordinated with the content of education (171). If in the traditional philosophy of education socio-pedagogical models of personality development were described in the form of externally set samples, standards of cognition ( cognitive activity), then personality-oriented learning proceeds from the recognition of the uniqueness of the subjective experience of the student himself, as an important source of individual life activity, manifested, in particular, in cognition (56; 135; 166; 171). Thus, it is recognized that in education, it is not just the internalization of the given pedagogical influences by the child, but the “meeting” of the given and subjective experience, a kind of “cultivation” of the latter, its enrichment, increment, transformation, which constitutes the “vector” of individual development.
The recognition of the student as the main acting figure of the entire educational process is, according to I.S. Yakimanskaya, personality-oriented pedagogy. When designing the educational process, the author proceeds from the recognition of two equal sources: teaching and learning. The latter is not simply a derivative of the former, but is an independent, personally significant, and therefore a very effective source of personality development (171).
Until recently, the psychological model of personality-oriented pedagogy was reduced to the recognition of differences in cognitive abilities, understood as a complex mental formation, due to genetic, anatomical, physiological, social causes and factors in their complex interaction and mutual influence (6; 20; 34; 171).
In the educational process, cognitive abilities are manifested in learning, which is defined as an individual ability to acquire knowledge (8; 65).
I.S. Yakimanskaya (171) distinguishes between two aspects of knowledge acquisition: productive and procedural. The effective side of assimilation is described through the product, which is fixed in the form of acquired knowledge, skills and abilities. The procedural side of assimilation is expressed in the very nature, approach, personal attitude of the student to the acquired socio-historical experience; is fixed through the mastery of the means of activity, which, in relation to assimilation at school, are designated by us as ways of educational work, the author emphasizes.
The psychological content of assimilation is revealed mainly in its characterization by process. It is in it that the following is fixed: 1) individual activity in the processing of scientific information; 2) organization and nature of its implementation; 3) the operational side of this activity; 4) differences in the ways of its implementation with the same productivity. The description of assimilation by process allows one to study the content of learning as a student's subjective activity. The author defines assimilation as "the process of active processing by the student of socio-historical experience, the content and forms of which must correspond to the student's ability to reproduce this experience in his own activity" (171).
The reproduction of individual abilities is achieved through the disclosure of teaching as a subjective activity. Reproduction of what has been assimilated, according to the product, should correspond as much as possible to a given socially significant standard (standard). Reproduction by process allows the use of a variety of ways in which cognitive abilities are fixed. The latter "are found in the process of mastering the activity, in the extent to which the individual, other things being equal, quickly and thoroughly, easily and firmly masters the methods of organizing and implementing it" (21; 34; 134; 171).
Based on this definition of abilities, it can be argued, I.S. Yakimanskaya (171), that through the analysis of learning as a process, it is possible to characterize cognitive abilities as personal formations.
Differences in the cognitive abilities of schoolchildren come out most clearly precisely in the methods of educational work, in which the subjective selectivity of the schoolchild to the content, type and form of subject material is realized; the choice of rational methods for performing educational actions, their flexible use on their own initiative, which ensures (ceteris paribus) speed, ease, strength, and productivity of assimilation.
Cognitive abilities are characterized by the activity of the subject, his ability to go beyond the given, to transform it, using various methods for this. As emphasized by B.M. Teplov, “there is nothing more vital and scholastic than the idea that there is only one way to successfully carry out any activity; these ways are diverse, as human abilities are diverse” (147, p. 25).
All of the above, according to I.S. Yakimanskaya, gives reason to assert that mastering the methods of educational work is the main way of developing cognitive abilities. Through the development (diagnostics) of methods, one can judge cognitive abilities and characterize them qualitatively. First, in the ways of educational work intellectual ability act in a complex interaction, and not in isolation (memory, attention, thinking in learning, never exist as separate abilities in pure form).
Personally oriented training for the development of communicative abilities of adolescents
Like most socio-psychological trainings (27; 32; 54; 59; 66; 87; 89; 109; 118; 119; 153, etc.), our training was aimed at developing communication skills in general, and in particular, at developing communication skills of adolescents. The peculiarities of the training developed by us consisted in a personality-oriented approach to adolescents, which manifested itself in two directions. The first was associated with the identification of personality traits of adolescents using the R. Cattell test (122; 162) and the diagnosis of the leading representative system used in neurolinguistic programming technologies (37; 69). The second direction was to individualize the process of development of communicative abilities. At the same time, we adhered to one of the leading principles of a personality-oriented approach, that during training and education it is necessary to awaken the individual modes of action (abilities) of each child, based on his inclinations and inclinations (171). This principle is also widely used in neurolinguistic programming (69; 101) and, in particular, in pedagogical activities to develop the abilities of schoolchildren (50; 82). Therefore, a number of exercises of the technology of neurolinguistic programming were included by us in the program of personality-oriented training.
The overall goal of this training is the development of the communicative abilities of the personality of adolescent schoolchildren. This goal was revealed in a number of tasks: 1. Diagnosis of the personality traits of the subjects and the characteristics of the subjective experience of communication and learning of adolescents. 2. Mastering the basic socio-psychological knowledge: 2. Development of the ability to adequately and most fully understand oneself and other people; 3. Diagnosis of communicative skills of adolescents, removal (overcoming) of communication barriers and difficulties that interfere with real and productive communication actions (35; 52; 107; 140; 163). 4. Mastering the personally conditioned technique of interpersonal communication to increase its effectiveness; 5. Increasing activity in communication and development of abilities for self-regulation of mental states.
The basic principles of organizing socio-psychological training were based on the peculiarities of the mental development of adolescents and the experience of training work of other researchers and teachers. They were next.
The principle of voluntary participation, both in the entire training and in its individual lessons and exercises. The participant needs to have a natural internal interest in changes in his personality in the course of the work of the group.
The principle of dialogization of interaction, i.e. full-fledged interpersonal communication in the group classes, based on mutual respect of the participants, on their complete trust in each other.
The principle of self-diagnosis, i.e. self-disclosure of participants, awareness and formulation of their own personally significant problems, mastering the methods of self-assessment and self-regulation of emotional states.
The content of personality-oriented training for the development of communicative abilities of adolescents The first lesson The goal is to create favorable conditions for the work of the training group, to familiarize the participants with the basic principles of the training, to accept the rules of the group, to begin mastering the active style of communication. The main task of the facilitator throughout the entire training, and especially in the first lessons, is to create the conditions necessary for active independent work each participant over. with their communication skills, over the awareness and disclosure of their communication style.
The main content of the lesson 1. "Representation". At the beginning of the group, each participant draws up a business card, where he indicates his training name. At the same time, he has the right to take any name for himself: his real name, his play name, the name of his friend or acquaintance, a real political figure or literary hero, etc. There is complete freedom of choice. Business cards are attached to the chest so that everyone can read the training name. In the future, throughout the lesson, participants refer to each other by these names.
The facilitator gives 3-5 minutes for all participants to prepare for a mutual introduction, for which they pair up, and each tells his partner about himself. The task is to prepare to introduce your partner to the whole group. The main task of the presentation is to emphasize the individuality of your partner, to tell about him so that all other participants immediately remember him. Then the participants sit in a large circle and take turns talking about their partner, emphasizing his features.
2. "Rules of the group". After getting acquainted, the leader explains to the participants the basic principles of socio-psychological training and the features of this form of work. Then the members of the group begin to develop rules for the work of their group. It is desirable that the following should form the basis of her work.
2.1. Confidential communication style. As a first step towards practical creation climate of trust, the facilitator may offer to take the form of communication on "You", balancing all members of the group and the facilitator.
2.2. Communication based on the "here and now" principle. The main idea of the training is to turn the group into a kind of three-dimensional mirror in which each member of the group could see himself during his various manifestations, get to know himself and his personal characteristics better. Therefore, it is necessary to talk about what worries the participants right now.
2.3. Personification of statements. It is advisable to replace statements like: - “Most of my friends think that ...” or - “Some think ...” with judgments - “I believe that ...”, - “I think ...”, etc. .P.
2.4. Confidentiality of everything that happens in the group. Everything that happens during classes is not taken out of the group.
2.5. Determining the strengths of the individual. During the discussion of exercises and tasks, each participant must emphasize positive traits speaker, and the host does not miss the opportunity to praise both teenagers for the first and second.
2.7. The inadmissibility of direct assessments of a person. When discussing what is happening in a group, it is not the personality of the participants that should be evaluated, but only their actions. It is recommended to replace statements like: “I don’t like you” with a phrase that sounds like this: “I don’t like your way of communication.” This is one of the main rules effective communication in Neuro-Linguistic Programming (49; 69).
The finally agreed and adopted rules are the basis for the work of the group. The facilitator provides an opportunity to speak to everyone, listen to all suggestions and comments and discuss them.
1The problem of the development of the communicative sphere of children of early adolescence is one of the most complex and least developed in psychology. Adolescence is a transitional period in a child's development between childhood and adulthood. This period coincides with the education of children in the middle classes and covers the age from 11–12 to 14–16 years. Skills are formed in activity, and communication skills are formed and improved in the process of communication. These skills are called "social intelligence", "practical-psychological mind", "communicative competence", "sociability". Effective communication that satisfies the interests of the communicants implies the mastery of their communicative competence, a component of which is communicative skills. The article considers methods for developing communication skills in children under school age. Scientists note that the further socialization of a teenager, his integration in modern society and personal formation depend on the development of the communicative sphere in adolescence.
communication skills
teenager
1. Azimov E.G., Shchukin A.N. A new dictionary of methodological terms and concepts (theory and practice of teaching languages). – M.: IKAR, 2009. – 448 p.
2. Ilyin E.P. Psychology of communication and interpersonal relations. - St. Petersburg. : Peter, 2013. - 576 p.
3. Osipova A.A. General psychocorrection: textbook. allowance for students. higher ped. textbook establishments. – M.: Sfera, 2002. – 510 p.
4. GEF secondary (complete) general education. - M. : Ministry of Education and Science of the Russian Federation, 2012. - 34 p.
Formed communication skills help to interact effectively with other people in various spheres of life. The formation of communication skills in children of early adolescence is an extremely urgent problem, since the degree of formation of these skills affects the development of the personality as a whole.
In the Federal State educational standard secondary (complete) general education (FGOS), in the general provision, “psychological and pedagogical conditions for the implementation of the main educational program are noted, which should provide variability in the areas of psychological and pedagogical support for participants in the educational process (preservation and strengthening of the mental health of students<…>the formation of communication skills in an environment of different ages and among peers; support for children's associations, student self-government).
Therefore, it is important to teach young children to communicate effectively with both peers and adults, to constructively resolve conflicts and develop positive self-esteem, and to teach them to express their emotions and feelings in a socially acceptable way.
Communication is a process of two-way exchange of information leading to mutual understanding. Translated from Latin, communication means "common, shared with everyone." It is believed that if mutual understanding is not achieved, then communication has not taken place. To ensure the success of communication, you need to have feedback on how people understood you, how they perceive you, how they relate to the problem.
S.L. Rubinstein considers communication as "a complex multifaceted process of establishing and developing contacts between people, generated by the need for joint activities and including the exchange of information, the development of a unified interaction strategy, the perception and understanding of another person" .
Communicative development is carried out within the integral system of the personality in accordance with the lines of development: personal, intellectual, activity, which are inseparable from each other.
It should be noted that communication development should be considered in the general context of the child's socialization in terms of taking into account the features of generalization, the formation of concepts, communication with adults, peers, taking into account the features of the general situation of social development, etc.
An analysis of psychological literature has shown that communicative development follows different lines. These are quantitative accumulations, such as an increase in vocabulary, the volume of utterance, and qualitative changes, for example, the development of coherence of speech, the complexity of thought, the complication of the predicative structure, etc. However, the main criterion for the intensity and success of the communicative formation of a personality is, in our opinion, the ability to understand, set and solve communicative tasks of various nature, i.e. the ability to correctly and optimally use one's verbal-cogitative activity in communication with other people, the media and with oneself.
Communication skills, according to A.A. Maximova are complex high-level skills that include three groups of skills:
1) information and communication (the ability to enter into the process of communication, navigate partners and situations, correlate the means of verbal and non-verbal communication);
2) regulatory and communicative (the ability to coordinate one's actions, opinions, attitudes with the needs of communication partners; the ability to trust, help and support them; apply individual skills in solving joint problems, as well as evaluate the results of joint communication);
3) affective-communicative (the ability to share one's feelings, interests, mood with communication partners; to show sensitivity, responsiveness, empathy, care; to evaluate each other's emotional behavior).
This position is consonant with the opinion of A.A. Kohut, which, within the framework of communicative activity, distinguishes two groups of skills:
1) the ability to cooperate (the ability to see the actions of a partner, coordinate their actions with him, exercise mutual control, mutual assistance, have an adequate attitude to interaction);
2) the ability to conduct a partner dialogue (the ability to listen to a partner, negotiate with him, the ability to empathize).
Based on these groups of skills, we have compiled tasks aimed at developing communication skills in children of younger adolescence, and also selected appropriate methods.
The main tasks in this area of work are:
1) development of effective communication skills;
2) creating conditions for the participants to turn to their own communication experience on the example of game situations;
3) identifying the most effective ways the beginning of communication, the search for ways and the training of skills to maintain contact;
4) development of the ability to adequately express one's feelings and understand the expressions of the feelings of other people; training constructive ways to get out of conflict interaction;
5) team building, the formation of mutual trust.
On the basis of the tasks set and the generalization of psychological and pedagogical experience, we analyzed and presented in groups practical methods aimed at developing communication skills in children of early adolescence
1 group. To develop the ability to establish contact with the interlocutor. Exercises: "Smile", "Compliment", "How much do you weigh", "Island", "Palm", "Announcement of the announcement"; game "Hi", game "Energizer".
2 group. To improve the students to communicate without words. First, you can offer to recognize the depicted gesture (in the figure, photographs), and then offer games: “Guess”, “Foreigner”, “Draw a proverb”.
3rd group. To form an adequate self-esteem, you can use: the activator exercise "Kaleidoscope", the exercise "If I were ...", the exercise "My neighbor on the left", the exercise "My strengths and weaknesses"; isotherapy - "That's what I am"; conversation - "My potential and its realization."
4 group. To improve the ability to clearly and clearly pronounce words, such techniques are used as: depict how the sea is raging, with what voice Baba Yaga, Cinderella and other fairy-tale characters speak; pronounce a familiar quatrain - in a whisper, as loudly as possible, like a robot, at the speed of a machine-gun burst, sad, joyful, surprised, indifferent.
5 group. To develop in adolescents the ability to behave in conflict situation they analyze with schoolchildren such situations that took place in the past experience, and also apply the activator exercise “Open your fist”, the exercise “Presentation of heroes”, the exercise “Problems of heroes”.
6 group. To analyze the behavior of conflicting schoolchildren, they use similar behavior of fairy-tale characters known to them, the activator exercise “This is me”, the exercise “Yes - no”, the exercise “Say no”.
7 group. For the development of empathy and empathic behavior, we can offer: participation in a puppet show; dramatization of fairy tales, sometimes as spectators, sometimes as actors; plot creative games, with repetition of scenes; exercises “Describe a friend”, “Comparisons”, “Guess the emotion”.
8 group. The following games will help to consolidate communication skills: “Remember appearance”, “Salad”, exercise “Candle of opinions”, exercise “Threads of friendship”, exercise “Magic pillow”, exercise “Mom's necklace”, exercise “Situation on the bus”, exercise “ Anti-time”, exercise “Desert island”.
Based on the above groups, it should be noted that with systematic and purposeful work, adolescents will become the owners of new information about the process of communication in general; they will form an adequate self-esteem, the need for self-assertion through demonstrative deviant behavior will decrease; the ability to plan one's behavior and predict the resolution of conflict situations is updated.
As criteria for determining the level of achievement of the planned results, one can single out: the development of basic communication skills; possession of self-presentation techniques in a group, with other people; expansion and deepening of self-knowledge; ability to make constructive decisions in complex and problem situations communication; possession of self-regulation skills; formation of ideas about possible consequences own behavior and behavior of other people, knowledge of etiquette; formation of skills to analyze and assess the situation.
When carrying out work on the development of communication skills in children of younger adolescence, it is necessary to take into account the principles identified by A.A. Osipova:
1) “the principle of systematic corrective, preventive and developmental tasks;
2) the principle of unity of correction and diagnostics;
3) activity principle of correction;
4) the principle of taking into account the age-psychological and individual characteristics of the client;
5) the principle of the complexity of methods of psychological influence;
6) the principle of relying on different levels of organization of mental processes;
7) the principle of taking into account the volume and degree of diversity of the material;
8) the principle of taking into account the emotional complexity of the material ".
Based on the foregoing, it should be noted that the leading activity of children in early adolescence is communication. Communicating, first of all, with their peers, a teenager receives the necessary knowledge about life. Therefore, the communication of adolescents with peers and adults must be considered the most important condition for their personal development. Failures in communication lead to internal discomfort, which cannot be compensated for by any objective high indicators in other areas of their life and work. Adolescents must master not only the theoretical knowledge of communication, but they must have an idea of how to use it in real communication.
Bibliographic link
Ioanidi A.F., Mamedova L.V. METHODS OF DEVELOPING COMMUNICATION SKILLS IN YOUNGER ADOLESCENT CHILDREN // International Journal of Applied and Fundamental Research. - 2016. - No. 12-8. - S. 1556-1558;URL: https://applied-research.ru/ru/article/view?id=11082 (date of access: 04/01/2019). We bring to your attention the journals published by the publishing house "Academy of Natural History"
Basic requirements for compilation
Psychocorrection program.
When compiling a psychocorrectional program, the following points should be taken into account:
Clearly formulate the goals of correctional work;
Determine the range of tasks that specify the goals of corrective work;
Choose a strategy and tactics for corrective work;
Clearly define the forms of work (individual, group or mixed) with students;
Select methods and techniques of corrective work;
Determine the total time required to implement the entire correctional program;
Determine the frequency of necessary meetings (daily, once a week, etc.);
Determine the duration of each remedial session (from 10-15 minutes at the beginning of the remedial program to 1.5-2 hours at the final stage - for example);
Define content remedial classes;
If necessary, plan the forms of participation of other persons in the work (when working with a family - the involvement of relatives, significant adults, etc.);
To implement the correctional program and assess its effectiveness, provide for the control of correctional work.
Approximate content of the correctional program.
Program of psychological and pedagogical correction
communication skills of adolescents.
The purpose of the program: personal development, the formation of communication skills, the provision of psychological assistance and support in solving personal problems of adolescents.
Program objectives:
1. Diagnostics of personal qualities.
2. Mastering certain socio-psychological knowledge.
3. Development of the ability to adequately and most fully understand oneself and others.
4. Correction of personal qualities, removal of communication barriers.
5. Mastering the techniques of interpersonal interaction.
Correction is carried out in the form of socio-psychological training. The psychological impact is based on active methods of group work. During the classes, issues of diagnosis and personality development are solved; communication skills are formed; turns out psychological help and support, allowing to remove stereotypes and solve personal problems of participants. As a result, adolescents change their internal attitudes, their knowledge expands, a positive attitude towards themselves and the people around them appears again, they become more competent in the field of communication.
Form of correctional work: individual-group.
Group composition: 7-9 participants.
Approximate age of participants: 12-15 years old.
Number of lessons: 10.
Frequency of classes: 1 time per week (for diagnostics, up to 2 times a week is allowed).
Duration of classes: from 1 hour to 1.5 hours.
I. Diagnostic block.
Target: diagnostics of personality development abilities, identification of risk factors.
Diagnostics is carried out during 4 lessons; duration 1 hour; the frequency of classes is allowed up to 2 times a week; individual form of work.
1st lesson: diagnostics of personality traits is carried out using: PDO (pathocharacterological diagnostic questionnaire), M MIL (Minnesota multidimensional personality questionnaire, Schmischen test, etc.).
2nd lesson: diagnostics of self-esteem is carried out (method of E. V. Sidorenko and others); study of value orientations (method of “value orientations by M. Rokeach).
3rd lesson: diagnostics are being carried out intellectual development(tests of Amthader, Veksler, Shtür).
4th lesson: diagnostics of relationships is carried out (the method of unfinished sentences, the test of T. Leary, sociometry).
The learned results are used to compile the socio-psychological profile of the individual.
II. Installation block.
Target: removing the state of emotional discomfort, creating a situation of success.
To achieve this goal, one lesson is given, lasting up to 1.5 hours; Classes are held once a week, group form of classes.
5th lesson: Familiarity with the principles of group work.
Course progress.
1st exercise. Presentation "Your name, or I want to call you."
2nd exercise. "Group rules".
3rd exercise. "My noble act."
4th exercise. "List of Personal Claims".
5th exercise. "Diagnosis or what I am in communication."
6th exercise. "My communication style" (homework).
7th exercise. Analysis of the results of "Frankly Speaking".
III. correction block.
Target: to form an active social position of adolescents and the development of their communicative abilities and abilities to make significant changes in their lives and the lives of the people around them, raising the general level of psychological culture.
For the implementation of correctional work, four classes are given, lasting up to 1.5 hours; the lesson is held once a week; group form.
6th lesson: introspection of qualities important for interpersonal communication.
Course progress.
1st exercise. Compliment.
2nd exercise. Analysis of the homework "My communication style".
3rd exercise. List of qualities important for communication.
4th exercise. "Circle of my contacts".
5th exercise. “I make a decision to change…”.
Summarizing.
7th lesson: development of skills of introspection and predetermination of psychological barriers.
1st exercise. "An unconventional 'non-verbal' greeting".
2nd exercise. Homework"My best friend".
3rd exercise. "Little Victims"
4th exercise. "We're the same blood".
5th exercise. "Earthquake".
6th exercise. "Assessment of the group on communicative qualities."
Summarizing.
8th lesson: methods of self-analysis and self-correction.
Course progress.
1st exercise. "Magic words".
2nd exercise. Analysis of the diaries "My type of communication".
3rd exercise. "Contacts with new people" or "Alien".
4th exercise. "Unexpected meeting".
5th exercise. "Analysis of events in the group."
Summarizing.
9th lesson(continuation). Methods of introspection and self-correction.
Course progress.
1st exercise. "Heartily…".
2nd exercise. "New Friends".
3rd exercise. "A friend for a friend".
4th exercise. "Unexpected meeting…".
5th exercise. "Desert Island".
6th exercise. "Opinion".
Summarizing.
IV. Block for evaluating the effectiveness of corrective actions.
Target: evaluate the psychological content and dynamics of changes, consolidate communication skills, outline prospects for the future.
One session is allotted for implementation; up to 1.5 hours; group form.
10th lesson. Consolidation of communication skills, mood for the future.
Course progress.
1st exercise. Compliments "I really like it when you ...".
2nd exercise. Analysis of the diaries "My communication style".
3rd exercise. Final diagnosis of sociability.
4th exercise. Psychological suitcase: “What should you pack for the trip?”
5th exercise. “Most of all I like it when a communication partner ...”
Summing up the results of correctional studies.
Literature:
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The question of the successful development of the younger generation and its best adaptation to the constantly changing conditions of life in science is dictated, first of all, by the increased requirements for school and out-of-school education, where special meaning acquires the formation of students' skills of positive interaction with others, as a guarantee of their successful development. Modern requirements to the upbringing of a student who adapts in society, a sociable person, the task of mastering communication skills by adolescents has been intensified.
In this regard, the increased attention to the problem of optimizing interpersonal relationships and achieving mutual understanding in the process of communication in adolescence is understandable. Communicative activity is leading in adolescence, the lack of communication skills significantly complicates the internal disclosure of a teenager and its implementation in school, peer environment and society as a whole, leads to unconstructive communication of a teenager and the appearance of deviations in his socialization. But there is the possibility of correcting the already developed communication skills, so the socio-pedagogical work on the formation of communication skills in adolescents becomes relevant, since the characteristics of this age allow us to count on high performance. The study of this problem will undoubtedly make it possible to better understand the mechanisms of influence of a social teacher on the development and formation of communication skills in adolescents, as well as to create conditions for the most efficient operation to prevent any violations. At the same time, despite the fact that the features of the development of communication in different age periods are considered in sufficient detail in the domestic and foreign literature, the question of specific social and pedagogical work on the formation of communication skills in adolescents remains poorly studied, but significant. An analysis of pedagogical research shows that in the current pedagogical practice, the problem of the formation of communicative skills of adolescents has not been studied enough, which leads to the absence of a system of purposeful and versatile formation of the required skills. According to the views of domestic psychologists Vygotsky L. S., Zaporozhets A. V., Leontiev A. N., Lisina M. I., Rubinshtein S. L., Elkonin D. B. and others, communication, as a rule, acts in as one of the main conditions for the development of the child, the most important factor the formation of his personality, and finally, the leading type of human activity aimed at knowing and evaluating oneself through other people at any age.
Communication is a complex process of interaction between people, which consists in the exchange of information, as well as in the perception and understanding of each other by partners. The ideas that communication plays an important role in the formation of personality were developed in the works of domestic psychologists: Ananiev B. G., Vygotsky L. S., Leontiev A. N. and others. It performs a number of functions in human life: social (organization of joint activities; management of behavior and activities; control) and psychological functions of communication (the function of ensuring the psychological comfort of the individual; meeting the need for communication; the function of self-affirmation). A fundamental approach to solving the problem of the development of communication skills, the formation communicative competence presented in the works of L. S. Vygotsky, who considered communication as the main condition for personal development and upbringing of children.
Communicative competence - knowledge of the norms and rules of communication, possession of its technology. Possessing a certain level of communicative competence, a person becomes a personified subject of communication. Communication skills are communication skills, the ability to listen, express your point of view, come to a compromise solution, argue and defend your position.
According to research, all communication skills can be conditionally divided into a number of blocks of skills:
- - the ability to give and receive signs of attention (compliments);
- - ability to respond to fair and unfair criticism;
- - the ability to respond to touching, provoking behavior on the part of the interlocutor;
- - ability to make a request;
- - the ability to refuse someone else's request, to say "no";
- - the ability to provide sympathy, support;
- - the ability to accept sympathy and support from other people;
- - the ability to make contact with other people, sociability;
- - the ability to respond to an attempt to make contact.
The formation of communication skills in adolescents is relevant, since the degree of formation of these skills affects the effectiveness of children's education, the process of their self-realization, life self-determination and socialization in general. Therefore, communicative development should be considered in the general context of adolescent socialization in terms of taking into account the peculiarities of communication with adults, peers, taking into account the peculiarities of the general situation of social development, etc. communication skills. This determines the main directions of socio-pedagogical activities with adolescents in the formation of communication skills.
The technology of socio-pedagogical activity with teenagers on the formation of communication skills involves the allocation of three components in the activity:
- - diagnostics of individual characteristics of students (psychological component);
- - teaching students the technology of communication (educational component);
- - work with other subjects of activity to provide social and pedagogical assistance to students in the process of their self-determination (intermediary component).
Consequently, socio-pedagogical activity with students in the formation of communication skills is carried out in three stages:
- 1) psychodiagnostic (social pedagogue conducts diagnostic study in order to study the individual psychological characteristics of the development of the personality of adolescents)
- 2) psychological and pedagogical (a social pedagogue organizes and participates in bringing events that form communication skills in accordance with the planned plan, which should be focused on developing a system of personal resources in adolescents.)
- 3) correctional work (based on the diagnosis of communication difficulties and their elimination).
Pilot-experimental study of the formation and development of communication skills in adolescents. The study involved 27 students of grade 8, aged 13-14 years (early puberty).
For the study, we have chosen the following methods:
- 1) the methodology "L. Michelson's test of communicative skills" is aimed at determining the level of communicative competence and the quality of formation of basic communicative skills;
- 2) a methodology for studying the communicative and organizational abilities of high school students (V. V. Sinyavsky, V. A. Fedoroshin);
- 3) the technique "Diagnosis of the level of empathy" (I. M. Yusupov), is intended for the study of empathy, i.e. the ability to put oneself in the place of another person and the ability for arbitrary emotional responsiveness to the experiences of other people.
The conducted research allows us to draw the following conclusion:
- 1. In terms of behavioral trends in communication situations, adolescents generally adhere to a competent type of response (63%), turning to a dependent one (22% of the respondents) or aggressive behavior(15%). With the aggressive type, they provoke the interlocutor into a conflict, they are very irritable, prone to physical and verbal aggression. And with a dependent type, they are at risk of becoming an object of manipulation, passive, prone to avoiding a situation of conflict.
- 2. According to the results of diagnostics based on the method of studying communicative and organizational abilities, the subjects have a low level of communicative and organizational abilities (33%), very low in 15%. They do not seek to communicate, feel constrained in a team, experience difficulties in establishing contacts with people.
- 3. It should be noted that students have an average level of empathy, which is 59% of the respondents. Only 4 people (15% of the subjects) have a high level of empathy, which consists in sensitivity to the needs and problems of others, quickly establishing contact with people, and the rest have a low level of empathy, i.e. they have difficulty establishing contacts with people.
Thus, the above results indicate a low level of development of communication skills in most adolescents. This allows us to make an assumption about the deviation from normal development the personality of adolescents in the emotional and volitional sphere, the violation of social interaction, self-doubt, low commitment and the degree of readiness of adolescents to take responsibility.
Thus, the problem of the formation of communication skills in adolescents is relevant in modern society, which places high demands on the level of development of the younger generation. The developed project on the formation of communication skills gave positive results, therefore, it can be used in the work of a social pedagogue and a school psychologist.
