Grotesque and duality in baby tsakhes. Hoffmann: "wonderful great genius

Publication date: 04/09/17

EDUCATIONAL PROJECT

"Club of Volunteers-Mediators as a Means of Harmonizing Interpersonal Relations of Younger Adolescents"

Lopatkina Kristina Alexandrovna,

educational psychologist

Nizhnevartovsk, 2017

1. Explanatory note

Modern standards of education involve the education of a new generation of people who own a number of competencies. Signs of the manifestation of competence are most often described using the words: "adaptability", "achievement", "success", "understanding". At its core, a person is socially competent if his individual abilities and skills meet the requirements of the interpersonal situation. This project is one of the stages of educating a person of a new generation: who knows how to think, be responsible for his actions, constructively build his relationships with other people, with an active life position, able to broadcast his experience to others.

Thus, the project involves promoting the harmonization of interpersonal relationships among younger adolescents through the preventive activities of the club of volunteer mediators as part of the work of the School Reconciliation Service.

This project is being implemented through: application of restorative technologies to resolve conflict situations in the educational space, use active methods teaching adolescents (problematic, search-constructive); organization of various forms of activity (group, individual, frontal).

2. Relevance

Today's life, exploded with change, a new way of thinking and acting, creating many economic and psychological difficulties, requires from a person all his moral and physical reserves in order to adapt to new conditions, and not just survive, but win - first of all, himself, and then circumstances.

"Flourishing" cult of violence in Everyday life, MASS MEDIA, in social networks; aggressiveness, conflict, lack of sensitivity, compassion, deep deformations human communication and many other things have an extremely negative impact, especially on children and modern adolescents. And as a result, assertiveness is replaced by aggressiveness.

Conflict situations occur among schoolchildren very often, especially among adolescents due to their age characteristics. This fact was confirmed when the school conducted an anonymous survey among students in grades 5-8 on the subject of conflicts and their causes. According to the results of the survey, conflicts with friends and classmates rank first (57% and 48%, respectively), conflicts with parents are in second place (32%), and conflicts with teachers are in last place (12%).

Our school is no exception, and, as in the education system as a whole, it has an internal need to change approaches to resolving conflict situations in the educational environment, interaction within it, and finding new ways of transformation and development.

These facts prompted the creation of the School Reconciliation Service in our educational institution, which works with conflict situations that arise between participants educational process based on the use of the method of school mediation.

With the help of a questionnaire, adolescents of grades 7-8 were identified as leaders in the service - volunteers - mediators who carry out preventive activities to prevent conflicts in the school environment under the guidance of an adult curator who, like the children, underwent special training.

Project novelty consists in applying the method of school mediation in the educational space, using restorative technology to resolve conflict situations, attracting adolescent volunteers to the work of the School Reconciliation Service.

Objective of the project: harmonization of interpersonal relations of younger adolescents through the preventive activities of the club of volunteer mediators as part of the work of the School Reconciliation Service.

Project objectives:

organize the activities of the club of volunteer mediators within the framework of the School Reconciliation Service in the context of the existing educational environment;

train volunteer mediators in effective behavior strategies and communication skills; to promote the development of personality traits and qualities necessary for the constructive resolution of conflict situations on the basis of conciliatory meetings;

• carry out educational, preventive activities aimed at developing a culture of communication, tolerant behavior of students, contributing to the harmonization of interpersonal relations among younger adolescents;

Project Implementation Methods

- questioning,

training sessions;

Role-playing games;

business games;

Visual - practical;

- psychotechnical exercises;

CSR (collective way of learning)

Method of school mediation

Hypothesis

If to teach schoolchildren - mediators effective behavior strategies, communication skills; contribute to the development of personality traits and qualities necessary for the constructive resolution of conflict situations on the basis of conciliatory meetings, trainings, this will contribute to the harmonization of interpersonal relations of younger adolescents in the educational society.

3. Terms and stages of project implementation

Preparation and implementation of the project is carried out from 2014 to 2017

4. Estimated composition of the project participants

The project is designed for various subjects of the educational space: students in grades 5-8, their parents, teachers.

5. Resource support of the educational project.

The following is used to implement the project staffing:

• deputy director for teaching and educational;
• social teacher;
• teacher-psychologist;
• teacher-organizer;
• class leaders.

Material and technical resources: computer, projector, Internet resources, computer class, institution website, mini-printing house, assembly hall, video camera, digital camera, stationery, methodical literature on the problem.

Minimum requirements for logistics: availability of a personal computer, printer, scanner, access to the Internet.

6. Expected result

• education of attitudes of tolerant consciousness of adolescents;
• harmonization of interpersonal relations of younger adolescents in the school environment

reduction of conflict potential, prevention of deviant behavior in school society;

improvement of the microclimate in cool teams;

teaching adolescents the skills of constructive resolution of conflict situations on the basis of conciliation meetings;

broadcasting experience through the release of booklets, memos, videos for teachers and schoolchildren;

The effectiveness of the implementation of the educational project in terms of the results obtained is confirmed by quantitative indicators:

1. Positive dynamics in the development of tolerance in adolescents is 25%.

2. Performance Improvement psychological climate in class groups of 5-8 grades of an educational institution.

3. The positive dynamics of the formation of communicative competence of adolescents amounted to 32%.

4. Reducing aggressive manifestations in the behavior of adolescents by 17%.

5. Adolescents, parents, teachers have an interest in meaningful activities.

Quantitative indicators of participants pedagogical project.

Risks connected:
- with shortcomings in coordinating the actions of various actors outside the school;

With insufficient methodological equipment of the educational institution on the problem.

7. Perspectives further development project.

• involvement of older students in club activities;

• expansion of the volunteer movement;
• increase in the number of teachers, parents, members of the public in the work of the club;
• development of comprehensive measures to activate parents in the work on the project.

8 . List of used literature

• Age features of the formation of tolerance / under. ed. V. S. Sobkina. - M., 2003 /
• Leontiev A.A. Psychology of communication. - Moscow: Meaning, 2008. - 368 p., Mediation in education: school society based on positive communication. // Journal "Bulletin of Education". No. 9, May 2010.;
• Prokofieva N.I. Psychological aspects conducting negotiations. Moscow: Phoenix, 2012.;
• Stankin MN, If we want to cooperate. - M., 1996;
• Fopel K. How to teach children to cooperate? Psychological games and exercises: Psychological games and exercises: A practical guide in 4 volumes. - Moscow: Genesis, 2003. - 160;
• Shamlikashvili Ts.A., Khazanova M.A. Method "school mediation" as a way to create a safe space and its psychological mechanisms // Psychological Science and

education. 2014 №2. .

The main conditions for upbringing in an orphanage are: the organization of a harmonious lifestyle, the establishment of interpersonal relations in the children's team, the exclusion of violence, coercion, providing the child with a sense of security, security through the consciousness of belonging to a certain group, friends. Child knowing complex world human relationships, learns to cooperate with peers, share positive emotions. But unfortunately not all children are given by nature the gift of communication. Many children experience difficulties in the process of adaptation, and sometimes find themselves in the role of a target for the release of aggression from their peers.

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Topic: "Harmonization of interpersonal

Relationships in the children's team "

prepared by the tutor of Chistorechinsky orphanage

Semenova G.I.

2012 - 2013 academic year

Harmonization of interpersonal relations in the children's team

The main conditions for upbringing in our orphanage are the organization of a harmonious lifestyle, the establishment of interpersonal relations in the children's team, the exclusion of violence, coercion, the spirit of competition, providing the child with a sense of security, security through awareness of his belonging to a certain group, friends, nation. Adults create conditions in our institution for the harmonious development of personality, self-expression, help little man feel like a part vast world people, where he has his place, his rights, duties. A child, learning the complex world of human relationships, learns to cooperate with peers, share positive emotions. Children of other nationalities appeared in our orphanage. All of them are wrapped in love and warmth.

Sooner or later, the child finds himself among his peers, so he has to empirically study interpersonal relationships in the children's team and learn to earn authority for himself. Some children adapt quite calmly in any new society: no matter how much you transfer them from school to school, no matter how much you send them to children's camps, they have crowds of friends and friends everywhere. But, unfortunately, not all children are given by nature such a gift of communication. Many children experience difficulties in the process of adaptation, and sometimes they find themselves in the role of a target for the release of aggression from their peers.

IF THE CHILD DOESN'T MATCH THE COLLECTIVE

It is enough to start in the class, in the group alone, let's say so, harmful child- and an unhealthy atmosphere of persecution is provided. Such children feel the need to assert themselves at the expense of others: offend and humiliate someone, set some children against others (such as “Who will we be friends against?”), etc. As a result, the most vulnerable, benevolent, who are not used to being directed against them to violence, children. Any child can be among them, therefore, upon admission to new team pupil, at first teachers should be on the alert.

If you feel that in a group, at school, a child may have problems with peers, is it better to work with him in advance and tell, explain to the child so that he meets difficult situations fully armed and comes out of them with dignity? However, often, and we have seen it repeatedly,

1. Conflicts are inevitable

In life, the interests of people inevitably collide, so you need to calmly and philosophically treat the disputes that arise between them, trying to come to a mutually beneficial agreement. For his part, the pupil needs, if possible, not to run into a conflict (not to be importunate, not to snitch and not be greedy, not to brag and not to ask).

2. It's impossible to please everyone

As Ostap Bender said: "I'm not a chervonets to please everyone." Inspire the child that it is not necessary for everyone to love him and that you should not try to please everyone without fail. Moreover, it is unacceptable to curry favor with more authoritative children and try to win their respect with the help of gifts, concessions and “licking”.

3. Always defend yourself!

The child must know that aggression cannot be resignedly yielded: if he was called names or hit, he must definitely fight back. The Christian position of non-resistance "if you are hit on the cheek - turn the other one" in the children's team inevitably dooms the child to persecution.

4. Maintain neutrality

The ideal option is to have equal relations with everyone. Therefore, it is best not to support boycotts and not take sides in disputes. It is not necessary to do this defiantly: you can find a plausible excuse (“I have to go to class”, “I have no right to interfere in the affairs of others).

What the educator should know:

As a rule, if a child really does not get along well with peers, conversations alone will not be enough, and we educators must still initial stage, as the child entered the team, take all possible measures so that he fits into society. It is necessary to establish contact between the teacher and the educator, to talk about the problems of your pupil and make him your ally.

Make sure that the child does not outwardly stand out from the others.

If the child has non-standard appearance, it is necessary to prepare him mentally for the “attacks” from the children: psychologists advise in advance to jointly come up with teasers and laugh at them together, but this will pass in younger age, and in the older one, it is necessary for the children to explain that there are no ugly children, people, that they are not to blame, that they have some kind of defects (vision, deafness, lameness ...) and that parents are not chosen.

If the child suffers from indecision and does not know how to react quickly in difficult situations, you can talk with him and tell him how to behave (“things are taken away from you”, “you are teased”, etc.) and develop tactics of behavior, and what concerns an orphanage, in this situation the teacher should protect such a child

There is an opinion thatCHILDREN WILL UNDERSTAND "andadults should not interfere in the affairs of children: supposedly the child must learn to solve his own problems. This is not true for all situations. Firstly , the child should always feel your moral support. Secondly , you will be calmer if he gets into the habit of sharing his experiences with you. Even if you do not personally intervene in any difficult situation, you can tell the child what to do.

We often hear these words:I WILL NOT OFFEND MY CHILD

What to do if the child was offended by peers and you know who did it? It would seem that the easiest way is to go and restore justice: to punish the offenders yourself. The child learns about it and will receive moral satisfaction. "I'm good, they're bad." But is such a tactic useful? Wouldn't it be better to try to solve the problem at the root: explain to the child what he can do to ensure that such a situation does not happen again. Then next time he will be able to cope with the offenders on his own.

If such a problem arises in the family, then the parents of boys always want their children to be “real boys” and be able to fend for themselves with the help of their fists. It is possible and necessary to give the boy to sports section so that he learns fighting techniques, but it is necessary to explain to him: he does not study them at all in order to use them every time. Self-defense techniques can give a child self-confidence, but at the same time, you must teach him how to resolve conflicts in constructive ways, saving fist arguments as a last resort.

Which children suffer the most?

Children with a non-standard appearance

Too fat (or too thin)

Small or too tall

Children with glasses (especially corrective - with one eye closed)

redheads

Too curly

Children with unpleasant habits

Constant sniffers (or nose pickers)

Untidy dressed, with dirty hair

Children who champ while eating talk with their mouths full...

Children who are inadequate in communication

Too pushy and talkative

Too timid and shy

Easily vulnerable and touchy

whiners

braggarts

liars

Children who stand out from the group

Children dressed emphatically better than others

Teachers' favorites (as well as children who are not liked by teachers)

Sneaks and crybabies

sissy

Too abstruse ("out of this world")

TYPES OF AGGRESSION AND WAYS OF RESPONSE

There are several main types of interpersonal relationships in the children's team:

Ignoring

The child is ignored, as if he does not exist. He is not taken into account in any distribution of roles, the child is of no interest to anyone. The child does not know the phones of classmates, no one calls him to visit. He doesn't say anything about school.

What should parents do?

Talk to class teacher, try to establish contact with children yourself (bring them together with your child)

Passive rejection

The child is not accepted into the game, they refuse to sit at the same desk with him, they do not want to be with him in the same sports team. The child is reluctant to go to school, comes home from school in a bad mood.

What should parents do?

Analyze the reasons (why the child is not accepted) and try to eliminate them. Act through teachers and educators.

Active rejection

Children defiantly do not want to communicate with the child, do not take into account his opinions, do not listen, do not hide a contemptuous attitude. Sometimes a child suddenly abruptly refuses to go to school, often crying for no reason.

What should parents do?

Transfer the child to another class (or to another school). Talk to teachers. Contact a psychologist.

Bullying

Constant ridicule, the child is teased and called names, pushed and beaten, things are taken away and spoiled, intimidated. The child has bruises and abrasions, things and money often “disappear”.

What should parents do?

Transfer your child to another school as soon as possible! Give him to a circle where he can show his abilities to the maximum and be at his best. Contact a psychologist.

STAGE: "SITTINGS"

Task: Team members need to sit down so that everyone is sitting on each other's laps.

STAGE: "NUMBERS"

Task: Team members, having reached this stage, line up in one line and turn their backs to the leaders of the stage. The judges attach pre-prepared numbers (for example, from 1 to 12) to the team members behind the collars in a chaotic manner, after which they ask them to turn to face themselves. The task of the team is to line up in order of numbers from 1 to 12 using only facial expressions and gestures as quickly as possible without words.

STAGE: UNDERSTAND ME

Task: The team lines up in a column (in the back of each other's head). The first member of the team turns to the leader of the stage and draws out one of the sports options offered to him, which are written on the cards. After that, he turns back, pats the 2nd member of the team on the shoulder. After he turned to him, the 1st player, without words, using only facial expressions and gestures, shows the chosen sport in front of him (for example: biathlon, fencing, figure skating etc.) If the 2nd player understood, he shows this with a nod of his head and turns forward and pats the next player on the shoulder, if not, then the 1st player repeats his show. The last player in the column does not show anything, he only names the sport that was shown to him. When conducting this phase, it is important to ensure that the players do not turn before they are asked to turn.

STAGE 4: "PATH OF TRUST»

Task: A very winding, not wide path is drawn on the asphalt, along which circles are drawn, which the players will occupy during this stage. One of the players of the team that came to the stage is blindfolded, then it is untwisted and placed on the start line. The task of this player, and hence the whole team as a whole, is to go to the finish line, if possible, without stepping on the track line. The players who are located along the track in circles help the blindfolded player with the commands: “forward”, “backward”, “left”, “right”, “stop”, while remaining on their playing places.

STAGE: "CROSSING"

Task: At the "Crossing" stage, the team must cross the rope stretched at a certain height above the ground. At the same time, it is absolutely impossible to touch the rope, if nevertheless this happened, then the whole team returns to the starting line and starts the whole process again. The height of the rope is adjusted depending on the age of the participants: the older they are, the higher the rope. For the most senior squads, the height should be such that it would be impossible for all the players of the team to simply jump over it and this would imply mutual assistance in overcoming this obstacle. Please note that this is the most traumatic stage and you need to put experienced counselors or sports instructors on it. It is advisable to carry out the “Crossing” on a lawn or in a forest in a clearing cleared of foreign objects.

STAGE: KNOTS

Task: Before the start of the stage, the team lines up. In front of her lies a rope on which three ordinary knots are tied at an equidistant distance. All players extend their left arms forward and at the same time raise the rope to waist level. Task: without unclenching the left hands, use the right hands to untie the knots. To carry out this stage, it is advisable to use tourist ropes with a section of 8 or 10 mm, but not linen ropes.

STAGE: "BALL"

Task: A familiar task for everyone. The team is lined up, preferably on the principle of "boy-girl". Task: without using your hands to pass the ball clamped by the chin from the first player to the last. If the ball falls, the task starts again.

STAGE: "VICTORY CRY"

Assignment: The team holds hands and, without opening them, climbs through three hoops lying on the ground, after which the whole team must stand in a small circle drawn on the ground and, having thought up a battle cry, shout it three times. This completes the game for this team, and the team captain gives the route sheet to the judge of the last stage.

ROUTE SHEET OF THE GAME PATH OF TRUST

P/N STAGE! STAGE NAME! TIME TO PASS! PENALTY/BONUS SECONDS! JUDGE'S SIGNATURE

SITTINGS

NUMBERS

UNDERSTAND ME

TRAIL OF TRUST

CROSSING

MINING

BALL

VICTORY CRY

The purpose of the game: harmonization of interpersonal relations through the creation of a situation of interaction in a group, the development of models for effective communication in it and ways to resolve it constructively.

Description of the game. At the preliminary meeting, the participants are given a general setting for the game, the rules are explained. It is necessary to form six teams, for this each person is invited to take a card of a certain color, and then all the colors are combined into groups that can be given a name. The goal of the teams is to go through all the stages of the game, score as many points as possible. The team that does it faster, more friendly and better becomes the winner. Then the teams are given route sheets, which indicate the order of passage of the stations, and marks are given. Stations should be at a sufficiently distant distance. At each stage, the teams are 15-20 minutes, the transition time is not indicated. At the stations, the guys perform the tasks of the leader. The leader of the station evaluates the activity of the team, its cohesion, the constructiveness of resolving the situation, the correctness of the answers on a five-point system. Penalty points may also be given for some participants lagging behind the team and disorganization, conflict in the group, violation of the rules for completing the task. Penalty points are the difference between the estimated points when calculating the overall result of each team. After passing all the stations, the team counts the points, the winners are awarded with diplomas and memorable prizes.

Necessary materials: route sheets, which indicate the order in which the teams pass the stations; signs with the names of the stations: "Rhythmometer", "Kochki", "Monsters", "Barrier", "Transformer", "Guide", "Rock"; 3 sheets of thick cardboard; 2 ropes (2 m and 4 m); chalk for asphalt; scotch; scissors; prizes and certificates for the winners.

Station "Rhythmometer" Purpose: to develop the skills of coordinating the actions of the team. Form of carrying out: Previously, the presenter draws the classics on the asphalt, in the form of a kind of ladder. The team members, at the expense of the leader, will have to ride these classics, holding on to each other, in the form of a chain, it is impossible to break the chain.

Station "Transformer" Purpose: development of non-verbal communication skills, empathy, intergroup interaction. Form of conduct: the leader invites the team members to stand in a circle and pick up a rope. Next, the team members are invited without words, from the rope to make certain geometric figures(circle, square, rectangle, rhombus, etc.).

Station "Povodir" Purpose: to form trust in the members of the group at the bodily level, to develop the skills of coordination of actions. Form of conduct: team members are invited to stand in a column, one after another, close their eyes to everyone except the person standing in front of the column. Holding on to each other, the column must move, overcoming obstacles (going around trees, overcoming barriers, etc.)

Station "Kochki" Purpose: to form attitudes of mutual cooperation, to develop the skills of coordination of actions. Form of conduct: Two lines are drawn on the asphalt at a distance of 5 m from each other. The distance between them is a river. The task of the team is to transport all participants to the other side. You can only move on three bumps. Additional conditions: on the territory of the "river" you can stand only on the "bump"; The “bump” can only be moved by hand, while it is impossible to lean on the ground with the other hand. The accuracy and speed of crossing to the other side, the originality of the found method, as well as the friendliness of the team, the ability to constructively approach the adoption of common solution, coordination of actions.

Monster Station Purpose: to develop a sense of belonging to a group at the level of bodily contact. For the successful completion of this exercise, it is required to demonstrate the skills of cooperation in a group, constructive interaction, and coordination of actions. Form of conduct: The team is invited to walk 25-30 meters in such a way that only a certain number of feet touch the ground. This number is calculated by the formula: N = n - 3, where N is the number of feet that can touch the ground, n is the number of people in this team. For example, if there are 10 people in a team, then they need to walk the distance on 7 legs. And the team itself chooses how it will do it. The friendliness of the group, the consistency of its actions, originality in decision-making are evaluated.

Station "Barrier" Purpose: development of intergroup unity, group work skills, the ability to make a collective decision; team rallying. Form of carrying out: The host pulls the rope (two poles, trees are needed) at the level of the waist of the team members. The team needs to go under the rope without hitting it; do not touch the ground with your hands. At the second stage, the task becomes more difficult - the rope goes down to the level of the knees of the participants. All team members can help each other.

Station "Skala" Target: this exercise develops support skills in a group; team rallying. Form of conduct: Participants are invited to stand on a log or bench, holding hands. The extreme participant must cross to the other end of the chain with the help of the other participants of the rock (in this case, they can only help with support). Falling off the bench incurs penalty points for the team. Thus, all team members should gradually cross to the other end of the chain.

The expected preventive effect of the game is to develop the skills of cooperation, coordination of actions, non-verbal communication, empathy, intergroup interaction, constructive resolution of disputes, which allows you to harmonize interpersonal relationships in the group and, ultimately, is a factor in protecting the personality of each teenager. Summing up, it is worth noting that the approaches to prevention presented above are built on the understanding of the fact that antisocial forms of behavior most often occur in individuals who have difficulty coping with stress, resisting group pressure, low communication skills, poorly developed decision-making skills and constructive conflict resolution. The task of specialists working in the field of prevention, in our opinion, is to help adolescents and young people cope with external and internal conflicts, by updating and developing their positive personal qualities. The solution of this problem is facilitated by the use by specialists of various methods of socio-psychological work, corresponding to the age and personality characteristics of young people. In this paragraph, such forms of group work as psychological training and route game were presented. These forms of work are distinguished by emotionality, active interaction of participants with each other and correspond to the age characteristics of adolescents.

Path of Trust Age: 10 years and older.

Members: team.

Time: 1.5 - 2 hours.

Equipment and props: No special equipment is required, only scarves and handkerchiefs. The playground or the leaders themselves as "obstacles".

Purpose of the game:

Working through problems in trusting relationships between participants.

Establishing closer and more friendly relations in the detachment

Tasks:

Prevention of antisocial behavior;

Formation of adaptive behavior skills in unusual situations;

Development of working skills in a new team;

Discussion of problems of human interaction.

Event progress:

The counselor(s) collect the children in the lobby, explain the rules of the event, safety rules.

IN 1: Guys, we would like you to take today's event very seriously, because this is not an ordinary event...

AT 2: This is the "Path of Trust"... This event will help you open up, understand your friends, feel your spiritual closeness..

IN 1: For the event, we will need shawls, scarves, everything with which you can blindfold.

AT 2: Please stand in one line, and now blindfold, now hold hands..

We begin!

IN 1: Throughout the event, you must perform tasks in silence, you can communicate with the help of handshakes, sipping each other behind you, as if indicating what needs to be done. We walk out into the street.

We have competitions there.

1. Obstacle course. Counselors make various obstacles (go around chairs, steps, confusion around trees, etc.) The detachment returns to the room, there is a continuation.

2. "Bumps" Purpose: to form attitudes of mutual cooperation, to develop the skills of coordination of actions. Form of carrying out: Two lines are drawn on the floor (with chalk) at a distance of 5 m from each other. The distance between them is a river. The task of the team is to transport all participants to the other side. You can only move on three bumps. Additional conditions: on the territory of the "river" you can stand only on the "bump"; The “bump” can only be moved by hand, while it is impossible to lean on the ground with the other hand. The accuracy and speed of the crossing to the other side, the originality of the found method, as well as the friendliness of the team are evaluated.

The final stage.

3. "Transformer" Purpose: development of non-verbal communication skills, empathy. Form of conduct: the leader invites the team members to stand in a circle and pick up a rope. Further, the team members are invited, without words, to make certain geometric shapes from the rope (circle, square, rectangle, rhombus). The counselors thank the guys, offer to go to the light! Event analysis:

The analysis takes place both during the event and at the fire. During the event, counselors observe the activities of the detachment, leaders are identified, etc. At the fire, the counselors learn the opinion of the guys, take into account the wishes.

Dissertation abstract on this topic ""

As a manuscript

DUKHNOVSKIY Sergey Vitalievich

HARMONY AND DISHARMONY OF INTERPERSONAL RELATIONS OF THE SUBJECTS OF THE EDUCATIONAL PROCESS

19.00.07 - Pedagogical psychology

Yekaterinburg - 2013

The work was carried out at FGBOU VPO "Ural State Pedagogical University"

Scientific consultant:

doctor psychological sciences, Professor Ovcharova Raisa Viktorovna Official opponents:

Dubrovina Irina Vladimirovna - Doctor of Psychology, Professor, Academician of the Russian Academy of Education, Moscow City Psychological and Pedagogical University, Head of the Laboratory for Expertise and Certification of Educational Psychologists

Chirkova Tamara Ivanovna - Doctor of Psychology, Professor, Nizhny Novgorod State Pedagogical University, Professor of the Department of Social Psychology

Levchenko Elena Vasilievna - Doctor of Psychology, Professor, Perm State National Research University, Head of the Department of General and Clinical Psychology

Lead organization:

FGAOU HPE "Kazan (Volga Region) Federal University"

dissertation council D 212.283.06 on the basis of FGBOU VPO "Ural

State Pedagogical University "at the address: 620017, Yekaterinburg, Cosmonauts Ave., 26.

The dissertation can be found in the dissertation information room.

intellectual center scientific library FSBEI HPE "Ural State Pedagogical University".

Scientific Secretary of the Dissertation Council

Kusova Margarita Lvovna

GENERAL DESCRIPTION OF WORK

Despite a significant amount of research in the field of psychology of relations between subjects of the educational process, the introduction of scientific achievements into the practice of psychological assistance does not give tangible results: often there is alienation, misunderstanding, hostility and antagonism between children and adults, both within the framework of the “teacher-student” relationship, “ teacher-parent of the student”, and in the interaction of parents and children. It is necessary to continue the scientific search for the causes that destroy interpersonal relations in the process of education and training, and to find new ways to harmonize these relations, as well as to develop new methods that allow diagnosing the nature of the relations of the subjects of the educational process with the aim of early prevention of disharmony of interpersonal relations.

Harmonization of interpersonal relations at school, family, in society as a whole is not only a theoretical and applied problem of psychology, but also a problem of social significance. Patterns of interpersonal relations (both positive and negative) laid down in the family and school are determined by the relations between generations and members of society as a whole. The restructuring of relations between people in society begins "first of all with the education system, which forms each generation of people.

The ways of correcting the ways of interpersonal interaction among preschoolers and junior schoolchildren, described the gradual formation of interpersonal relationships in adolescents with a delay mental development, the features of interpersonal interaction of a teacher with gifted children were revealed (A.A. Baibarodskikh, O.A. Verkhozina, R.V. Ovcharova, I.G. Tikhanova, etc.);

The connection between the orientation of the personality and interpersonal relations of high school students is considered, the subjective representation of interpersonal relations in the mind, the influence of creativity on the development of personality relations are studied (Z.A. Alieva, A.JI. Galin, A.M. Mutalimova, S.S. Smagina, E.G. Tovbaz and etc.);

The optimization conditions and the conditions for the development of a culture of interpersonal relations are identified; analyzed the features of the manifestation of trust in status interpersonal relationships, as well as trusting and altruistic relationships; value-semantic determinants of interpersonal mutual understanding are singled out; studied temporary competence in the structure of interpersonal interaction, the manifestation of aggressiveness and hostility in interpersonal interaction, the influence of previous interpersonal relationships on relationships in the group; the formation of positive relations is considered (E.R. Anenkova, I.V. Balutsky, S.G. Dostovalov, E.Yu. Ermakova, Yu.A. Zheltonova, V.V. Kovalev, T.I. Korotkina, M.V. Trasov, O.A. Shumakova, I.A. Yaksina, G.P. Yarmolenko, and

Considered the psychological distance as an indicator of the success of pedagogical interaction in the system "teacher - teenager"; the attitude of the individual to the observance of moral norms depending on the psychological distance was revealed (AL. Zhuravlev, O.I. Kalmykova, A.B. Kupreychenko, etc.).

However, in solving the problem of harmonization of interpersonal relations, a partial approach prevails, which becomes a source of fundamental difficulties in the study of the development and improvement of interpersonal interaction of subjects of the educational process, as well as the reason that there is still no generalizing psychological theory in this area of ​​research. The identified problem needs to be studied.

based on a systematic methodology that helps to overcome a number of contradictions:

The relevance of the problem, its insufficient methodological and theoretical elaboration determined the choice of the research topic: "Harmony and disharmony of interpersonal relations of the subjects of the educational process." Consequently, the harmonization of interpersonal relations between teachers, parents and children is an urgent and significant psychological and pedagogical problem, which consists in finding answers to the questions: what are the psychological determinants of harmony-disharmony of interpersonal relations of subjects of the educational process; what role does socio-psychological distance play in the formation of these relations; how it is possible to diagnose the harmony-disharmony of interpersonal relations of the subjects of the educational process, the characteristic of which is the socio-psychological distance between them; what psychological ways will ensure the prevention of disharmony in interpersonal relations of the subjects of the educational process.

The subject of the study is the essence and determinants of harmony and disharmony of interpersonal relations of subjects of educational

processes in the systems: "teacher - student", "teacher - parent of the student", "parent - child", as well as methods for diagnosing them and ways to prevent disharmony.

Research hypothesis:

2. Changing the components - socio-psychological distance, such as cognitive, communicative, emotive, behavioral and activity, determines the harmony-disharmony of interpersonal relations of the subjects of the educational process.

6. The model of prevention of disharmony in interpersonal relations of subjects of the educational process, carried out on the basis of complex psychodiagnostics, involves the prevention, prevention and overcoming of disharmony. The model includes diagnostic, advisory and correctional and developmental parts.

Research objectives:

1. To study the determinants of harmony and disharmony of interpersonal relations of the subjects of the educational process.

2. Reveal the essence and psychological characteristics harmonious and disharmonious interpersonal relations of the subjects of the educational process.

3. Identify and describe the components of the socio-psychological distance as characteristics of the harmony-disharmony of interpersonal relations of the subjects of the educational process.

4. Develop and test a set of psychodiagnostic methods based on the socio-psychological distance between the subjects of the educational process to study the harmony-disharmony of their interpersonal relationships.

5. Develop a theoretically and empirically substantiated concept of harmony and disharmony of interpersonal relations of subjects

educational process, which is based on the socio-psychological distance between them.

6. To develop a model for the prevention of disharmony in interpersonal relations of the subjects of the educational process, due to the socio-psychological distance between them.

Methodological and theoretical basis of the study. The fundamental for the study are systemic (B.G. Ananiev, V.A. Ganzen, V.P. Kuzmin, B.F. Lomov, SL. Rubinshtein), subjective (K.A. Abulkhanova-Slavskaya, A.V. Brushlinsky, V. V. Znakov, C.JI. Rubinstein) approaches, as well as general scientific methodological principles of determinism, development and consistency.

The theoretical basis of the study is the theoretical and methodological provisions on the essence, nature and determinants of interpersonal relations (V.A. Zobkov, L.V. Kulikov, V.N. Kunitsyna, A.F. Lazursky, E.V. Levchenko, V.N. Myasishchev, A.V. Petrovsky, S.V. Petrushin, S.L. Frank), ideas about the educational process and its subjects (Sh.A. Amonashvilli, Yu.K. Babansky, A.V. Brushlinsky, I.A. Zimnyaya, A.K. Markova , S.L. Rubinstein, I.S. Yakimanskaya), provisions on the harmony and disharmony of interpersonal relations of subjects of the educational process (T.V. Andreeva, L.V. Kulikov, A.K. Markova,

A.Ya. Nikonova, E.G. Eidemiller), provisions on distance and its components as a condition of harmony and disharmony of interpersonal relations of subjects of the educational process (V.A. Ananiev, E.V. Emelyanova, A.L. Zhuravlev,

B.V. Znakov, L.V. Kulikov, A.B. Kupreichenko, S.K. Nartova-Bochaver, T.P. Skripkina, A.S. Sharov), ideas about the essence of experiencing the disharmony of interpersonal relations by the subjects of the educational process (L.I. Bozhovich, L.S. Vygotsky, G.S. Gabdreeva, M.K. Mamardashvili, A.O. Prokhorov, S.L. Rubinshtein, B.S. Shapyutin).

Research methods: theoretical - analysis and modeling; empirical - psychodiagnostic methods: "Profile of feelings in relationships" (L.V. Kulikov), "Determination of the dominant state" (L.V. Kulikov), "Questionnaire of interpersonal relations" (adapted by A.A. Rukavishnikova), "Graphological personality diagnostics" ( A.V. Smirnov), “Questionnaire for diagnosing addictions” (A.V. Smirnov), “Questionnaire of parent-child relationship” (A.Ya. Varga, V.V. Stolin), “Sovereignty of the psychological space of personality” (S.K. Nartova-Bochaver) , including the author's: "Subjective assessment of interpersonal relationships", "Determination of socio-psychological distance", "Scale of subjective experience of loneliness", questionnaires: "Interpersonal distance" and "Reasons for dissatisfaction with relationships", statistical methods for processing empirical data (when processing data, the statistical software package "Excel" and "STATISTICA 6.0" was used).

The scientific novelty of the study is as follows: for the first time it is theoretically substantiated and empirically proven that the characteristic

interpersonal relations (their harmony-disharmony) between the subjects of the educational process is the socio-psychological distance between them.

The components of the socio-psychological distance are described as characteristics of the harmony-disharmony of interpersonal relations of the subjects of the educational process. It is shown that the severity of the cognitive, communicative, emotive, behavioral and activity components of the socio-psychological distance determines the harmony-disharmony of the relations of the subjects of the educational process. The determinants of harmony-disharmony of interpersonal relations of the subjects of the educational process are described, the characteristic of which is the socio-psychological distance between them.

A set of methods for diagnosing the harmony and disharmony of interpersonal relations of the subjects of the educational process has been developed. It is substantiated that complex diagnostics should underlie the prevention of disharmony in interpersonal relations of the subjects of the educational process.

The concept of harmony and disharmony of interpersonal relations of the subjects of the educational process has been developed, which is based on the socio-psychological distance between them. Of particular importance for educational psychology is that the concept includes a holistic system of knowledge containing methods for both explaining and identifying and predicting the harmony and disharmony of interpersonal relations of the subjects of the educational process.

Theoretical significance of the study: at the level of concretization, the thesis analyzes approaches to the phenomenon of “interpersonal relations”, clarifies the definitions of the concepts: “harmony and disharmony of interpersonal relations”, “social-psychological distance”, “determinants of harmony and disharmony”, etc.

The developed concept of harmony and disharmony of interpersonal relations of the subjects of the educational process, built on the general scientific principles of determinism, development and systematic correlation of the general and the special in these relations, develops the principles of the general theory of relations, prediction and prevention of their destruction.

At the level of addition, personal determinants of interpersonal relations are revealed. The interrelationships of the components of the socio-psychological distance and the harmony-disharmony of interpersonal relations of the subjects of the educational process are shown, which makes it possible to enrich pedagogical psychology with new knowledge.

The general patterns of harmony and disharmony of interpersonal relations of the subjects of the educational process, associated with the socio-psychological distance between them, as well as the features of harmony and disharmony in the systems of relations: "teacher - teaching", "teacher -

student's parent" and "parent-child", which clarify and supplement the theory of pedagogical communication and interaction in the educational environment.

The proposed model for the prevention of disharmony in interpersonal relations of the subjects of the educational process differs from the previously known ones by relying on complex psychodiagnostics adequate to the tasks, which involves the organization of examinations at the group, individual and dyadic levels.

The focus of the dissertation research on the theoretical and empirical substantiation of the components of the socio-psychological distance as a condition for the harmony-disharmony of interpersonal relations of the subjects of the educational process, the identification of its main determinants can be regarded as the development of a new direction of professional communication and interaction in pedagogical psychology.

The practical significance of the study. The psychodiagnostic complex developed by the author (“Subjective assessment of interpersonal relations”; “Determination of socio-psychological distance”; “Scale of subjective experience of loneliness”; questionnaire “Interpersonal distance” and “Reasons for dissatisfaction with interpersonal relationships”) can be widely used in psychological and pedagogical practice and can be used as part of the psychological service of the education system.

The model of prevention of disharmony of interpersonal relations developed by the author, built on a diagnostic basis and including a system personal development, the formation of skills of constructive interaction, forecasting and correction problem areas communication, can be used as part of the psychological support of the subjects of the educational process in educational institutions various levels.

The concept of harmony and disharmony of interpersonal relations between the subjects of the educational process, which is based on the socio-psychological distance between them, can be legitimately used as part of psychological assistance to teachers, students and their parents in order to improve relations between them and, accordingly, increase the efficiency and quality of the educational process. The provisions of the concept can be used in educational process university in the preparation of teachers and psychologists, in advanced training courses for university teachers and leaders of the education system, in advisory practice, in work with schoolchildren, students, with specialists in psychological and pedagogical profile.

Reliability, reliability and validity of the results of the study were ensured by the methodological validity of the initial theoretical provisions, the logical structure of the study, the use of a set of author's validated and standardized psychodiagnostic methods, the quantitative composition of the sample, sufficient to obtain reliable results, the correct use of mathematical and statistical procedures for processing primary

data, a combination of qualitative and quantitative approaches to the analysis of the obtained empirical material.

Defense provisions.

1. Socio-psychological distance as a characteristic of the harmony-disharmony of interpersonal relations of the subjects of the educational process is manifested in the experience and understanding of proximity (remoteness) between them. Its components are cognitive, communicative, emotive, behavioral and activity. The cognitive component is manifested in the degree of mutual understanding, the emotive component involves the ratio of bringing together and removing feelings, the communicative component is realized in the degree of trust, the behavioral and activity component is in the readiness to jointly carry out activities.

2. The complex of author's psychodiagnostic methods: "Subjective assessment of interpersonal relationships", "Determination of socio-psychological distance", "Scale of subjective experience of loneliness", "Interpersonal distance", "Reasons for dissatisfaction with interpersonal relationships" - allows you to multidimensionally study the essence of harmony and disharmony of interpersonal relationships subjects of the educational process, whose characteristic is the socio-psychological distance between them.

3. The common thing in harmony and disharmony of interpersonal relations of the subjects of the educational process is their conditionality by socio-psychological distance: the harmony of interpersonal relations of the subjects of the educational process is their inclusion in self-valuable contact, openness, attitude towards each other, constant dialogue, concern for the well-being of the partner, rejection of any manipulative control and the desire for superiority over it, mutual satisfaction with relationships; disharmony of interpersonal relations of the subjects of the educational process is alienation, lack of emotional closeness between interacting subjects, trust, understanding, tension and discomfort arising in joint activities, tension, conflict and aggressiveness in relationships, the experience of loneliness.

4. In the "teacher-student" system, the modality of interpersonal relations is mediated by the presence of a common goal and the results of its achievement in the educational process; in the system "teacher - parent of the student" the link that mediates the relationship is the student. Disharmony in relationships may be due to poor academic performance and behavior of the student, indifference and dishonesty of parents, as well as negative, biased, overly demanding attitude of the teacher to the student; the disharmony of relations in the "parent-child" system is due to a lack of understanding, trust, an unfavorable sensual tone, difficulties in carrying out joint activities, on the one hand, or exaggerated trust, obsessive desire as much as possible

time to spend together, as well as sharpened feelings of bonding, on the other hand.

5. Psychological determinants of harmony and disharmony of interpersonal relations of the subjects of the educational process are the bringing together and distant personal characteristics of the subjects, the degree of self-disclosure of partners, the peculiarities of the mental state and mood, the experience of well-being (ill-being), satisfaction (deprivation) of needs in interaction, features of parental relations, interactional dependence (or lack thereof) of subjects.

6. The model for the prevention of disharmony in interpersonal relations of the subjects of the educational process includes diagnostic, advisory and correctional and developmental parts. The main ways of prevention are: improving the overall socio-psychological culture of teachers, parents and children; development of “approaching” and correction of “distant” personal characteristics interacting subjects; development of skills of flexible distance building, building trusting relationships, constructive interaction, maintaining harmonious relationships, predicting possible “problem” areas in relationships; correction of “interactional” dependence and pathological codependence of subjects of the educational process.

Research base. The empirical basis of the study was the materials obtained by the author in the course of teaching and scientific activity V educational institutions general and higher vocational education. The results and conclusions presented in the work were obtained with the involvement of more than 2000 participants: applicants from the Kurgan state university(KSU), Ural State Pedagogical University(USPU), University of the Humanities(GU), graduate students general education schools Kurgan and Yekaterinburg.

Approbation of the research results. The main provisions, the results obtained and the work as a whole were discussed at the meetings: the Department of General and Social Psychology of Kurgan State University, the Department of Social Psychology of St. Petersburg State University, the Department general psychology Ural State Pedagogical University (2003-2012).

The dissertation materials were discussed at scientific and practical conferences of various levels, including: international (Volgograd, 2004, 2007; Yekaterinburg, 2011; Kurgan, 2004; Moscow, 2004; St. Petersburg, 2006), all-Russian (Volgograd, 2012; Yekaterinburg, 2009, 2010; Kazan, 2006; Kostroma. 2012; Krasnodar, 2012; Moscow, 2011; Orel, 2012; Rostov-on-Don, 2008; Sochi, 2006; Chelyabinsk, 2006, 2008, 2012).

Structure and scope of work. The dissertation consists of an introduction, five chapters, conclusions, conclusions, contains 32 tables, 18 figures, 5 applications. The list of used literature includes 289 sources.

The introduction reveals the relevance of the problem under study, defines the goal, objectives, hypotheses, object, subject, methodological and theoretical foundations, as well as research methods. The scientific novelty, theoretical and practical significance of the work is substantiated, the approbation of the research results is described. The provisions submitted for defense are formulated.

The first chapter "Theoretical foundations of the psychology of relations between the subjects of the educational process" is devoted to the analysis of the category "relationship" in scientific thought, consideration of ideas about the educational process and its subjects, description of various definitions of the concept of "interpersonal relations"; the structure of interpersonal relations, the situation of interpersonal interaction is revealed.

The concept of personality relations in psychology was developed in the works

A.F. Lazursky, S.L. Frank, V.N. Myasishcheva and others. This concept, along with the theories of attitude and activity, is included among the main general psychological theories. The totality of structural units of a person's mental organization is associated with relationships. The category “relationship” acquires special significance within the framework of pedagogical psychology, in the context of studying the interpersonal relations of the subjects of the educational process and, in particular, the socio-psychological distance between them as a factor (condition) of the harmony-disharmony of their relations in interaction with each other. We believe that regardless of the model of education (as a state-departmental organization that develops - V.V. Davydov,

B.V. Rubtsov and others; traditional - J. Capel, L. Cro, J. Mazhot, D. Ravich, C. Finn and others; rationalist - P. Bloom, R. Gagne, B. Skinner and others; phenomenological - A. Combs, A. Maslow, K. Rogers and others; non-institutional - L. Bernard, P. Goodman, J. Goodlad, I. Illich, F. Klein, J. Holt, etc.) the concepts of attitude and interpersonal relationships are among the leading ones in the educational process.

The educational process involves the length in time, the difference between the initial and final states of the participants in this process, manufacturability, providing changes, transformations (L.D. Stolyarenko). We believe that such a "difference" is achieved through relations between the subjects of the educational process, the nature of which will determine the qualitative changes in the field of both training and education. The regularity of the educational process is its conditionality by the nature of interpersonal relations that develop between its subjects. The bottom line is that the effectiveness of the educational process will be largely determined by the harmony-disharmony of relations between interacting subjects in the systems: "teacher - student", "teacher - student's parent" and "parent - student". The subjects of the educational process are teachers, students and their parents, forming a space of interpersonal relationships. Educational process

is bilateral in nature, determined by the relations of interacting subjects to each other.

The problem of interpersonal relations in psychology was considered in the works of G.S. Abramova, G.M. Andreeva, E.V. Andrienko, V.A. Zobkova,

A.A. Kronik, E.A. Kronik, Ya.L. Kolominsky, JI.B. Kulikova,

B.N. Kunitsina, B.F. Lomova, V.N. Myasishcheva, H.H. Obozova, A.B. Petrovsky and others.

In our study, interpersonal relations are defined as any relationship between people, including between subjects of the educational process, interactions unfolding in a certain situation (educational situation), which are distinguished by a formal business and intimate personal character. The components of interpersonal relations are the "I"-desired and "I"-perceived by the subjects of the educational process, their emotional-sensory, attitudinal-volitional characteristics, subjective positions, life experience.

When studying the interpersonal relations of the subjects of the educational process, it is necessary to take into account their structure, levels and forms, the description of which is most fully presented in the works of L.V. Kulikova, A.F. Lazursky, V.V. Makarova and G.A. Makarova, V.N. Myasishchev,

C.B. Petrushina, S.L. Frank and dr. According to L.V. Kulikov, the structure of personality relations includes: objects of relations (the world of objects, people and one's own "I"), components of relations (desired and real), processes of relations (cognition, evaluation, regulation and awareness), components of relations (cognitive, emotional and behavioral).

An analysis of issues related to interpersonal interaction showed that the harmony and disharmony of interpersonal relations of the subjects of the educational process is determined by the social context - the situation in which it unfolds; the situation determines the possible (permissible) and desired measure of psychological closeness (distance) between interacting subjects. A situation is a phenomenon that is an interaction between the subject and the natural, objective and social reality surrounding him. Being in a situation, including within the framework of the educational process, is a unit of human experience associated with the past, present and future of the subject.

From our point of view, educational situation involves the interaction of the subjects of the educational process, the main purpose of which is education (training and education). This interaction in the systems "teacher - student", "teacher - parent student" and "parent-child".

The analysis of the literature showed that the problem of harmony and disharmony of interpersonal relations, which are based on the socio-psychological distance between the subjects of the educational process, remains poorly understood in the framework of pedagogical psychology. Studying this issue acquires special significance both in theoretical and practical terms.

The second chapter "Psychological analysis of ideas about the harmony and disharmony of interpersonal relations of the subjects of the educational process" is devoted to revealing the essence of this phenomenon, describing its characteristics, presenting the socio-psychological distance as a characteristic of harmony and disharmony.

In "The Newest philosophical dictionary» The concept of "harmony" is defined as a cultural setting that focuses on understanding the universe (as a whole and its fragments) and man from the position of assuming their deep orderliness. In the works of Homer, harmony is harmony, an agreement, a peaceful event. Another ancient Greek thinker Alcmaeon defined harmony as a balance of oppositely directed forces. In European philosophy, the concept of “harmony” acts as an expression of the essential internal connection of outwardly alternative principles: the warring unites, the most beautiful harmony arises from the divergent (Heraclitus).

Harmony of the subjects of the educational process and their relationships is achieved through the disclosure of health potentials. These include the following: the potential of the mind, the potential of the will, the potential of feelings, the potential of the body, the social potential, the creative potential, the spiritual potential (V.A. Ananiev). Harmony is possible with sufficiently pronounced bringing together feelings, exceeding in strength the removing feelings. Probably, the more bringing together feelings, the fuller, more perfect the harmony of the personality, but even one strong removing feeling can destroy harmony with pronounced bringing together feelings (JI.B. Kulikov).

From our point of view, the harmony of interpersonal relations of the subjects of the educational process is mutual satisfaction with relationships, constant dialogue, openness, contact, tune in to each other, concern for the well-being of a partner, rejection of any manipulative control and the desire for superiority over it, inclusion in self-valuable contact , while the disharmony of interpersonal relations of the subjects of the educational process is the lack of mutual understanding, trust, unfavorable sensual tone, which is a reflection of the distance between them.

We point out that the reasons for the disharmony of interpersonal relations of the subjects of the educational process can be: styles of pedagogical interaction (E.V. Korotaeva,), styles of interpersonal interaction (V.N. Kunitsyna, V.V. Makarov, G.A. Makarova, etc.) , learning styles, parenting and styles pedagogical activity(I.A. Zimnyaya, A.K. Markova, A.Ya. Nikonova, etc.), features of parental attitude, as well as features of children's perception of their parents (T.V. Andreeva, I.V. Dobryakov, I.M. Nikolskaya, E.G. Eidemiller and others).

On the basis of theoretical analysis, we assume that the harmony-disharmony of the relationship "teacher - learning) can be determined by the style of pedagogical activity, pedagogical interaction that the teacher uses. In the system of relations "parent - child" disharmony arises due to destructiveness family relations, shortcomings in family education, age crises of children, individually

psychological characteristics of parents and children, may be due to the subjective attitude of parents to children and the perception of parents of their children. Disharmonious relationships between parents take place in "unfavorable" and "problem" families, with pathogenic standards of interaction. Problems between parents and teachers are caused by the organization learning activities at school, the relationship that develops between the teacher and the student. Thus, the student (child) acts as a mediating link in the relationship between the teacher and the student's parents, while the teacher is dissatisfied with how the parents react to his comments about the child.

We believe that the basis of both harmonious and disharmonious relations is the distance that the interacting subjects of the educational process establish with each other. This kind of "universal" characteristic takes place in every system of interpersonal relations, in particular in the system: "teacher - student", "teacher - parent student" and "parent - child".

The sociological aspect of the concept of "distance" is most fully represented in the works of I. Burges, R. Park and P. Sorokin public relations. P. Sorokin believed that the basis of social distance is made up of objective (social, economic, political, professional, bioanthropological and demographic) differences between social groups. In the psychology of communication, the concept of "distance" is used in the meaning of interpersonal barriers that stand in the way of people's rapprochement. Such barriers can be external physical barriers, but often these are semantic or spiritual barriers.

The problem of psychological distance was considered in the studies of A.L. Zhuravleva, A.B. Kupreychenko. Based on the research, the authors identified as criteria for categorizing the proximity-distance of interacting subjects: status, trust, interest in contacts, fruitful interaction, duration of contacts, dependency relationships, degree of mutual influence, type of interaction, common goals, tasks, common cultural traditions, unified behavioral norms, completeness of information.

In our context, to study the nature of interpersonal relations of the subjects of the educational process, we will use the concept of "socio-psychological distance". The justification for this concept is the position of V.N. Myasishchev, who pointed out that the subjective attitude, manifesting itself in reactions and actions, reveals its objectivity, and the individual psychological becomes socio-psychological. Accordingly, the distance as a characteristic of relations and interactions of the subjects of the educational process with each other is a socio-psychological phenomenon, and not just a psychological or social one.

Thus, socio-psychological distance is a characteristic of interpersonal relations, a condition that determines their harmony-disharmony; a characteristic that manifests itself in the experience and understanding of proximity (remoteness) by the subjects of the educational process, regulated by external factors (the situation of interaction), their personal characteristics and the activity of the subjects.

The components of the socio-psychological distance are: cognitive, communicative, emotive, behavioral and activity. Cognitive - this is the degree of mutual understanding, emotive - the ratio of the strength of bringing together and removing feelings, communicative - the degree of trust, willingness to transmit, receive and store information, information of personal significance, behavioral and activity involves the implementation of joint activities in the educational process.

Reducing or increasing the distance can lead to disharmony in the interpersonal relations of the subjects of the educational process.

The third chapter "Experiencing disharmony of interpersonal relations by the subjects of the educational process" describes the phenomenon of experience, reveals the nature of experience, describes the manifestations of experience of disharmony in interpersonal relations.

The experience of disharmony is an activity of restructuring the mental world, aimed at establishing a semantic correspondence between consciousness and being, common goal which is to increase the meaningfulness of life (F.E. Vasilkzh).

According to L.S. Vygotsky, experience acts as a unit of study of the individual and the environment in their unity, is defined as the internal attitude of a person to a particular moment of reality. Every experience is an experience of something, every experience is individual.

The attribute of experiencing is the presence of any situation, event that is significant for a person, in our case, this is the presence of disharmony in interpersonal relations of the subjects of the educational process, which will act as the object of experiencing.

Considering the nature of experience, we will adhere to the idea of ​​the emotional-informational nature of subjective reality, described in the works of B.S. Shalyutin. Thus, experience is a process, the content of which is the nature of interaction with a partner. In experiencing, internal modeling of external interaction is carried out.

In the course of our research, two extreme variants of experiencing in the overcoming-pseudo-overcoming continuum were described. Experience-overcoming is an active resolution of problems, difficulties that arise in the interpersonal relations of the subject, it leads to the development, self-actualization and perfection of the personality and its relationships. Experience-pseudo-overcoming is a situation when the subject acts without

taking into account the holistic situation and the long-term perspective of interaction. This is a pseudo-resolution of problems and difficulties in interpersonal relationships, resulting in further deterioration relations due to the lack of resolution of contradictions between the interacting subjects of the educational process: teacher and student, teacher and student's parent, parent and child.

Based on the analysis of data obtained by us in previous studies, three forms of experiencing were described: reactive, coping, and protective-compensatory. Moreover, in each of them, both constructive and non-constructive overcoming of the disharmony of interpersonal relations by the subjects of the educational process is possible.

The reactive form is characterized by the inclusion of situational protective automatisms in the work. These are outwardly observable, unconsciously appearing behavioral patterns that appear automatically, out of coordination with the consciousness of the subject. Manifesting situational protective automatisms are a reaction of opposition, demobilization, emotional imbalance, disorganization and pessimism (A.G. Ambrumova). Here it is possible both to constructively overcome the situation of disharmony, its elimination, and to reduce emotional tension, in which the conflict-forming ground remains and the relationship continues to remain disharmonic.

With the coping form, there is a deeper understanding of the nature of interpersonal relationships, resulting in conscious attempts to change the situation. The subjects develop a clear image of real and desired interaction, an awareness of their role and the role of a partner in what is happening; interacting subjects begin to use coping strategies as conscious ways to overcome the situation. When using active, adaptive, coping strategies, there is a constructive resolution of contradictions that arise in interpersonal relationships. If passive maladaptive coping strategies are used, then the result is a pseudo-resolution of contradictions and difficulties that arise in relationships, which increases the tension between the interacting subjects, the relationship between them continues to be disharmonious.

The protective-compensatory form provides for the inclusion of stylistic protective automatisms, which are based on individual styles formed on the basis of past experience (both positive and negative) to overcome difficulties and problems that arise in relationships. The predominance of positive experience of overcoming determines the development of constructive "styles of experience" that contribute to overcoming the disharmony of interpersonal relationships. When the negative experience of overcoming dominates, it underlies the design and use of non-constructive, ineffective "experiencing styles". The result is the development of protective-compensatory formations, manifested in various forms.

deviant behavior, for example, interactional dependence of the subjects of the educational process.

The fourth chapter "Complex diagnostics of harmony and disharmony of interpersonal relations of the subjects of the educational process" is devoted to an overview of existing psychodiagnostic tools and their individual scales, which allow studying the harmony and disharmony of interpersonal relations. The chapter substantiates the choice of diagnostic method, describes the author's developments that allow multidimensional study of the nature of interpersonal relations of the subjects of the educational process and the socio-psychological distance between them.

The review of psychodiagnostic methods and projective techniques that can be used to diagnose distance as a condition that determines the harmony-disharmony of relations showed that this phenomenon is fully reflected in a very limited number of methods. Some of the methods are "outdated", and in a number of methods there are no psychometric characteristics, which significantly affects the reliability of the data obtained with their help. All this affects the quality and reliability of the results obtained.

Thus, we are faced with the problem of creating psychodiagnostic tools for diagnosing the harmony and disharmony of the relations of the subjects of the educational process, due to the distance between them, which meets the basic requirements for psychological tests. To solve this problem in the dissertation research, a set of methods (questionnaires and questionnaires) was developed:

Questionnaire ". Subjective assessment of interpersonal relationships" - "COMO". 899 people participated in the standardization of the methodology: 383 male subjects and 516 female subjects.

Questionnaire "Determination of socio-psychological distance" - "SPD". 1764 people participated in the standardization of the methodology: 882 male subjects and 882 female subjects.

Questionnaire "Scale of subjective experience of loneliness" - "SPO". 507 people participated in the standardization of the methodology: 243 male subjects and 264 female subjects.

Questionnaire "Interpersonal distance" - "MD".

Questionnaire "Reasons for dissatisfaction with relationships" - "PNO".

For more complete and reliable information about

existing relations between the subjects of the educational process, we suggest using the diagnostics of relations in pairs:

The teacher and the student evaluate the relationship with each other. The result is an idea of ​​the harmony-disharmony of relations in the "teacher - student" system.

The teacher and the student's parents evaluate the relationship with each other. The result is an idea of ​​harmony-disharmony in the system of relations "teacher - parent (s) of the student."

The student (child) and his parents evaluate the relationship with each other. The result is an idea of ​​harmony-disharmony in the system of "child-parent relations".

When interpreting the data, it is necessary to take into account the following principles (N.A. Baturin, N.N. Melnikova): focus on specific practical goals, compliance with the boundaries of the content, reliance on empirical data obtained during the psychometric testing of the methodology. Depending on the category of persons receiving information on the results of testing, diagnostic reports can be either introductory or basic.

The fifth chapter "Empirical study of harmony and disharmony of interpersonal relations of subjects of the educational process" describes the research methodology, interprets the empirical data obtained; the concept of harmony and disharmony of interpersonal relations is presented, which is based on the socio-psychological distance between the subjects of the educational process; the model of prevention of disharmony of interpersonal relations is revealed.

The description of the empirical data obtained was carried out in two stages. At the first stage, the determinants of harmony-disharmony of interpersonal relations of the subjects of the educational process, due to the socio-psychological distance between them, were studied; on the second - the harmony and disharmony of interpersonal relations in pairs - "teacher - student", "teacher - student's parent", "parent - child".

We examined 1733 subjects of the educational process, this number did not include persons who took part as examined in the development, psychometric verification and standardization of author's psychodiagnostic methods.

When conducting an empirical study, the following methods were used: the "Subjective assessment of interpersonal relations" methodology, the "Determining the socio-psychological distance" methodology, the "Subjective experience of loneliness" methodology, the "Interpersonal distance" questionnaire, the "Reasons for dissatisfaction with relationships" questionnaire, the "Subjective well-being scale" methodology , adapted by M.V. Sokolova, the “Profile of feelings in relationships” method (L.V. Kulikov), the “Determination of the dominant state” method (L.V. Kulikov), the “Questionnaire of interpersonal relations” method adapted by A.A. Rukavishnikov, the method "Graphological diagnostics of personality" (A.V. Smirnov), the method "Questionnaire for the diagnosis of addictions" (A.V. Smirnov), the method "Sovereignty of the psychological space of personality" (S.K. Nartova-Bochaver); the methodology "Questionnaire of parental attitude" (A.Ya. Varga, V.V. Stolin).

In the course of research, it was found that the determinants that determine the harmony-disharmony of interpersonal relations

subjects of the educational process and the distance in the relationship between them are:

Approaching and retracting personal characteristics,

Self-disclosure of partners,

Their emotional characteristics

Satisfaction of needs in interaction with each other,

Autonomy is an "intrusion" into the subject's personal space,

The presence or absence of interactional dependence,

The level of experience of loneliness.

138 people (teachers and students of the 11th grade) took part in the study of the personal determination of harmony and disharmony of interpersonal relations of the subjects of the educational process.

When comparing the personal characteristics of the subjects of the educational process - indicators on the scales of the "Graphological analysis of personality" methodology and components of the distance as characteristics of interpersonal relations (indicators on the scales of the "Determination of the socio-psychological distance" methodology), we established the following relationship:

In pairs where one or both interacting subjects have indicators on the scales of the SPD methodology elevated level(from 55 to 58 T-points), in the personal profile according to the GALS-2005 method, characteristics are noted that we have designated as approaching a partner;

In couples where one or both partners have low scores (from 40 to 33 T-points) or low (from 44 to 41 T-buples) on the scales of the SPD methodology, in the personal profile according to the GALS- 2005” notes the characteristics that we have identified as alienating the partner. Relations in these couples can be described as disharmonious.

Personal characteristics that approach a partner include:

Responsibility, integrity, fulfillment of promises;

Compliance with rules and agreements;

Realistic perception;

Autonomy, independence;

Maintaining social distance;

The ability to create, maintain and end relationships, make contact and leave it;

The ability to endure loneliness and be in solitude;

The ability to control their emotions, express their feelings;

Energy, activity, initiative;

Ability to constructively conflict, defend one's point of view;

Preservation of authenticity in communication and interaction with a partner.

Personal characteristics that alienate a partner include:

Non-obligation, dishonesty, neglect of obligations and given promises;

Poor tolerance for guardianship and control;

Dependence on a significant person, exposure to group influence;

Insensitivity to social distance;

Poor tolerance of loneliness, lack of ability to be alone;

Avoiding confrontation with other people even if you are right;

Suspicion and distrust;

Inability to control their emotions and express their feelings;

Excessive control of one's behavior;

Passivity, lack of independence, lack of initiative;

The desire to please everyone, to be good for everyone;

Orientation to help and approval from the partner.

Figure 1 shows the profiles of the subjects of the educational process with syndromes of positive interpersonal relations with the preservation of personal authenticity and negative interpersonal relations, established by the GALS-2005 methodology.

Sn Wed Pr Pmo Nmo Kr Sw So N Nn K Us Well

Rice. Fig. 1. Personality profiles of subjects with syndromes of positive interpersonal relations with the preservation of personal authenticity and negative interpersonal relations , St - social inclusion, Co - social opposition, H - reliability, Hn - unreliability, K - collectivism, Us - stability, Nu - instability.

Correction of receding and development of approaching personal characteristics of the subjects of the educational process make it possible to more flexibly build a socio-psychological distance in the relations of subjects with each other, contributing to the establishment of harmonious interpersonal relationships.

101 teachers and 97 parents and children took part in the study of self-disclosure as a determinant that determines the nature of relations in the continuum of harmony-disharmony and socio-psychological distance between interacting subjects of the educational process.

Table 1 presents the results obtained by the method of "Determining the socio-psychological distance" in the interpersonal relations of the examined subjects.

Table 1

Average values ​​according to the method "Determining the socio-psychological distance" "SPD" in the examined subjects

sok-a Sosh-a Yesho-11 AsSh

Student parent teacher

Parents 47.1±9.1 48.8±9.5 50.1±8.3 44.5±9.1 21.7±6.0

Teachers 45.5±10.0 44.8±10.0 47.8±9.0 43.0±8.6 22.4±6.4

parent-child

Parents 49.7±6.9 44.4±6.0 50.0±7.8 43.5±8.0 23.8±5.7

Children 45.5±10.5 40.9±11.0 47.4±9.3 38.8±11.8 24.2±5.9

Note: - cognitive distance, Com-(1 - communicative distance, Erno-(1

Emotive distance, Ai-yo - behavioral and activity distance, -positive - negative image himself.

We have found that the indicator of "self-disclosure" among the surveyed subjects of the educational process (teachers, students and their parents) is moderate, which, on the one hand, indicates the openness of the subjects and their trust in each other, and on the other hand, about the relative autonomy, independence , the preservation of their personal boundaries (space). This is reflected in the distance set between them.

The data presented in the table indicate that the indicators on the scales of the SPD methodology are at an elevated level (55-59 T-points), on the basis of which it is legitimate to conclude that the relations of the surveyed subjects of the educational process are harmonious. They contain trust, mutual understanding, a positive sensual tone, and Team work does not cause tension and discomfort.

In the course of the correlation analysis, significant relationships were established between the indicators on the scales of the methods used (see Table 2), allowing us to conclude that self-disclosure implies trust, understanding, emotional closeness, and the level of severity of these parameters will determine the harmony of interpersonal relations of subjects of educational process.

table 2

Correlations of the indicator of the “Questionnaire of the level of self-disclosure of the personality” with indicators on the scales of the methodology “Determining the socio-psychological distance”

Indicators Soi-a Sot-yo Yeto-<1 Асе-а СИ

Self-disclosure of personality 0.59-0.63 0.41-0.45 0.59-0.63 0.57-0.61 1

Note: SL - self-disclosure of personality, - cognitive distance, Сot-(1 -

communicative distance, Eto-<1 - эмотивная дистанция, Ай-с1 - поведенческая и деятельностная дистанция.

However, a very high level of self-disclosure may indicate the disharmony of interpersonal relationships, manifesting itself in the form of symbiotic, merging with a partner. Thus, self-disclosure determines the nature of interpersonal relations of the subjects of the educational process and the socio-psychological distance between them in the continuum of harmony-disharmony.

To study the emotional and sensory characteristics of the interacting subjects of the educational process, a study was conducted in which 91 teachers and 91 parents of students took part.

In the course of the research, it was found that 87.3% of the surveyed subjects of the educational process have a favorable mental state, an experience of well-being and a positive emotional tone. So, the indicators on the scales of the methodology "Determination of the dominant state", such as "active-passive attitude to the life situation", "cheerfulness-despondency", "tone (high-low)", "looseness-tension", "stability-instability emotional tone", "calmness-anxiety", "satisfaction-dissatisfaction with life", are in the range from 54 to 57 T-points.

The results obtained using the "Profile of feelings in relationships" method indicate that the indicator on the "hedonic feelings" scale is in the range from 46.6 to 49.4 points; the indicator on the scale "asthenic feelings" - from 26.1 to 27.3; the indicator on the scale "melancholic feelings" - from 19.3 to 20.8; indicator on the scale "bringing feelings" - from 44.2 to 43.9; and the score on the scale "deleting feelings" - from 17.9 to 19.9. This indicates a favorable sensual tone in the relations of the subjects of the educational process. The value of the indicator according to the “Subjective well-being scale” method for the surveyed teachers and parents is in the range of 4-5 walls, which is a reflection of moderate subjective well-being, there are no serious problems in relationships, but one cannot speak of complete emotional comfort.

In couples where the indicators on the scales of the methods "Determining the dominant state" and "Profile of feelings in relationships" are expressed at an average and high level, and according to the method "Subjective well-being" - on an average and low level, higher indicators are noted on the scales of the method "Definition socio-psychological distance "" and the methodology "Subjective assessment of interpersonal relations".

Based on this, it is legitimate to conclude that the more favorable the mental state of the subjects, the more prosperous the subjects of the educational process feel, the more positive the sensual tone of their relationship, the more mutual understanding and trust between them, the more constructive the interaction between them and, accordingly, the more harmonious their relationship. with each other and a shorter distance.

The results of the correlation analysis showed that the data obtained by the "SPD" method have significant correlations with the indicators for determining the dominant state by the "DS-8" method. Odds

correlations between indicators on the scales of the "SPD" methodology and the "DS-8" methodology are in the range from -0.47 to 0.42 at p<0,05. Наличие отрицательных корреляций объясняется следующим: в методике «СПД» с возрастанием балла по каждой шкале идет увеличение измеряемого признака, а в методике «ДС-8» по всем шкалам, за исключением показателя «активное-пассивное отношение к жизненной ситуации», увеличение балла по шкалам говорит о снижении выраженности измеряемого признака.

Therefore, we can say that harmonious, trusting, emotionally close relationships, involving effective joint activity, are characteristic of subjects in whose mental state, according to the DS-8 methodology, the following characteristics are expressed: a cheerful mood, a desire to act, the ability to be active and expend energy, react sthenicly to emerging difficulties, a sense of inner composure, a reserve of strength, energy, an understanding that the problems facing are largely resolved or successfully solved, the desired goals are perceived as quite achievable, looseness, confidence in one's strengths and capabilities; positive emotional background, emotional stability, satisfaction with life, its course, self-realization.

Significant relationships were also established between the indicators on the scales of the methodology "Determining the socio-psychological distance" and "Profile of feelings in relationships" (correlation coefficients range from 0.47 to 0.59 at p<0,05). Соответственно гармоничные отношения между субъектами образовательного процесса предполагают доверие, взаимопонимание, возможность осуществления совместной деятельности; в них благоприятный чувственный тон, который характеризуется выраженностью гедонистических и сближающих чувств между ними. Тем не менее, сильная выраженность сближающих чувств у одного или обоих субъектов образовательного процесса во взаимодействии друг с другом нарушает баланс между составляющими дистанции, что в свою очередь приводит к дисгармонии межличностных отношений, ухудшает их благополучие.

Thus, the empirical data presented above confirmed the assumption that the features of the mental state, sensual tone and well-being experience are reflected in the harmony-disharmony of interpersonal relations of the subjects of the educational process and the socio-psychological distance between them.

To study the needs met or deprived in the interpersonal interaction of the subjects of the educational process, a study was conducted, in which 50 teachers and 50 students took part. The data obtained by the method of "OMO" allow us to conclude that the examined subjects in relations with each other satisfy such needs as:

The need for acceptance and understanding of a partner; desire to carry out joint activities with him (indicators "1e" are in the range from 5.5 to 6.5 points);

The need for joint decision-making with a partner and responsibility for them (indicators "Se" are in the range from 5.3 to 5.9 points);

The need to establish open, close, trusting relationships (Ae indicators are in the range from 6.1 to 6.7 points).

This fact takes place in 79.5% of the surveyed couples, on the basis of which it can be concluded that interpersonal relationships are harmonious in these surveyed dyads. However, in 20.3% of the surveyed subjects of the educational process, the indicators on the scales "control", "affect" and "inclusion" (method "OMO") are in the range from 3.9 to 4.5 points. This suggests that the subjects do not fully satisfy the need for emotional intimacy, the need for joint activities, the need for joint decision-making with a partner. In the relations of these subjects, the indicator "index of disharmony" according to the method "Subjective assessment of interpersonal relations" is expressed at a high level (8 walls), which is a reflection of dissatisfaction with interpersonal relations that are disharmonious in nature. A similar picture takes place in terms of the indicators of the scales of the “Determining the socio-psychological distance” methodology, which are in the range from 35 to 46 T-points, i.e. at low and low levels. Consequently, in the relations of the surveyed there are difficulties in mutual understanding and lack of trust, an unfavorable sensual tone, and the implementation of joint activities causes tension and discomfort.

In the course of the correlation analysis, a direct dependence of the indicators of the needs satisfied by the subjects in relations with each other (the "OMO" method) with the indicators of the components of the interpersonal distance (the "SPD" method) was established. Correlation coefficients are in the range from 0.37 to 0.57 at p<0,05. На основании этого логичен общий вывод о том, что чем более удовлетворена потребность в принятии и понимании партнера, реализовано желание осуществлять с ним совместную деятельность, потребность в совместном с партнером принятии решений и ответственности за них, потребность в установлении эмоционально-близких партнерских отношений, тем гармоничнее межличностные отношения субъектов образовательного процесса и «короче» дистанция между ними.

Correlation analysis showed that the understanding of one's partner - the cognitive component of the distance (indicator Co£-(1 according to the "SPD" method) - is associated with the desire to take a leading position, the desire to control the partner, taking responsibility for what and how will be done (indicator " Se" according to the OMO method. This can be expressed in the attitude: "I know what is best for you. I know better what you should do." Higher correlation coefficients were obtained in the group of teachers (0.47 versus 0.43 with R<0,05).

Trust in a partner - a communicative component of the distance (indicator "Sot-s1" according to the "SPD" methodology) - is associated with the need for support, guidance and control from the partner (indicator "С\у" according to

method "OMO"), Installation of the subject: "Tell me what to do, what I need to do." Higher correlation coefficients were obtained in the group of students (0.55 versus 0.40 at p<0,05).

The emotive component of the distance (indicator "Eto-c1" according to the "SPD" method) is associated with the satisfaction of the need to establish emotionally close, partnership relations (indicators "Ae" and "A\y according to the "OMO" method). Higher correlation coefficients were obtained in group of students (0.48 vs. 0.40 at p<0,05).

The behavioral and activity components of the distance (indicator "Ai-yo" according to the "SPD" method) are associated with the desire of the subject to accept his partner, with the need to participate in joint activities in combination with the fact that the partner also strives to be in his society (indicators "1e" and “1\y” according to the “OMO” method), higher correlation coefficients were obtained in the group of students (0.43 versus 0.39 for p<0,05).

Thus, the nature of relations in the continuum of harmony-disharmony is due to the satisfaction of the need for acceptance and understanding of the partner, the desire to carry out joint activities with him, the need for joint decision-making with the partner and responsibility for them, the need to establish emotionally close, warm and friendly relations. Moreover, this takes place both in the area of ​​expressed behavior on the part of the subject himself, and in the area of ​​required behavior from the partner. In situations where the interacting subjects cannot satisfy their needs in relations with each other, one of the partners will strive for their obsessive satisfaction “by all means”, which leads to an increase in the socio-psychological distance and disharmony of relations between them.

To study personal space as a determinant that determines the nature of relations between the subjects of the educational process and the socio-psychological distance between them, a study was conducted in which 37 complete families with one adolescent child took part.

We found that the indicators on the scales of the methodology ((Sovereignty of the psychological space of the personality) are at an elevated level in 73.1% of the examined children. 1), the safety of their physical space, feel respect for their personal property (indicator "CT" = 11.0 ± 1.7), parents do not condemn and do not seek to change the habits of children (indicator "SP" = 9.5 ± 2, 1), as well as do not condemn their friends and acquaintances and do not forbid meeting them (indicator "SS" = 5.2 ± 1.4), the subjects have their own point of view, which is accepted by their parents (indicator "SP" = 11.2 ±2.4). Consequently, the boundaries of the psychological space of children are quite "strong", which gives them an experience of independence, a sense of confidence, security in the external, including the social, world. However, in 19.5% of the surveyed parents and 26, 7% of children have low and low

the level of indicators on the scales used in the study of psychodiagnostic methods: "Subjective assessment of interpersonal relations", "Determination of the socio-psychological distance", "Sovereignty of the psychological space of the individual" and "Questionnaire of parental attitudes". This is evidence that the psychological space of the child is subject to "invasion", excessive control by the parents. The disharmony of relations is caused in this case by the desire to reduce the distance between parents and children, which is perceived by the latter as obsession on the part of parents and causes a desire to move away from them, to make the boundaries of their psychological space less “permeable” and more “rigid”.

Based on the empirical data obtained, it is legitimate to conclude that the nature of the relationship between parents and children as subjects of the educational process is associated with the personal space of the child, with his autonomy. The subjective attitude of the parent is expressed in the forms of acceptance-rejection, symbiosis, cooperation, control, perception of the child's failures. When the child’s psychological space is deprived, the parent seeks to reduce the distance, and the child, perceiving this as an “intrusion” into his personal space, on the contrary, tries to increase the distance, which leads to disharmony in relations between them.

Let us present the results of the study of interactional dependence as a determinant that determines the nature of interpersonal relations of the subjects of the educational process in the continuum of harmony-disharmony. We examined 146 people (73 couples): students and their parents.

The empirical data obtained did not reveal pathological forms of addictions (according to the method "Questionnaire for the diagnosis of addictions" - "ODA-2010") in 92.5% of the examined couples. However, 7.3% of the indicators on the scales of the ODA-2010 methodology are at an elevated level, in particular, on such scales as “love addiction”, as well as on the “dependence on people and relationships” scale. In the same pairs, the indicators on the scales of the “Determining the socio-psychological distance” methodology (cognitive, communicative, emotive, behavioral and activity components of the distance) have a wide range of values: from low (35-41 T-points) to very high (63-65 T-score).

In the course of the research, significant correlations were established between the indicators on the scales of the "SPD" and "ODA-2010" methodology (see Table 3). Based on the empirical material obtained, it is legitimate to conclude that dependence or a tendency to it leads to a reduction in the distance and disharmony of interpersonal relations of the subjects of the educational process.

Table 3

Correlation links between the indicators of the scales of the methodology "Determination of the socio-psychological distance" "SPD" with the indicators on the scales of the methodology "Questionnaire for the diagnosis of addictions" "ODA-2010"

No. Scales of the “ODA-2010” methodology Scales of the “SPD” methodology

Soya-a Sosh-a Eto-D L "-s1 81

1. Alcohol dependence 0.25 0.20 0.21 0.24 0.24

2. Drug addiction 0.15 0.11 0.04 0.14 0.23

3. Gambling (gambling addiction) 0.26 0.24 0.18 0.25 0.25

4. Adrenolinomania 0.17 0.25 0.18 0.23 0.21

5. Sex addiction 0.53 0.58 0.59 0.61 0.21

6. Love addiction 0.57 0.53 0.59 0.51 0.26

7. Dependence on people and relationships 0.53 0.60 0.55 0.57 0.25

8. Internet addiction 0.36 0.31 0.33 0.35 0.23

9. Workaholism 0.23 0.27 0.21 0.28 0.27

Note: Cog-c1 - cognitive component of the distance, Cosh-e - communicative component of the distance, Eto-c1 - emotive component of the distance, Ai-e - behavioral and activity components of the distance, 5! - positive-negative self-image.

In cases where dependence (or a tendency towards it) is expressed in only one partner, he will seek to reduce the distance with the object of his affection, while the second partner will move away from him, which also indicates a disharmony of relations, or a reduction in distance and disharmony relationships may be due to the "pathological" co-dependence of the subject. In such relationships, there is practically no space for the free development of the personality, the life of the subject is completely absorbed by the partner, he lives not his own, but his life. A codependent ceases to distinguish his own needs and goals from the goals and needs of a partner. We also refer to such relations as disharmonious.

As pointed out by V.A. Ananiev, every person has "zones of inner loneliness." To study the experience of loneliness as a factor that determines the nature of interpersonal relations of the subjects of the educational process and the socio-psychological distance between them, a study was conducted in which 194 people took part: 97 students and 97 their parents.

In the course of studies using the “Subjective Experience of Loneliness Scale” (SPE) methodology, no statistically significant differences were found between the group of children and parents. In 73.1% of the couples surveyed, the score on the “SPO” scale is at a low level in the range from 30 to 35 points, and in 23.1% - at an average level in the range from 37 to 45 points, which allows us to assess the relationship between the examined subjects as quite prosperous and harmonious. However, in 3.7% of the surveyed couples, the indicator on the “Scale of subjective experience of loneliness” in one of the partners is at a high level in the range from 61 to 63 points, which allows

talk about the disharmony of interpersonal relationships. Accordingly, the more pronounced the experience of loneliness in one (or both) partners, the more disharmonious the relationship between them. There is a lack of understanding and trust in the relationship, it is difficult for the subjects to carry out joint activities, and being near each other for a long time causes discomfort and tension.

This fact was confirmed as a result of the correlation analysis of the indicators according to the “Subjective Experience of Loneliness Scale” method and the indicators according to the scales of the “Determining the Socio-Psychological Distance” methodology (see Table 4).

Table 4

Correlations of the indicator "Scale of the subjective experience of loneliness" "SPE" with indicators on the scales of the method "Determination of the socio-psychological distance" "SPD"

No. Scale of the SPD methodology scale

"SPO" Soe-a Sosh-a Yesho-<1 АсЩ $1

1. Experience of loneliness -0.43 (-0.41) -0.40 (-0.42) -0.44 (-0.43) -0.39 (-0.40) 0.12 (0, 10)

Note: - cognitive component of the distance, Сot-<1 -

communicative component of the distance, Eto-c1 - emotive component of the distance, ACM - behavioral and activity components of the distance, 81 - positive-negative self-image; all correlation coefficients at p level<0,05. В скобках представлены коэффициенты корреляции, полученные на выборке детей.

It has been established that an increase in the indicator on the SPO scale is accompanied by a decrease in indicators on all SPD scales. Accordingly, in relations there is a lack of mutual understanding between partners (indicator "Cog-<1» по методике «СПД»), ниже степень доверия в отношениях (показатель «Сот-<1» по методике «СПД»). Отмечается также уменьшение сближающих чувств во взаимодействии друг с другом (показатель «Ето-с!» по методике «СПД»), субъектам трудно осуществлять различные виды деятельности совместно (показатель «Ай-с!» по методике «СПД»), Это доказывает, что переживание одиночества является отражением дисгармонии межличностных отношений субъектов образовательного процесса.

An increase in indicators on the scales of the “Determining the socio-psychological distance” methodology: cognitive, communicative, emotive, behavioral and activity distance naturally leads to a decrease in the indicator on the “Scale of subjective experience of loneliness”. This is a reflection of the close socio-psychological distance and harmony of interpersonal relations of the subjects of the educational process.

The study of parent-child relationships involved 110 pairs of parents (55 fathers and 55 mothers) and their children (63 female adolescents and

47 adolescent male). 110 complete families were examined. 95 teachers (class teachers) and 95 parents (63 women and 32 men) participated in the study of the "teacher-student parent" relationship system. The study of the system of relations "teacher - student" involved students in the final grades of general education schools, as well as their teachers.

The results obtained by the method of "Determining the socio-psychological distance" in different systems of relations between the subjects of the educational process and presented in Table 5 indicate that the harmony and disharmony of interpersonal relations in various systems of interpersonal interaction has both common and distinctive features. In the "parent-child" system, the leading role is played by the emotive and cognitive components of the socio-psychological distance; in the "teacher - parent" system, the cognitive component of the socio-psychological distance is dominant; in the "teacher-student" system, the nature of interpersonal relations and socio-psychological distance are determined by differences in the social status of subjects and the social situation in which interaction between them unfolds; this system is characterized by the severity of the cognitive and communicative components of the socio-psychological distance with a moderate severity of emotive, behavioral and activity.

Table 5

Average values ​​on the scales of the methodology "Determining the socio-psychological distance" "SPD" in the examined subjects

Subjects of relations of the Scale of the "SPD" methodology

Soy-c1 Soga-<1 Ето-с! АсМ 8!

parent-child

Parents 49.7±6.9 44.4±6.0 50.0±7.8 43.5±8.0 18.8±10.2

Children 45.5±10.5 40.9±11.0 47.4±9.3 38.8±11.8 17.8±8.0

Student parent teacher

Teachers 46.0±10.0 49.6±11.3 49.4±8.8 41.1±8.3 18.3±4.8

Parents 48.0±8.1 51.2±9.0 50.2±8.8 42.3±8.9 19.7±5.3

Teacher-student

Teachers 46.0±11.0 45.6±9.3 39.4±8.8 41.1±7.3 18.9±10.0

Students 50.0±9.1 53.2±9.0 40.2±9.8 44.3±7.9 18.1±9.7

Note: - cognitive component of the distance, Com-(1 - communicative component

distances, eto-<1 - эмотивная составляющая дистанции, Ас(-<3 - поведенческая и деятельностная составляющая дистанции, - положительный - отрицательный образ себя.

Based on a theoretical analysis and description of the empirical data obtained in the course of the studies, a concept of harmony-disharmony of interpersonal relations of the subjects of the educational process was developed, the central point of which is the socio-psychological distance between them. When developing the concept, it was taken into account that it should meet the general methodological requirement - to give a holistic view of

regularities and significant connections in a certain area of ​​reality, in our context, these are interpersonal relations of the subjects of the educational process, and also include a holistic system of knowledge containing methods for both explaining and predicting the emergence of harmony and disharmony of interpersonal relations of the subjects of the educational process.

The concept developed by us meets the main general scientific methodological principles: determinism, consistency and development.

The principle of determinism in relation to the concept of harmony and disharmony of interpersonal relations, due to the socio-psychological distance between the subjects of the educational process, is focused on the idea of ​​causality as a set of circumstances that precede its consequence in time. In addition, it is also necessary to take into account systemic determinism, which is found in the dependence of individual components of the system on the properties of the whole, it is also necessary to take into account target determinism, according to which the goal will determine the result.

The principle of development presupposes the presence of two opposing tendencies: the preservation, maintenance of relations, on the one hand, and their change (development), on the other. Thanks to this, the interacting subjects of the educational process are able to regulate relations with each other, as well as build many distances with different people, and sometimes with the same subject, depending on the requirements of the situation in which their interaction takes place.

The principle of consistency in the concept of harmony and disharmony of interpersonal relations, due to the socio-psychological distance between the subjects of the educational process, allows us to present the distance as a whole, in which its various components are revealed: cognitive, communicative, emotive, behavioral and activity; the combination and degree of expression of these components will determine the degree of proximity (remoteness) between the interacting subjects of the educational process. The implementation of this principle makes it possible to use the concept for the analysis of such systems of interpersonal relations as: "teacher-student", "teacher-student's parent", "parent-child".

The proposed concept is characterized by the logical dependence of some of its aspects on others, the fundamental possibility of deriving its content from a certain set of initial provisions presented below.

Position 1. The harmony of interpersonal relations of the subjects of the educational process is mutual satisfaction with relationships, constant dialogue, openness, contact, tune in to each other, concern for the well-being of the partner, rejection of any manipulative control and the desire for superiority over it, inclusion in self-valuable contact.

Position 2. The disharmony of interpersonal relations of the subjects of the educational process is a lack of trust, understanding,

emotional closeness between interacting subjects, tension and discomfort that arise in joint activities, tension, alienation, conflict and aggressiveness in relationships, the experience of loneliness by the subjects of relationships.

Position 3. Harmony and disharmony of interpersonal relations of the subjects of the educational process are due to a change in the socio-psychological distance between them. Socio-psychological distance as a characteristic of interpersonal relationships is manifested in the experience and understanding of proximity (remoteness) between the subjects of the educational process, which is regulated by external (environmental) factors, personal characteristics, as well as the activity of the subjects.

Position 4. Harmony and disharmony of interpersonal relations are determined by the severity of the components of the socio-psychological distance: cognitive, communicative, emotive, behavioral and activity. The cognitive component is the degree of mutual understanding. The emotive component is the ratio of the strength of bringing together and removing feelings. The communicative component is the degree of trust, readiness to transmit, receive and store information, information of personal significance. The behavioral and activity component involves the joint implementation of various activities in the educational process.

Provision 5. Harmony and disharmony of interpersonal relations of the subjects of the educational process is characteristic of each of their (relationships) form: psychological, social and sexual. Harmony-disharmony of relations will be determined by the degree of closeness-remoteness between the interacting subjects, available in each of their forms, as well as the ability-inability to differentiate the forms of relations depending on the situation of interpersonal interaction.

It is necessary to point out that the creation of the concept of harmony and disharmony of interpersonal relations, which is based on the socio-psychological distance between the subjects of the educational process, cannot be divorced from the empirical basis. Only in this way can the concept develop into a system of interconnected provisions, supported by empirical evidence, presented below.

Empirical position 1. The determinants of interpersonal relations of the subjects of the educational process, whose characteristic is the socio-psychological distance between them, are: self-disclosure of partners, their emotional and sensory characteristics, sensual tone of relations between them.

Corollary 1.1. The degree of self-disclosure determines to what extent the interacting subjects of the educational process are open to each other for mutual knowledge and communication. Opening or not opening personal information, the subject controls the boundaries of personal, private space, which is reflected in the nature of interpersonal relations in the continuum of their harmony and disharmony.

Corollary 1.2. Harmony and disharmony of interpersonal relationships, characterized by socio-psychological distance, is determined by such parameters of the dominant state as tone (high - low), emotional stability - instability, satisfaction - dissatisfaction with life, cheerfulness - despondency, relaxedness - tension, as well as calmness - anxiety. Harmonious relationships are able to build subjects with a favorable mental state, such relationships are characterized by an increase in levels of activation and tone, a decrease in tension, a predominance of positive emotions, while disharmonious relationships are characteristic of subjects in an unfavorable mental state: there are reduced levels of activation and tone, increased tension , the predominance of negative emotions.

Corollary 1.3. The harmony of interpersonal relations of the subjects of the educational process is due to hedonistic feelings, as well as the proportionate severity of bringing together and moving away feelings in a relationship. The disharmony of interpersonal relations of the subjects of the educational process is due to the predominance of asthenic and melancholic feelings in relationships, the presence of strong (or at least one) removing feelings or disproportionate severity, sharpness of bringing feelings together.

Corollary 1.4. The harmony-disharmony of the relations of the subjects of the educational process depends on their experience of well-being-troubles. The more prosperous the subjects of the educational process feel, the more flexible they are able to build a socio-psychological distance, the greater the likelihood of establishing harmonious interpersonal relationships with each other, and vice versa.

Empirical position 2. Harmony-disharmony of interpersonal relations of the subjects of the educational process, the characteristic of which is the distance between them, is determined by their personal characteristics: approaching and moving away.

Corollary 2.1. Harmonious relations are established by subjects who have personal characteristics that bring the partner closer, which include: responsibility, conscientiousness, fulfillment of promises; compliance with rules and agreements; realism of perception; autonomy, independence, maintaining social distance; the ability to create, maintain and terminate relationships, to enter into contact and leave it; the ability to endure loneliness and be in solitude; the ability to control their emotions, to express their feelings; energy, activity, initiative; the ability to constructively conflict, to defend one's point of view; maintaining authenticity in communication and interaction with other people.

Corollary 2.2. Disharmonious relationships are due to the presence of the subject's "distant" partner personal characteristics, which include: optionality, dishonesty, neglect

obligations and promises made; poor tolerance for guardianship and control, dependence on a significant person; susceptibility to group influence; insensitivity to social distance; poor tolerance for loneliness, lack of ability to be alone; avoiding confrontation with other people even if they are right; suspicion and distrust; inability to control their emotions and express their feelings; excessive control of their behavior; passivity, lack of independence, lack of initiative; the desire to please everyone, to be good for everyone; orientation to help and approval from the partner.

Corollary 2.3. The development of “approaching” and correction of “removing” personal characteristics of interacting subjects makes it possible to more flexibly build and maintain a socio-psychological distance that satisfies both partners and, accordingly, ensures harmony in the relationship of subjects with each other.

Empirical position 3. The nature of interpersonal relations and the socio-psychological distance in them are determined by the satisfaction of the subject's needs in interaction.

Corollary 3.1. Satisfying the need for "control" - the desire to influence the partner or be controlled by the partner, promotes understanding and trust between the subjects of the educational process. Deprivation of this need leads to disharmony of interpersonal relations, the alienation of subjects from each other.

Corollary 3.2. Satisfaction of the need for "affect" - the establishment of emotionally close relationships - leads to a reduction in the emotive distance. Deprivation of the need leads to emotional coldness, alienation in the interaction of the subjects of the educational process.

Corollary 3.3. Satisfying the need for "inclusion" leads to a reduction in the behavioral and activity component of the distance. Deprivation of this need leads to difficulties, conflict and tension in the implementation of joint activities, which is a reflection of the disharmony of interpersonal relationships.

Empirical position 4. The subjects of the educational process are able to change the socio-psychological distance in the continuum "unacceptably close-distant for them", which is a reflection of the nature of interpersonal relations in the continuum "harmony-disharmony". Intermediate components of this continuum are: acceptable close and acceptable distance for the subject (subjects).

Corollary 4.1. Unacceptably close, as well as unacceptably far, distance is a reflection of dissatisfaction with the relationship. The disharmony of interpersonal relations in the first case can be expressed in the desire to establish symbiotic relationships or manipulative control over a partner, and in the second case it can be accompanied by an experience of loneliness.

Corollary 4.2. In various situations of interpersonal interaction, acceptably close and acceptably distant distance contribute to

maintaining satisfaction with the relationship between subjects. For example, an acceptable close distance promotes parent-child partnerships, while an acceptable distance between educator and student may be necessary for the educator to perform their professional duties more effectively.

Empirical position 5. Phenomena of disharmony of interpersonal relations of the subjects of the educational process, due to the socio-psychological distance between them, are: the experience of loneliness, violation ("intrusion") of the partner's interpersonal space, interaction dependence of one of the subjects of relations.

Corollary 5.1. Loneliness is the result of disharmony in interpersonal relationships, which is a lack of unity, harmony between people, a lack of trust and understanding, a weakening of positive emotional ties between the subjects of relations, a predominance of withdrawing feelings over bringing feelings together, or an exaggerated dominance of bringing feelings together. Loneliness is accompanied by a bad mood and painful experiences, among which melancholic and asthenic feelings play a leading role.

Corollary 5.2. The nature of relations between the subjects of the educational process is associated with personal space, with its autonomy. Disharmony in relationships is due to "violent intrusion" into the subject's personal space. The desire of one of the subjects to reduce the distance is perceived by the partner as an "invasion" into his personal space.

Corollary 5.3. Interactional dependence of one of the subjects of the educational process (or a tendency towards it), on the one hand, contributes to the establishment of a closer distance between interacting people, but on the other hand, to the emergence of various forms of deviant behavior. In addition, such forms of addictions as love and dependence on people and relationships, accompanied by an obsessive desire of the subject to reduce the distance with his partner, lead to dissatisfaction and disharmony in relationships.

Empirical position b. Harmony and disharmony of interpersonal relations, due to socio-psychological distance, in various systems of interpersonal interaction has both common and distinctive features.

Corollary 6.1. In the "parent-child" system, the emotive and cognitive components of the distance play a leading role, which implies a positive sensual tone and mutual understanding between interacting subjects, their absence or lack leads to disharmony of interpersonal relations.

Corollary 6.2. In the "teacher-parent" system, the cognitive component of the distance is dominant, which indicates mutual understanding between them, its absence or lack leads to disharmony in interpersonal relations.

Corollary 6.3. In the "teacher-student" system, the distance is determined by the differences in the social status of the subjects, as well as the social situation in which the interaction between them unfolds. The severity of the cognitive and communicative components of the interpersonal distance is observed with a moderate severity of the emotive and behavioral (activity) components.

Empirical position 7. The prevention of disharmony in interpersonal relations of subjects of the educational process is based on complex psychodiagnostics, which involves examining pairs of subjects of the educational process in the system: "teacher-student"; "teacher-parent of the student"; parent-child.

Corollary 7.1. Diagnostics is carried out according to the following scheme: a) a request to a psychologist (psychodiagnostic) from the subject (subjects) of the educational process about experiencing dissatisfaction with existing relationships without awareness and understanding of the specific causes of this phenomenon; b) study of the peculiarities of relations existing between the subjects of the educational process, determination of the degree of disharmony of relations; c) identification of possible "problem areas" - the causes of disharmony in relations.

Corollary 7.2. When interpreting the data obtained in the course of a comprehensive diagnosis of harmony-disharmony of interpersonal relations of the subjects of the educational process, whose characteristic is the socio-psychological distance between them, it is necessary to take into account the following principles: orientation towards specific practical goals, compliance with the boundaries of content, reliance on empirical data obtained in during the psychometric testing of the methods used.

Corollary 7.3. The disharmony prevention model assumes three components: diagnostic, advisory and developmental-correctional. The presented model can be legitimately used in the framework of primary prevention, secondary prevention, tertiary prevention.

The developed concept of harmony and disharmony of interpersonal relations, which is based on socio-psychological distance, can be used within the framework of the model of prevention of disharmony of interpersonal relations of the subjects of the educational process, which we have described, consisting of three parts: diagnostic, consultative and developmental-correctional.

Diagnostic part. Complex diagnostics of disharmony of relations between the subjects of the educational process is carried out according to the following scheme.

a) A request to a psychologist (psychodiagnostic) from the subject (subjects) of the educational process, due to the experience

dissatisfaction with interpersonal relationships. Using the terminology of E.G. Eidemiller, let's designate this as a phenomenon of "smoldering" dissatisfaction, this is a poorly realized dissatisfaction with interpersonal relationships. Due to the existence of a problem and especially sharply

its exaggerated significance, the individual (in our case, this is the subject of the educational process) gets the opportunity to explain to himself the dissatisfaction vaguely felt by him, which is actually caused not by this problem, but by a combination of relationships.

b) Identification of actual and possible "problem areas" - the reasons for the disharmony of relations. The following questionnaire is used: “Reasons for dissatisfaction with relationships”, methods “Determining the socio-psychological distance” and “Subjective assessment of interpersonal relationships”. Particular attention is paid to the comparison of quantitative indicators obtained for one or another parameter of the psychodiagnostic methods used within each surveyed couple. In this case, the most informative is the discrepancy in the obtained quantitative estimates. This is what will be the "problem zone" in the interpersonal relations of the subjects of the educational process.

advisory part. The main goal is to obtain information about the forms, structure, development of interpersonal relationships, the role of socio-psychological distance in establishing and maintaining harmony. Ultimately, this will lead to a more complete awareness and understanding by the subjects of the educational process of "problem areas" in relationships. The main goal of counseling is prevention, i.e. elimination of real (actual) and potential (possible) risk factors for disharmony in interpersonal relations between subjects of the educational process.

Developing and corrective part. Represents overcoming, i.e. psychological assistance, including self-help to harmonize the interpersonal relations of the subjects of the educational process. The assistance that a counseling psychologist should provide involves the activation of the internal resources of the subjects of the educational process so that they themselves can cope with the problem that exists in relations with each other. This part includes the following areas of work:

Development of "approximating" personal characteristics of the subjects of the educational process, contributing to the establishment of harmonious relations, and correction of "distant" personal characteristics;

Development of skills of flexible construction of a distance by the subjects of the educational process as the basis for the harmony of relations between them;

Development of skills to build interpersonal relationships, which are based on trust and understanding of each other by subjects, a favorable sensual tone;

Development of the skills of constructive interaction among the subjects of the educational process in various areas: professional, family, hobby, public life and education, education;

The development by the subjects of the educational process of the skills of predicting possible "problem" zones in relationships;

Increasing the general psychological culture of the subjects of the educational process - gaining knowledge in the field of psychology of interpersonal relations, awareness of one's role and the role of a partner in establishing and maintaining harmonious relations;

Correction of "interactional" dependence and pathological codependence of the subjects of the educational process in case of its detection in the course of early psychological diagnosis.

Harmonization of interpersonal relations of the subjects of the educational process within the framework of psychological support should be carried out systematically on the basis of complex diagnostics and prevention, which is based on the prevention, prevention and overcoming of difficulties and problems in relationships. This will lead to the psychological health and well-being of the interacting subjects, which, in our opinion, can have a positive impact on the quality of the educational process (training and education).

In conclusion, conclusions are formulated that confirm the hypothesis and the provisions submitted for defense.

1. Interpersonal relations of the subjects of the educational process are any relations between them that unfold in a certain situation of interaction and can be of a formal business and intimate personal nature. The structure of the relations of the subjects of the educational process includes: objects, components, processes of relations, as well as components of relations. The procedural plan of interpersonal relations of the subjects of the educational process involves the passage of certain stages and overcoming barriers. The nature of this will determine the development of relations in the continuum of harmony-disharmony.

2. The harmony of interpersonal relations of the subjects of the educational process is mutual satisfaction with relationships, constant dialogue, openness, contact, attunement to each other, concern for the well-being of a partner, rejection of any manipulative control and the desire for superiority over it, inclusion in self-valuable contact.

3. The disharmony of interpersonal relations of the subjects of the educational process is a lack of trust, understanding, emotional closeness between the interacting subjects, tension and discomfort arising in joint activities, tension, alienation, conflict and aggressiveness in relationships, the experience of loneliness by the subjects of relations.

4. Harmony and disharmony of interpersonal relations of the subjects of the educational process is associated with a change in the socio-psychological distance in interaction. Socio-psychological distance is a characteristic of interpersonal relationships, manifested in the experience and understanding of the proximity (remoteness) of the subjects of the educational process; socio-psychological distance

regulated by external (environmental) factors, personal characteristics of subjects, as well as their activity.

5. Harmony and disharmony of interpersonal relations is due to the severity of the components of the socio-psychological distance: cognitive, communicative, emotive, behavioral and activity.

6. The determinants of harmony-disharmony of interpersonal relations of the subjects of the educational process, characterized by the socio-psychological distance between them, are: self-disclosure of partners, their emotional and sensory characteristics, approaching and retracting personal characteristics, satisfaction (deprivation) of needs in interaction, autonomy (invasion ) the psychological space of the individual, the presence or absence of interactional dependence and the level of experiencing loneliness.

7. Harmony-disharmony of interpersonal relations in the systems "teacher-student", "teacher-student parent", "parent-child" is determined by trust, understanding, satisfaction of the need for communication between interacting subjects, as well as the severity of cognitive, emotive, communicative, behavioral and activity components of the socio-psychological distance.

8. Comprehensive psychodiagnostics allows a multifaceted study of the features of interpersonal relations of the subjects of the educational process, due to the socio-psychological distance between them. When interpreting the data, the following principles should be taken into account: focus on specific practical goals, compliance with the boundaries of the content, reliance on empirical data obtained during the psychometric testing of the methodology.

9. The concept of harmony and disharmony of interpersonal relations of the subjects of the educational process, which is based on the socio-psychological distance between them, in general theoretical terms, corresponds to the main general scientific methodological principles: determinism, consistency and development. The concept is characterized by the logical dependence of some of its aspects on others, the fundamental possibility of deriving its content from the totality of the initial theoretical provisions. The developed concept of harmony and disharmony of interpersonal relations of the subjects of the educational process has its own theoretical and empirical justification.

10. The model of prevention of disharmony in interpersonal relations of subjects of the educational process involves the prevention, prevention and overcoming of disharmony. The model consists of three parts: diagnostic, consultative and developmental-correctional. The model can be legitimately used as part of the psychological support of the subjects of the educational process. The prevention of disharmony in interpersonal relations of the subjects of the educational process is based on complex diagnostics.

The main provisions of the dissertation are reflected in the following publications

1. Dukhnovsky, C.V., Ovcharova, R.V. Psychological correction of deviant behavior of adolescents as an experience-overcoming of critical situations. Obrazovanie i nauka. Proceedings of the Ural Branch of the Russian Academy of Education. - 2001. - No. 5 (11). - P.93-112 (0.8 square / 0.1 square).

2. Dukhnovsky, C.B. The study of the parameters of socio-psychological distance in interpersonal relationships of patients with neurosis // Bulletin of St. Petersburg - University. Ser.6. - 2007. - Issue Z. - S. 313-318 (0.7 sq.).

3. Dukhnovsky, C.V., Kulikov J1.B. Socio-psychological distance in interpersonal relationships: factors and regulation // Bulletin of St. Petersburg University. - Series 12. - Issue. 2.-4.1. - St. Petersburg State University, 2009. - P. 1420 (0.7 square / 0.6 square).

4. Dukhnovsky, C.B. Analysis of interpersonal distance as a new resource for harmonizing relations in the "TEACHER-STUDENT" system // Pedagogical Education in Russia. - 2012. - No. 2. - S. 25-27 (0.7 square).

5. Dukhnovsky, C.B. Violation of personal space as a cause of disharmony of interpersonal relations of subjects of the educational process // Scientific information-analytical journal "Education and Society".

2012. - No. 3 (74) - S. 47-50 (0.9 square).

6. Dukhnovsky, C.B. Development of the methodology "Determining the socio-psychological distance in interpersonal relations" // Bulletin of the South Ural State University. Series "Psychology". - 2012. - No. 19 (278). - Issue. 17. - S. 41-46 (0.9 squares).

7. Dukhnovsky, C.B. Deprivation of needs as a condition for the disharmony of relations between the subjects of the educational process // Theory and practice of social development. - 2012. - No. 7. - P. 63-66 (0.8 sq.).

8. Dukhnovsky, C.B. Self-disclosure as a factor of harmony / disharmony of interpersonal relations of subjects of the educational process. Izvestiya VGPU. Series "Pedagogical Sciences". - 2012. - No. 7 (71).

P.110-112 (0.7 square).

9. Dukhnovsky, C.B. Complex diagnostics of harmony and disharmony of interpersonal relations of subjects of the educational process // Bulletin of the South Ural State University. Series "Psychology". - 2012. - No. 20 (279). - Issue. 18. - P.35-40 (0.8 square).

10. Dukhnovsky, C.B. Personal determinants of harmony and disharmony of interpersonal relations of subjects of the educational process // Bulletin of the Kostroma State University. H.A. Nekrasov. Series: Pedagogy. Psychology. Social work. Juvenology. Sociokinetics". - Kostroma, 2012. - No. 3. - T.18. - P.89-91 (0.5 p.p.).

11. Dukhnovsky, C.B. Features of disharmony in different forms of interpersonal relations and stages of their development // Bulletin of Leningradskogo

State University. A.C. Pushkin. - St. Petersburg, 2012. - No. 3. - V.5. - P.55-63 (0.8 p.p.).

Monographs:

12. Dukhnovsky, C.B. Experience of disharmony of interpersonal relations: monograph. - Kurgan: Publishing House of the Kurgan State. un-ta, 2005. - 174 p. (10.4 p.l.).

13. Dukhnovsky, C.B. Loneliness in interpersonal relationships: diagnosis and overcoming: monograph. - Kurgan: Publishing House of the Kurgan State. unta, 2007.- 180 p. (10.8 p.l.).

14. Dukhnovsky, C.B. Distance in interpersonal relationships: diagnostics and regulation: monograph. - Yekaterinburg, 2010. - 209 p. (12.5 p.l.).

15. Dukhnovsky, C.B. The concept of socio-psychological distance in interpersonal relations // Psychology of human relations to life: a collective monograph. - Vladimir, Kaleidoscope, 2011.-p. 12-35 (12.1 square / 2.5 p.l.).

16. Dukhnovsky, C.V., Ovcharova R.V. Harmony and disharmony of interpersonal relations of subjects of the educational process: Monograph. - Kurgan: Publishing House of the Kurgan State. un-ta, 2012. - 296 p. (16.6 square / 12.6 square).

Textbooks, educational and teaching aids:

17. Dukhnovsky, C.B. Subjective assessment of interpersonal relationships. Application guide. - St. Petersburg: "Rech", 2006. - 54 p. (3.2 sq.).

18. Dukhnovsky, C.B. Scale of subjective experience of loneliness. Management. - Yaroslavl: SPC "Psychodiagnostics", 2008.- 17 p. (1.1 sq.).

19. Dukhnovsky, C.B. Diagnosis of socio-psychological distance in interpersonal relationships. Description of techniques, instructions for use: tutorial; Ural. state ped. un-t. - Yekaterinburg, 2009. - 75 p. (4.5 sq.).

20. Dukhnovsky, C.B. Diagnosis of interpersonal relationships. Psychological workshop. - St. Petersburg: "Rech", 2010. - 141s. (8.4 sq.).

21. Dukhnovsky, C.B. Conflicts in interpersonal relationships: prevention and resolution: a study guide; Ural. state ped. un-t. - Yekaterinburg, 2011. - 196 p. (11.7 sq.).

22. Dukhnovsky, C.B. Methodology "Determining the socio-psychological distance in interpersonal relations" "SPD". Management; Ural. state ped. un-t. - Ekaterinburg, 2012. - 45 p. (2.7 sq.).

Scientific articles in other publications:

23. Dukhnovsky, C.B. The experience of love for another as an element of the socio-cultural life of the individual // Proceedings of the Academy of Pedagogical and Social Sciences. - Issue 8. - Moscow, 2004. - S.109-119 (0.7 square).

24. Dukhnovsky, C.B. Family relations as a source of critical situations // Psychology of parenthood and family education: Sat. scientific Proceedings of the II Intern. scientific-practical conf. - Kurgan, 2004. - S. 35-38 (0.5 square).

25. Dukhnovsky, C.B. The phenomenon of a person experiencing in the scientific picture of the world // Man in modern philosophical concepts: materials

third international scientific conf. - Volgograd: PRINT, 2004. - V.1 - S. 535 - 539 (0.3 pp).

26. Dukhnovsky, C.B. On the issue of experiencing the disharmony of interpersonal relations // Ananyev readings - 2004: scientific materials. -pract. conf. "Ananyevsky Readings - 2004". - St. Petersburg: Publishing House of St. Petersburg University, 2004. - S. 253-255 (0.1 square).

27. Dukhnovsky C.B. Experience of tension in interpersonal relations as a socio-psychological phenomenon // "Psychology of education: problems and prospects": materials of the first international. scientific-pract. conf. - M.: Meaning, 2004. - S.126-127 (0.3 square).

28. Dukhnovsky, C.B. The study of the interpersonal relations of patients with neurosis using the COMO method // Psychology of the XXI century: materials of the international. scientific-practical conf. students, graduate students and young professionals. - SPb., 2006.- S. 66-68 (0.1 square).

29. Dukhnovsky, C.B. "Extraversion-introversion" as indicators of socio-psychological distance in relations between people // Druzhinin readings: materials of the 5th all-Russian. scientific-practical. conf. - Sochi: SGUTiKD, 2006. - S.Z99-402 (0.3 square).

30. Dukhnovsky, C.B. Experience of subjective well-being as a condition for the harmony of interpersonal relations // Psychological theory and practice in a changing Russia: a collection of abstracts of all-Russian. scientific Conf., Chelyabinsk. - Chelyabinsk: Publishing house of SUSU, 2006. - S. 82-85 (0.3 square).

31. Dukhnovsky, C.B. "Dialogical" as a condition for the harmony of interpersonal relations // Challenges of the era in the aspect of psychological and psychotherapeutic science and practice: materials of the second all-Russian. scientific-practical. conf. - Kazan: CJSC "New Knowledge", 2006. - S. 276-279 (0.3 square).

32. Dukhnovsky, C.B. The problem of loneliness in relations between people // Man in modern philosophical concepts: materials of the third international. scientific conf. - Volgograd: VolGU Publishing House, 2007. - S. 214-217 (0.3 square).

33. Dukhnovsky, C.B. The study of ideas about the real and desired distance in interpersonal relations // Proceedings of the IV All-Russian Congress of the RPO: in 3 volumes - Moscow - Rostov-on-Don: Publishing House "CREDO", 2007. V.1. -WITH. 313(0.1 square).

34. Dukhnovsky, C.B. The dominant state as a factor influencing the socio-psychological distance in interpersonal relations // Psychology of mental states: theory and practice: materials of the first all-Russian. scientific-practical. conf. - Kazan: CJSC "New Knowledge". 2008. - Part 1. - S. 315-319 (0.4 square).

35. Dukhnovsky, C.B. Features of the socio-psychological distance in relations between spouses // Psychological problems of the development and existence of a person in the modern world: Sat. scientific works; Ural. state ped. un-t. - Yekaterinburg, 2008. - Issue. 2. - S. 93-104 (0.6 sq.).

36. Dukhnovsky, C.B. Motivation for establishing a socio-psychological distance in interpersonal relations // Psychological

problems of development and human existence in the modern world: Sat. scientific works; Ural. state ped. un-t. - Ekaterinburg, 2009. - No. 2. - S. 53-57 (0.4 square).

37. Dukhnovsky, C.B. Features of overcoming difficulties and the socio-psychological distance of people in the first period of maturity // Socio-psychological problems and tasks of the development of modern youth; Ural, Mrs. ped. un-t. - Ekaterinburg, 2009. - S. 37-46 (0.5 sq.).

38. Dukhnovsky, C.B. Interpersonal distance and dependence of the subjects of relations // Topical issues of theory and practice of the psychology of relations: materials of all-Russian. scientific-pract. conf.; Ural. state ped. un-t. - Yekaterinburg, 2010.-p. 81-85 (0.5 sq.).

39. Dukhnovsky, C.B. The relationship between interpersonal distance and self-disclosure of personality // Actual problems of psychology and conflictology: Sat. scientific articles; Ural. state ped. un-t. - Ekaterinburg, 2010. -S. 28-32 (0.7 square).

40. Dukhnovsky, C.B. Determination of distance in interpersonal relationships: a general description of the methodology // Social psychology of small groups: materials of the II All-Russian. scientific-practical Conf., dedicated to the memory of Professor A.V. Petrovsky. - M.: MGPPU, 2011. - S. 541-543 (0.3 square).

Signed for publication on March 18, 2013. Format 60x84/16 Paper for duplicators. Risograph printing. Conv. - oven l. 2.8 Circulation 150 copies. Order No. 88 FSBEI HPE "Ural State Pedagogical University". Department of Multiplication Equipment 620017, Ekaterinburg, pr. Kosmonavtov, 26 e-mail: [email protected]

Dissertation text author of scientific work: doctor of psychological sciences, Dukhnovsky, Sergey Vitalievich, Yekaterinburg

Federal State Budgetary Educational Institution of Higher Professional Education "URAL STATE PEDAGOGICAL

UNIVERSITY"

As a manuscript

DUKHNOVSKY Sergey Vitalievich

HARMONY AND DISHARMONY OF INTERPERSONAL RELATIONS OF THE SUBJECTS OF THE EDUCATIONAL PROCESS

19.00.07 - educational psychology

Thesis for the degree of Doctor of Psychology

Scientific consultant: Doctor of Psychology, Professor R.V. Ovcharova

Yekaterinburg - 2013

INTRODUCTION ................................................ ................................................. .......5

Chapter 1 19

1.1. Analysis of the problem of "relationship" in scientific thought.................................................19

1.2. Interpersonal relations in the context of the educational process: definition of concepts ............................................. ................................................35

1.3. The structure of relations between the subjects of the educational process...............................52

1.4. Development of interpersonal relations of the subjects of the educational process .............................................. ................................................. .................58

1.5. Characteristics of interpersonal interaction of subjects

educational process ................................................................ ...............................67

Conclusions................................................. ...................................78

Chapter 2. PSYCHOLOGICAL ANALYSIS OF REPRESENTATIONS OF HARMONY AND DISHARMONY OF INTERPERSONAL RELATIONS OF THE SUBJECTS OF THE EDUCATIONAL PROCESS. 79

2.1. Harmony and disharmony of interpersonal relationships: definition

concepts................................................. ................................................. .............79

2.2. Causes and manifestations of disharmony of interpersonal relations of subjects of the educational process ....................85

2.3. The boundary as a condition of distance in interpersonal relations of the subjects of the educational process ......................92

2.4. Socio-psychological distance: definition of the concept .......... 100

2.5. Socio-psychological distance as a factor of disharmony

interpersonal relations of the subjects of the educational process .......... 131

Conclusions................................................. .................................140

Chapter 3

RELATIONSHIPS WITH THE SUBJECTS OF THE EDUCATIONAL PROCESS .............................................................. ................................................. .....142

3.1. Concepts of experience in psychology .............................................. 142

3.2. Experience of disharmony of the state and mood of the subjects of the educational process.................................................................. ...................................160

3.3. Phenomena of experiencing the disharmony of interpersonal relations by the subjects of the educational process ..............165

3.4. Disharmony as a manifestation of the crisis in the interpersonal relations of the subjects of the educational process ....184

3.5. Loneliness and alienation as a result of experience

disharmony in interpersonal relationships .............................................................. .....190

Conclusions................................................. ................................................. ...........195

chapter 4

4.1. The main problems of psychodiagnostics .............................................................. ..197

4.2. Review of methods for diagnosing harmony-disharmony of interpersonal relations of subjects of the educational process 199

4.3. Substantiation of the choice of the method for diagnosing harmony and disharmony in the relations of the subjects of the educational process 214

4.4.1. Methodology "Subjective assessment of interpersonal relations" "COMO" .................................................................. ................................................. ...............219

4.4.2. Methodology "Scale of the subjective experience of loneliness" "SPO" ................................................................ ................................................. .................221

4.4.3. Methodology "Determining the socio-psychological distance" "SPD" .............................................. ................................................. ...................223

4.5. Description of an integrated approach to the diagnosis of harmony and

disharmony in interpersonal relationships .............................................................. .....227

Conclusions................................................. ................................................. ...........238

Chapter 5

5.1. Organization and methods of research .................................................................. ....239

5.2. Empirical study of the determinants of harmony and disharmony of interpersonal relations of the subjects of the educational process..........246

5.2.1. Personal determinants of harmony and disharmony of relations between the subjects of the educational process ..............246

5.2.2. Harmony-disharmony of relations and self-disclosure of the subjects of the educational process .................................253

5.2.3. Emotional and sensual determinants of harmony and disharmony of relations between the subjects of the educational process......................259

5.2.4. Deprivation of needs as a factor of disharmony of interpersonal relations of the subjects of the educational process......267

5.2.5. Violation of personal space as a factor of disharmony of interpersonal relations.................................................................. ...............................276

5.2.6. The relationship between the characteristics of relations with various forms of dependencies .............................................................. ................................................. ....283

5.2.7. The experience of loneliness as a result of the disharmony of interpersonal relations of the subjects of the educational process......287

5.3. Features of harmony and disharmony in different types of interpersonal relations of the subjects of the educational process .292

5.3.1. Harmony and disharmony of interpersonal relations in the "parent-child" system ............................................................................... ...............................................292

5.3.2. Harmony and disharmony of interpersonal relations in the system

"teacher-parent of the student" ......................303

5.3.3. Harmony and disharmony of interpersonal relations in the "teacher-student" system ............................................................... ................................................. .311

5.4. Discussion of the results of the study: the concept of harmony and disharmony of interpersonal relations of the subjects of the educational process ................................................. ......................329

5.5. Prevention of disharmony of interpersonal relations of subjects

educational process ................................................................ ...............................319

Conclusions................................................. ................................................. ...........337

CONCLUSIONS................................................. ................................................. ......339

CONCLUSION................................................. ...............................................342

LITERATURE................................................. ...............................................345

APPLICATIONS.................................................. ...............................................371

INTRODUCTION

The relevance of research. The nature of relations between people is one of the most important factors in the development and formation of personality, a condition that determines the quality of human existence as a whole. The trend of humanization of education, the introduction of a student-centered approach into pedagogical practice are increasingly contributing to the rethinking of psychological and pedagogical realities. Modern pedagogical psychology considers the educational process not only in the aspect of activity, but also as interpersonal relationships that are realized in subject-subject interaction. The subjects of the educational process - children of different ages, their parents, teachers and others - are included in interpersonal interaction, constantly communicate with each other and certain interpersonal relationships develop between them. All educational activity is mediated by the modality of interpersonal relations.

Despite a significant amount of research in the field of psychology of relations between subjects of the educational process, the introduction of scientific achievements into the practice of psychological assistance does not give tangible results: often there is alienation, misunderstanding, hostility and antagonism between children and adults, both within the framework of the “teacher-student” relationship, “ the teacher is the parent of the student”, and in the interaction of parents and children. It is necessary to continue the scientific search for the causes that destroy interpersonal relations in the process of education and training, and to find new ways to harmonize these relations, as well as to develop new methods that allow diagnosing the nature of the relations of the subjects of the educational process with the aim of early prevention of disharmony of interpersonal relations.

Harmonization of interpersonal relations at school, family, in society as a whole is not only a theoretical and applied problem of psychology, but also a problem of social significance. Patterns of interpersonal relations (both positive and negative) laid down in the family and school are determined by the relations between generations and members of society as a whole. The restructuring of relations between people in society begins primarily with the education system, which forms each generation of people.

The degree of development of the research problem. Science finds a solution to the identified problem in the development of the socio-psychological competence of the subjects of an integral educational process. The works of researchers in the field of pedagogical, social psychology and practical psychology of education are devoted to this. The following achievements of psychological science that contribute to solving this problem can be noted:

The processes of pedagogical interaction, ways and means of its correction, features of interpersonal relations, the influence of interpersonal relations on the child's personality and the effectiveness of educational activities are studied;

The processes of pedagogical interaction and its styles, the influence of intra-family relations on school adaptation, the influence of parental relations on the development of a child's social activity, as well as on the development of anxiety and the formation of ethnic identity are studied (T.A. Akopyan, E.V. Korotaeva, G.S. Korytova, N.V. Pomazkov, M.V. Saporovskaya, A.V. Usova, I.G. Shvets and others);

The ways of correcting the methods of interpersonal interaction among preschoolers and younger schoolchildren are outlined, the phased formation of interpersonal relations in adolescents with mental retardation is described, the features of interpersonal interaction between a teacher and

gifted children (A.A. Baibarodskikh, O.A. Verkhozina, R.V. Ovcharova, I.G. Tikhanova, etc.);

The relationship between the orientation of the personality and interpersonal relations of high school students is considered, the subjective representation of interpersonal relations in the mind, the influence of creativity on the development of personality relations are studied (Z.A. Alieva, A.J1. Galin, A.M. Mutalimova, S.S. Smagina, E.G. Tovbaz and etc.);

The optimization conditions and the conditions for the development of a culture of interpersonal relations are identified; analyzed the features of the manifestation of trust in status interpersonal relationships, as well as trusting and altruistic relationships; value-semantic determinants of interpersonal mutual understanding are singled out; studied temporary competence in the structure of interpersonal interaction, the manifestation of aggressiveness and hostility in interpersonal interaction, the influence of previous interpersonal relationships on relationships in the group; the formation of positive relations is considered (E.R. Anenkova, I.V. Balutsky, S.G. Dostovalov, E.Yu. Ermakova, Yu.A. Zheltonova, V.V. Kovalev, T.I. Korotkina, M.V. Trasov, O.A. Shumakova, I.A. Yaksina, G.P. Yarmolenko, etc.);

The psychological distance is considered as an indicator of the success of pedagogical interaction in the "teacher-teenager" system; the attitude of the individual to the observance of moral norms depending on the psychological distance was revealed (A.J1. Zhuravlev, O.I. Kalmykova, A.B. Kupreichenko, etc.).

However, in solving the problem of harmonization of interpersonal relations, a partial approach prevails, which becomes a source of fundamental difficulties in the study of the development and improvement of interpersonal interaction between subjects of the educational process, and also the reason that there is still no generalizing psychological theory in this area of ​​research. Designated

the problem requires study on the basis of a systematic methodology that helps to overcome a number of contradictions:

Between the social need to harmonize the interpersonal relations of the subjects of the educational process as the basis for the humanization of society and the insufficient development of this phenomenon in psychological and pedagogical science;

Between the need to describe, explain and predict the harmony-disharmony of interpersonal relations within the framework of the psychological support of the subjects of the educational process and the lack of a theoretically and empirically substantiated concept of this phenomenon, which is based on the socio-psychological distance between them;

Between the need of the psychological service of education in reliable psychological tools for a comprehensive diagnosis of the harmony-disharmony of interpersonal relations and its absence in psychological and pedagogical practice;

Between the increased requirements of society for the individual as a subject of interpersonal relations, their unconditional significance for the development and well-being of the individual and the insufficient methodological readiness of the education system to prevent dissatisfaction, disharmony of relations and, accordingly, to develop harmonious relations.

The relevance of the problem, its insufficient methodological and theoretical elaboration determined the choice of the research topic: "Harmony and disharmony of interpersonal relations of the subjects of the educational process." Consequently, the harmonization of interpersonal relations between teachers, parents and children is an urgent and significant psychological and pedagogical problem, which consists in finding answers to the questions: what are the psychological determinants of harmony-disharmony of interpersonal relations of subjects of the educational process; What role does socio-psychological distance play in

the formation of these relations; how it is possible to diagnose the harmony-disharmony of interpersonal relations of the subjects of the educational process, the characteristic of which is the socio-psychological distance between them; what psychological ways will ensure the prevention of disharmony in interpersonal relations of the subjects of the educational process.

The purpose of the study is the theoretical and methodological substantiation of the concept of harmony-disharmony of interpersonal relations of the subjects of the educational process; development of this concept and its empirical justification; development of a complex of psychodiagnostic methods for multidimensional study of the nature of interpersonal relations of the subjects of the educational process and a model for the prevention of disharmony in relations.

The object of the study is the interpersonal relations of the subjects of the educational process.

The subject of the study is the essence and determinants of the harmony and disharmony of interpersonal relations of the subjects of the educational process in the systems: "teacher - student", "teacher - parent of the student", "parent - child", as well as methods for diagnosing them and ways to prevent disharmony.

Research hypothesis:

1. Psychodiagnostic methods, developed on a single conceptual basis, allow multidimensional study of the nature of interpersonal relations of the subjects of the educational process, the characteristic of which is the socio-psychological distance between them.

2. Changing the components of the socio-psychological distance, such as cognitive, communicative, emotive, behavioral and activity, determines the harmony-disharmony of interpersonal relations of the subjects of the educational process.

3. Harmony and disharmony of interpersonal relations has its own common and distinctive features in the systems: "teacher - student", "teacher - parent student" and "parent - child".

4. The determinants of harmony-disharmony of interpersonal relations, the characteristic of which is the socio-psychological distance between the subjects of the educational process, can be their bringing together and removing personal characteristics.

5. Prevention of disharmony of interpersonal relations of subjects of the educational process can be built in accordance with the developed concept of harmony and disharmony of interpersonal relations, which is based on socio-psychological distance.

6. The model of prevention of disharmony in interpersonal relations of subjects of the educational process, carried out on the basis of complex psychodiagnostics, involves the prevention, prevention and overcoming of disharmony. The model includes diagnostic,

prepared by the teacher of the Chistorechensky orphanage

2 academic year

Harmonization of interpersonal relations in the children's team

The main conditions for upbringing in our orphanage are the organization of a harmonious lifestyle, the establishment of interpersonal relations in the children's team, the exclusion of violence, coercion, the spirit of competition, providing the child with a sense of security, security through awareness of his belonging to a certain group, friends, nation. Adults, in our institution, create conditions for the harmonious development of personality, self-expression, help the little person to realize himself as part of the vast world of people, where he has his own place, his rights, duties. The child, learning the complex world of human relationships, learns to cooperate with peers, share positive emotions. Children of other nationalities appeared in our orphanage. All of them are wrapped in love and warmth.

Sooner or later, the child finds himself among peers, so he has to empirically study interpersonal relationships in the children's team and learn to earn his own authority. Some children adapt quite calmly in any new society: no matter how much you transfer them from school to school, no matter how much you send them to children's camps, they have crowds of friends and friends everywhere. But, unfortunately, not all children are given by nature such a gift of communication. Many children experience difficulties in the process of adaptation, and sometimes they find themselves in the role of a target for the release of aggression from their peers.

IF THE CHILD DOESN'T MATCH THE COLLECTIVE

It is enough to start up in a class, in a group of one, let's say, harmful child - and an unhealthy atmosphere of persecution is provided. Such children feel the need to assert themselves at the expense of others: offend and humiliate someone, set some children against others (such as “Who will we be friends against?”), etc. As a result, the most vulnerable, benevolent, who are not used to being directed against them to violence, children. Any child can be among them, therefore, when a pupil enters a new team, teachers should be on the alert for the first time.

If you feel that in a group, at school, a child may have problems with peers, is it better to work with him in advance and tell, explain to the child so that he meets difficult situations fully armed and comes out of them with dignity? However, often, and we have seen it repeatedly,

1. Conflicts are inevitable

In life, the interests of people inevitably collide, so you need to calmly and philosophically treat the disputes that arise between them, trying to come to a mutually beneficial agreement. For his part, the pupil needs, if possible, not to run into a conflict (not to be importunate, not to snitch and not be greedy, not to brag and not to ask).

2. It's impossible to please everyone

As Ostap Bender said: "I'm not a chervonets to please everyone." Inspire the child that it is not necessary for everyone to love him and that you should not try to please everyone without fail. Moreover, it is unacceptable to curry favor with more authoritative children and try to win their respect with the help of gifts, concessions and “licking”.

3. Always defend yourself!

The child must know that aggression cannot be resignedly yielded: if he was called names or hit, he must definitely fight back. The Christian position of non-resistance “if you are hit on the cheek, turn the other one” in the children's team inevitably dooms the child to persecution.

4. Maintain neutrality

The ideal option is to have equal relations with everyone. Therefore, it is best not to support boycotts and not take sides in disputes. It is not necessary to do this defiantly: you can find a plausible excuse (“I have to go to class”, “I have no right to interfere in the affairs of others).

What the educator should know:

As a rule, if a child really doesn’t get along well with peers, conversations alone won’t be enough, and we educators must, at the initial stage, as the child enters the team, take all possible measures so that he fits into society. It is necessary to establish contact between the teacher and the educator, to talk about the problems of your pupil and make him your ally.

Make sure that the child does not outwardly stand out from the others.

If a child has a non-standard appearance, it is necessary to prepare him mentally for “attacks” from the children: psychologists advise to come up with teasers together in advance and laugh at them together, but this will pass at a younger age, and at an older age it is necessary to explain to children that there are no ugly children, people that they are not to blame for the fact that they have some kind of defects (vision, deafness, lameness ...) and that parents are not chosen.

If the child suffers from indecision and does not know how to react quickly in difficult situations, you can talk with him and tell him how to behave (“things are taken away from you”, “you are teased”, etc.) and develop tactics of behavior, and what concerns an orphanage, in this situation the teacher should protect such a child

There is an opinion that CHILDREN WILL UNDERSTAND "and adults should not interfere in the affairs of children: supposedly the child must learn to solve his own problems. This is not true for all situations. Firstly, the child should always feel your moral support. Secondly, you will be calmer if he gets into the habit of sharing his experiences with you. Even if you do not personally intervene in any difficult situation, you can tell the child what to do.

We often hear these words: I WILL NOT OFFEND MY CHILD

What to do if the child was offended by peers and you know who did it? It would seem that the easiest way is to go and restore justice: to punish the offenders yourself. The child learns about it and will receive moral satisfaction. "I'm good, they're bad." But is such a tactic useful? Wouldn't it be better to try to solve the problem at the root: explain to the child what he can do to ensure that such a situation does not happen again. Then next time he will be able to cope with the offenders on his own.

If such a problem arises in the family, then the parents of boys always want their children to be “real boys” and be able to fend for themselves with the help of their fists. It is possible and necessary to send the boy to the sports section so that he learns fighting techniques, but it is necessary to explain to him: he does not study them at all in order to use them every time. Self-defense techniques can give a child self-confidence, but at the same time, you must teach him how to resolve conflicts in constructive ways, saving fist arguments as a last resort.

Which children suffer the most?

- Children with non-standard appearance

Too fat (or too thin)

Small or too tall

Children with glasses (especially corrective - with one eye closed)

Too curly

- children with habits that are unpleasant for others

Constant sniffers (or nose pickers)

Untidy dressed, with dirty hair

Children who champ while eating talk with their mouths full...

Children who are inadequate in communication

Too pushy and talkative

Too timid and shy

Easily vulnerable and touchy

braggarts

Children who stand out from the group

Children dressed emphatically better than others

Teachers' favorites (as well as children who are not liked by teachers)

Sneaks and crybabies

sissy

Too abstruse ("out of this world")

TYPES OF AGGRESSION AND WAYS OF RESPONSE

There are several main types of interpersonal relationships in the children's team:

Ignoring

The child is ignored, as if he does not exist. He is not taken into account in any distribution of roles, the child is of no interest to anyone. The child does not know the phones of classmates, no one calls him to visit. He doesn't say anything about school.

What should parents do?

Passive rejection

The child is not accepted into the game, they refuse to sit at the same desk with him, they do not want to be on the same sports team with him. The child is reluctant to go to school, comes home from school in a bad mood.

What should parents do?

Analyze the reasons (why the child is not accepted) and try to eliminate them. Act through teachers and educators.

Active rejection

Children defiantly do not want to communicate with the child, do not take into account his opinions, do not listen, do not hide a contemptuous attitude. Sometimes a child suddenly abruptly refuses to go to school, often crying for no reason.

What should parents do?

Transfer the child to another class (or to another school). Talk to teachers. Contact a psychologist.

Bullying

Constant ridicule, the child is teased and called names, pushed and beaten, things are taken away and spoiled, intimidated. The child has bruises and abrasions, things and money often “disappear”.

What should parents do?

Transfer your child to another school as soon as possible! Give him to a circle where he can show his abilities to the maximum and be at his best. Contact a psychologist.