Constructive relationship. Pedagogical conditions for constructive interaction and cooperation of participants in the educational process in a preschool educational organization

A person enters into various relationships and interactions throughout his life. This can be contacts between adults, between an adult and a child, a teenager, as well as relationships with nature.

The development of relationships does not happen without problematic and conflict situations. It is better to solve such problems through dialogue. The more constructive the dialogue, the easier the dialogue that arises between the participants. Thus, constructive interaction is solving a problem through communication and the ability to hear each other, while being able to clearly and clearly explain your position.

Why is constructive relationship necessary?

From early childhood, a person develops the skills of constructive interaction. Since in childhood a child relies more on the emotional component of his development, parents must correctly form communication skills using the emotional side. Depending on the communication skills developed in childhood and what conditions of constructive interaction surrounded him, a person enters adulthood with more or less contact.

A person’s versatility and the ability to easily build relationships with others will make life easier, and solving problems will not be difficult. If in childhood parents did not develop existing communication skills, then as the child grows up it will be difficult to find his place in society.

The preschool period is the basis for the development of constructive communication

To develop constructive interaction skills in a child, an adult must:

Develop free communication in children and adults.
Comprehensively develop spoken language from childhood: pronunciation, vocabulary, grammar, coherence of speech.
Consolidate the acquisition of speech norms in practice.

At the age of 6-7 years, children move to a new stage of development and go to school, so it is necessary to have a basis for further constructive communication in a team.

Constructive interaction is the key to a balanced resolution of school conflicts.

Helping parents develop communication skills

Parents should prepare their children so that they do not have conflict situations at school. To do this you need:

Improve your child's speech.
Learn to retell what you read.
Develop the ability to fully express your thoughts.
Maintain interest in self-education, help take initiative in order to gain new knowledge.
Learn to fully reveal the characteristics of an object or situation.
Create conditions where children can discuss situations that interest them with each other.
Teach your child to draw simple conclusions and express their thoughts in an accessible and understandable way.
Pay attention
To teach independent judgment.

Having mastered the basic methods of developing constructive judgments, in the future the child will easily communicate in a team, resolve controversial situations and have an active life position.

Constructive interaction with teenagers

Adolescence is a period of choosing a life path, emulating an ideal, a time when a teenager tries with all his might to live up to the image he has chosen for himself, understands his internal problems, and wants to be “no worse than others.” However, not everything always happens the way you want, and often the child chooses the wrong direction for his development. And the role of parents in a teenager’s life is very important; they must find an approach to him and, without hurting his feelings, help him choose the right direction.

Constructive interaction is communication between an adult and a teenager on equal terms and the ability to find a way out of difficult situations through dialogue.

Trust is the basis of interaction between an adult and a teenager

Constructive interaction with a teenager will be achieved if the relationship is based on trust. If there is trust, there will be no need to control the child’s every step and worry about going through a difficult period. A teenager who trusts an adult will tell him about events in his life, share his experiences and problems. However, if an adult is caught in a lie, trust will disappear and it will be very difficult to restore it.

Parents should not violate the teenager’s personal space and give him the opportunity to independently find his place in society. However, a teenager should feel the support of his parents, this will give him confidence in his abilities.

Adolescence is a time of psychological separation from parents and entry into the adult world, the formation of an independent inner world.

How to overcome adolescence painlessly

Growing up, the child will “separate” himself from his parents, he will need personal space that no one will disturb.

In order not to antagonize a child, constructive interaction with a teenager is necessary. Parents must present their vision of the situation, and the child must present his, and together come to a common result that satisfies both.

Such methods of constructive interaction must be present on the part of an adult:

It is accessible to tell your child about your concerns so that he understands them.
The child must understand that you are ready to listen and understand him at any time, and will not criticize him.
Show that your child's opinion is important to you and you respect it.
The child himself must make a choice when necessary, and, accordingly, bear responsibility for it.
Be sure to praise your child so that he does not become disappointed in his abilities.
Love and support will help a teenager get through the difficult stage of personality development.

If a teenager feels independent, at the same time adequately controls the situation, has stable self-esteem, knows how to communicate in a team, and is responsible for his actions - this means that the teenage period has passed, and the help of parents was provided correctly and constructively.

Society and nature

Nature provides resources through which man can live. Without air, the gifts of nature, and water, life would be impossible.

Constructive interaction is the influence of nature on society and society on nature.

Nature performs many functions, and one of them is economic. Its resources have economic properties and economic potential. Man began to use this function when he began to make the first tools, build houses, and sew clothes. Every year, humanity's needs increase, to satisfy which natural resources are used.

With the development of civilization, nature helps to satisfy human needs in the aesthetic, scientific, and cultural spheres.

Happens all the time. Without interaction with nature, people simply cannot live. Therefore, there must be constructive interaction between society and nature. In order not to break the connection with nature, a person must constantly maintain it within a certain optimum.

Interaction with nature

Nature is the source of livelihoods for people. It provides various benefits for life, and it also sets tasks for a person, solving which, society develops comprehensively. For example, the presence of rivers, lakes, and seas encourages people to develop the fishing industry; rich soils contribute to the development of agriculture; oil deposits contribute to the development of methods for its extraction and processing.

At the same time, the absence of some natural wealth in a particular region encourages a person to look for a way out of the current situation and to explore new possibilities of nature.

Constructive interaction between man and nature should be expressed in a sense of proportion in the use of natural resources. If there is a “shortage” of natural resources, people will slightly reduce their development opportunities, and if there is an overabundance, they may be left with nothing. Therefore, the principle of the “golden mean” is important here.

Constructive interaction is important in all areas of human life. interact will help society develop harmoniously and correctly.

Every day we have to communicate with a huge number of people. This can be a nice friendly conversation or a serious business conversation. Regardless of the situation, you want to get pleasure and some result from communications. This is only possible if constructive communication occurs.

What is it?

Constructive communication is the ability to convey your thoughts to your interlocutor objectively, without any value judgments, with respect for someone else’s point of view. Simply put, this is the ability to speak, listen, and most importantly, hear your opponent. At the same time, it is important to manage your emotions without showing a violent reaction to what your interlocutor said.

If you feel tension in communicating with others and find yourself in conflict situations almost every day, then you need to be more attentive to such a category as communication culture. Get ready for the fact that you will have to reconsider a number of moral and ethical values, as well as acquire some useful skills.

What prevents constructive communication?

Constructive communication is not as difficult as it might seem. However, without noticing it, people can create obstacles to meaningful dialogue. Key negative factors in communication can be described as follows:

A value judgment about a situation or person. You can never be completely sure that the other person completely shares your views. That is why it is important to speak with facts, without giving arguments for or against.
Words denoting obligation. By telling a person “you should...”, you are setting him up against you in advance. Nobody likes to be subjugated. Talk to the person so that he himself wants to fulfill your wish.
Intrusive questions. If a person does not want to disclose some information to you, you should not interrogate him. This will not lead to success, but it can cause a serious conflict.
Diagnosis of behavioral motives. Don't try to convince a person that he is acting a certain way for any specific reason. “You are afraid”, “you are jealous” and other phrases, even if they are true, can offend the interlocutor and cause an attack of aggression in him.
Denial of the problem. Even if the situation seems trivial to you, it can be of decisive importance to your interlocutor. Have respect for other people's experiences.
Move to another topic. Even if you are terribly uninterested in what the interlocutor is talking about, you should not change the vector of the conversation. This is tactless and offensive.
Competitive moment. Often, when listening about someone’s successes and achievements, people try to outdo their interlocutor, demonstrating their superiority. This does not characterize a person in the best way.
Commanding tone. “Do”, “bring”, “say” and other words in an incentive mood set the interlocutor against you and heat up the situation. Everything you want to achieve from your opponent must be in the form of a request.

What else prevents constructive communication?

Communication with people is not always constructive. The following factors can become obstacles to a productive dialogue:

Discussion of the past. Even if the problem was relevant no earlier than yesterday, there is no point in returning to it. Events that have occurred cannot be changed, but they often become the cause of conflicts. It is possible to turn to the past only if the existing experience will help in solving current problems.
Wrong choice of interlocutor. Sometimes a person begins to discuss a problematic issue with someone who in no way can contribute to its solution. The powerlessness of the interlocutor in this matter can be perceived aggressively, and therefore a conflict on this basis is inevitable.
Trying to change others. If you have a specific problem, then you should focus on fixing it, and not on trying to change your interlocutor.

Barriers to communication

Why doesn’t constructive communication always work out? Psychology explains this by the existence of barriers, among which it is especially worth highlighting:

Avoidance barrier - avoidance of contacts due to the fact that the interlocutor may have a negative impact. This feeling can be based both on personal hostility and on objective factors.
The barrier of authority is associated with the fact that some people have unconditional trust due to their social status or personal characteristics. All others are deprived of such favor.
A phonetic barrier is a banal failure to perceive the interlocutor’s speech. This may be related to speaking speed, volume, speech impediments, or voice timbre.
The semantic barrier is related to the vocabulary that the speaker uses in his monologue. Even if a person is talking about a serious issue, using slang terms or slang expressions can turn off the listener.
The barrier of shame and guilt arises from self-doubt. A person is embarrassed to express his thoughts, which is why it is simply impossible to build a constructive dialogue with him.

How to relieve emotional stress during a conversation?

Constructive communication requires a cool mind, and excessive emotionality will be inappropriate. This leads to loss of control over the situation and serious conflicts. To relieve tension, you can use the following techniques:

Do not build a defense or use offensive tactics. If you understand that you are being unfairly accused, do not criticize your opponent in response, because this is a demonstration of a low level of culture. It’s also not worth defending yourself and making excuses, because this is a sign of weakness. The most reasonable solution is to calmly and thoroughly explain your point of view.
Identify the source of negative emotions and try to eliminate it. It is quite possible that the aggression is not directed specifically at you, but is associated with some external stimuli. Try to solve them and calm your opponent.
Demonstrate openness and willingness to understand your interlocutor. Even if the person is aggressive and angry, you must demonstrate your ability to listen. By allowing your opponent to speak out, you can count on further communication in more even and calm tones.

Basic conditions for constructive communication

Human life is inextricably linked with communications. With their help, we transmit and receive important information, solve issues of varying degrees of importance and complexity. To extract only benefits and positive emotions from interactions with people, a culture of communication is necessary. It means the following:

Your interlocutor must be perceived as an equal. Regardless of whose social status is higher, who has the right point of view, you need to behave with respect and dignity.
You need to respect the other person's right to their own point of view. Even if you consider it fundamentally wrong, you do not have the right to force your interlocutor to come over to your side.
The importance of the personality and actions of the interlocutor cannot be underestimated. What he does is his life experience and moral values. These categories require respect.

Techniques for constructive communication: 8 rules

It would seem that what could be simpler than communication? From early childhood we perceive and reproduce speech. However, in order for communication with people to be pleasant and useful, you need to be guided by the following rules:

Listening Techniques

The features of constructive communication are so numerous that mastering them requires some time and further regular practice. Interestingly, you will have to learn not only to convey, but also to perceive information. In this regard, the following listening techniques are distinguished:

Active (reflective) listening involves constantly reflecting information. To show your interlocutor how attentive you are to his words, you need to constantly ask some clarifying questions. This will demonstrate your respect for your opponent and will also allow you to maintain attention without losing the thread of the conversation.
Passive (non-reflective) listening involves full concentration on the information. At the same time, you do not interrupt your interlocutor or interfere in his monologue. To show your opponent that you are paying attention, periodically nod your head to show that you are listening and understanding.
Empathic listening involves empathizing with the other person. You must not only understand his emotional state, but also share it and demonstrate it in every possible way.

Empathic Listening Technique

If you want to build constructive interpersonal communication, it is recommended to master the technique of empathic listening. It implies compliance with the following rules:

Set yourself up to listen. This means that at the time of the dialogue you should forget about your own problems, events around you, and emotional experiences. Clear your emotional background to understand and accept the feelings of your interlocutor.
Reacting to your partner’s words, convey in your monologue everything that you were able to feel. The more accurately you capture the emotion of your interlocutor, the closer and more trusting your relationship will be.
Be sure to pause after answering. This time is allotted for the interlocutor to think about your words, collect his thoughts and continue the dialogue. Do not take this as an “awkward silence” and do not try to fill this time period with some of your own thoughts or statements.
Empathic listening is understanding and accepting the emotional state of the interlocutor. But under no circumstances try to explain the nature and reasons for his experiences.

How to teach your child constructive communication

Communication with a child is primarily an educational process. Of course, in kindergarten or school, a child will be taught to speak correctly and competently, and to clearly express his thoughts. However, this is not enough. The ability to listen and respect the interlocutor should be instilled by parents. This process includes several essential components:

Pay attention to your own speech. It is common for a child to repeat after those around him. That is why he should always have an example of constructive communication before his eyes.
Build your communication with your child the same way you would with an adult interlocutor. Of course, you shouldn’t operate with complex categories, but it’s also forbidden to lisp. In the course of communicating with parents, the child must learn to build arguments, defend his point of view, in order to then successfully apply these skills in society.
Allow your child to take the initiative. Even if he says something stupid, let him speak, then politely and thoroughly explain why he is wrong. Do not deprive him of the opportunity to argue and defend his point of view.

Rules for constructive communication with children

As yesterday's kids begin to grow up, they begin to rebel, and therefore it becomes increasingly difficult to find a common language with them. Constructive communication between children and adults should be based on the following basic rules:

Clearly set the boundaries of what is permitted. This needs to be constantly reminded. Although this can be seen as coercive and authoritarian, children should not be able to discuss these rules. Otherwise, they will begin to manipulate adults, establishing their own rules.
Look for the cause of inappropriate behavior not in the child's character, but in your relationship. As a rule, disobedience, rebellion and other negative manifestations arise when mutual understanding with adults has cracked. Restore trust and only then solve the underlying problem.
The boundaries you set should not contradict the interests and age-related needs of the child. As you grow older, the rules need to be changed, otherwise the reaction will be very harsh.
Praise your child for the slightest achievements and successes. This will instill confidence in him and give him an incentive for new achievements.
The rules of communication with the child must be strictly agreed upon by all people who take part in the educational process. Otherwise, it will be difficult for children to learn and get used to them.
Punishment must flow directly from the offense. It must also be proportionate to the offence. Otherwise, the child will develop vindictive intentions towards his parents.

Conclusion

A modern person simply needs to know and put into practice the basics of constructive communication. This will greatly facilitate relationships with friends, relatives, colleagues, bosses and just strangers. If you constantly find yourself in conflict situations, it is worth considering whether you have constructive communication skills. Perhaps, by rethinking the meaning of communications in your life, you will build a different dialogue with the outside world.

Everyone needs the ability to constructively interact with people, find an approach to them, and win them over. These skills form the basis of success in life. An uncommunicative, gloomy person will experience difficulties in communication: it is difficult for him to establish contacts with other people and achieve success in his activities.

Mastery of the art of communication, knowledge of the psychological characteristics of interaction, and the ability to use constructive interactions in the communication process are important for the full development of the individual.

It is unlikely that anyone will object to the fact that the development of a child’s psyche and personal qualities is determined by the relationships that develop throughout life between the individual and his immediate environment. The child first develops as an emotional personality, and after the severity of psycho-emotional experiences decreases, behavioral aspects begin to clearly manifest themselves. The inability of adults to understand and direct children’s emotions in the right direction leads to gross mistakes in the upbringing of schoolchildren and, moreover, negatively affects the formation of the “I-concept” of a growing person.

In order to determine the influence of constructive interactions on the formation of communicative competence, we will designate the relationship between the categories “communication and interaction”. Communication is a complex, multifaceted process of establishing and developing contacts between people, generated by the needs for joint activities and including the exchange of information, the development of a joint interaction strategy, “perception and understanding of another person” and how the interaction of subjects carried out by sign means, caused by the needs of joint activities and directed to a significant change in the state, behavior and personal and semantic formations of the partner.

In the pedagogical sphere, interactions are dual in nature. Traditional pedagogy recognizes the leading role of the teacher in the educational process and, accordingly, such forms of interaction as mentoring, suggestion, influence, persuasion (on the part of the teacher) and imitation, assistance, inaction or opposition on the part of the student.

In connection with the humanization of education, there have been trends towards changing the nature of relationships and interactions between teachers and students. Interaction is understood as the relatively equal participation of adults and children in joint activities. The foundations of this particular type of interaction are that the other is accepted as he is, without drastic, in some way destructive, influences on his consciousness and behavior. We emphasize that the position of acceptance is equally significant for each participant in the interaction.

The humanistic approach allows you to accept the child as he is and preserve his unique worldview: rely on the positive in the developing personality; do not compare your child with others; evaluate not the child’s personality, not his behavior as a whole, but only specific actions; proceed from the interests of the child, taking into account the prospects for his development. Communication permeates all types of human activity.

Both educational activity, which acts as the leading type of activity in primary school age, and communication are based on interactions.

Let us highlight the following types of pedagogical interaction (Korotaeva E.V.):
— destructive (destructive) the type of pedagogical interaction distorts the form and content of education, destabilizes connections between participants and elements of the pedagogical system;
— restrictive (limiting) the type of pedagogical interaction is carried out through control over the development and formation of individual personality qualities without taking into account a holistic approach to the process of personality development;
— restorative (supportive) the type of pedagogical interaction is aimed at solving tactical problems in the educational process, ensuring the preservation of the achieved result;
— constructive (developing) the type of pedagogical interaction simultaneously ensures the integrity of personality development and creates conditions for its further comprehensive development and optimal adaptation to society.

Thus, communication and interaction constitute a complex dialectical unity. We assume that the use of constructive interactions in the educational process regulates the cognitive activity of younger schoolchildren and allows the child to develop the ability to emotionally anticipate the interaction situation, thereby preparing him for independent activity in conditions of failure. One of the main tasks of constructive interactions is training and self-education in adequate ways of communication and behavior, as well as consolidation and subsequent development of mechanisms of personal and semantic regulation. Constructive interactions are the process and result of joint activities of people, in which each participant in the activity is included. The activity, accordingly, itself develops and expands the sphere of knowledge of everyone’s skills and abilities, and at the same time forms a value-based attitude towards all participants in the activity and to the activity process itself directly.

In the third and fourth grades of one of the schools in Yekaterinburg, we are implementing a program for developing the communicative competence of students based on constructive interactions in the teacher-group, teacher-child, child-child, child-group system. During the classes, students gain knowledge of how to communicate, practice using adequate methods of behavior, and master the skills of constructive interactions both in situations of success and failure. As a result, each student learns personal self-regulation, which, as the main factor of activity, is associated with the awareness and implementation of a value-based attitude towards other people and the process of activity.

In the future, we plan to explore the possibility of introducing constructive interactions into the practice of purposefully developing value-based relationships with peers among first-graders in parallel with the development of communicative competence.

Literature:

Belkin A.S. Pedagogy of childhood - Ekaterinburg: "Socrates", 1995-152p.
Bodalev A.A. Personality and communication - M.: International Pedagogical Academy, 1995-328p.
Korotaeva E.V. Issues of theory and practice of interaction pedagogy. Ekaterinburg, 2000-132p.
Obukhova L.F. Child psychology: theories, facts, problems. - M.: Trivola, 1995. - 360 p.
Rubinshtein S.L. Fundamentals of general psychology. - St. Petersburg: Peter, 1999.

Khrebina S.V.

ORCID: 0000-0002-1825-0097, Doctor of Psychological Sciences, Professor, Pyatigorsk State University

PSYCHOLOGICAL APPROACHES TO MODELINGCONSTRUCTIVE INTERACTIONIN THE HIGHER EDUCATION SYSTEM

Annotation

The article reveals the psychological features of modeling constructive interaction in higher educational institutions. Factors contributing to the organization of constructive interaction are determined: positive relationships between the subjects of the educational process, the personality of the teacher, interdependence and combination of all aspects of professional pedagogical communication. The components of the model for organizing constructive interaction, both between teachers and students, are substantiated. Among them, a specially constructed psychological and developmental situation aimed at the formation of self-awareness acquires special significance. self-esteem, personal development. The structure, content and stages of implementation of the model of constructive interaction in the university system are proposed and described.

Key words: interaction, personality development, interpersonal relationships, psychology of subjects of higher education education.

Khrebina S.V.

1 ORCID: 0000-0002-1825-0097, PhD in Psychology, Pyatigorsk State University

PSYCHOLOGICAL APPROACHES TO MODELINGCONSTRUCTIVE INTERACTIONIN THE SYSTEM OF HIGHER EDUCATION

Abstract

The article reveals the psychological characteristics of modeling constructive cooperation in higher education. Identifies factors contributing to the organization of constructive engagement: the positive attitude of the educational process, personality of the teacher, the interdependence and the combination of all sides of a professional pedagogical communication. Settle constituent components of the model of organization of constructive engagement as teachers and students. Among them, a special significance is the specially constructed psycho-developing situation aimed at creating self-awareness, self-esteem, self-identity. Proposition wife and describes the structure, content, and implementation phases of the model of constructive cooperation in the university system.

Keywords: interaction, personal development, interpersonal relationships, psychology of subjects’ education of high school.

In modern educational practice of higher education, there is currently a conservatism in the professional thinking of many teachers, which makes it difficult to introduce new ideas and technologies into the educational process of institutions. It is necessary to create an innovative educational space where a person can realize the significance of his own “I” and gain awareness of the significance of other people. However, the objectivity of the individual is not a spontaneous new formation; it has a space of its pre-existence both in the subjects carrying out the educational process and in the subject-development environment.

In pedagogical activity, in the plane of joint creative interaction, there are various participants in this process, referred to as “subjects” and “objects” of activity. They are united by relationships of mutual adaptation, interaction and personalization. Specialized training in professional knowledge, skills and abilities should take place relevant to the type of student’s personal profile in order to equip him with the means and technology of personal influences. Moreover, teaching pedagogical influence through the mechanisms of personal influences must be carried out not in general, but in relation to specific conditions and situations, with very specific manifestations and symptoms observed in students, subordinating the entire arsenal of acquired skills and abilities to the main goal - the development of the student’s personality.

When exploring the problem of constructive personal development interaction, it is important to highlight the main aspects of this problem. A person’s personality is endowed only with its own inherent combination of traits and characteristics that form its individuality. If personality traits are not represented in the system of personal development interaction, they turn out to be insignificant, because do not receive conditions for development.

Research conducted by V.A. Kan-Kalik and his employees made it possible to identify certain requirements for organizing a system of interaction between students and teachers. Their features are the interaction of factors of accountability and factors of cooperation; implementation in the course of relationships and transfer to students of feelings of their professional community with teachers; building a communication system focused on an adult with high self-awareness and self-esteem; inclusion of students in university scientifically organized forms
work; participation of the teaching staff in the implementation of student leisure.

Taking into account these features will ensure a fruitful creative process of education and training, change the principles of interaction between teachers and students, in the direction of cooperation, and will stimulate the fact of the importance of the student’s personality as a bearer of scientific and social values. The significance of socio-psychological aspects in organizing constructive interaction is determined by the personality of the teacher.

Analyzing the psychological aspects of constructive interaction between teachers and students, we assume that it develops and improves objectively valuable properties in the personality structure of the interacting parties, accordingly developing and improving the methods of professional activity of the teacher and forms of communication with students. Such positive relationships are due to the following factors: social equality of the parties to interaction; the social significance of the students’ needs satisfied by the teacher; the personal significance of the students’ needs satisfied by the teacher. The transformation of social needs into personal ones, the acquisition of personal meaning by them is the most important condition for the activity of a teacher.

The role of a university teacher in creating conditions for the creative development of a student’s personality in the process of constructive personal development interaction is fundamental. This leads to increased demands on it, which are dictated by the modern situation of sociocultural development, in which the teacher’s need for self-affirmation and increased self-esteem is of great personal importance.

The pedagogical strategies currently being introduced are based on the subjective position of participants in the educational process: both teachers and students equally. The success of constructive personal development interaction in higher educational institutions depends on the level of development of the necessary skills and abilities of the teaching staff. A teacher capable of modeling constructive interaction, possessing a set of psychological, psychophysiological and professional characteristics necessary for professional activity, will ensure high professional efficiency in the learning process. The teacher, transmitting examples of his subjectivity to students, continues himself in them. Thus, the development of the teacher’s personality comes to the fore in the process of modeling constructive interaction in higher education.

Constructive interaction implies that at the head of the educational process is the personality of a teacher of a higher educational institution, endowed with certain qualities, personality traits, professional knowledge, culture, and a system of behavior. Thus, interpersonal and intercollective interaction should be built on the basis of the teacher’s formed self-awareness and taking into account his knowledge of the psychological structure of the personality of students and the student body as a whole.

Research conducted under the direction of A.A. Bodalev showed that the assessments and self-esteem of most students do not coincide, being in clear contradiction with each other, which interferes with the correct establishment of relationships. Personal characteristics and those given in absentia by comrades also do not correlate with each other, i.e. there is inadequate self-esteem, both on the high and low sides. Consequently, correctional and developmental work is needed, aimed at establishing the right relationships and studying the personality of students to bring together the parameters of assessment and self-esteem.

It seems that modeling constructive interaction between students and teachers presupposes high-quality interdependence and a combination of all aspects of professional pedagogical communication. When modeling constructive interaction, the communicative, interactive and perceptual aspects of professional communication are the most important factors ensuring the personal development of students, and are indicators (the qualitative side) of such interaction. Thus, the organization of interpersonal communication and the communicative culture of teachers of higher educational institutions qualitatively influences the process of constructive interaction.

Psychological and pedagogical mechanisms of personality formation in the process of constructive interaction are carried out on the basis of the use of pedagogical technologies focused on the development of the individual’s creativity, taking into account its individual psychological characteristics. The processes of interpersonal interaction can be considered as manifestations of the personality of each of the participants in this interaction. That is, the real existence of a person is revealed in the totality of these objective relations, which are mediated by joint activity.

An analysis of systemic research in recent years has proven the thesis that if students and teachers are united by a joint search, problem-based learning turns into creative collaboration. These relationships should be modified in comparison with school ones and, to a certain extent, “remove” the age barrier that interferes with joint activities. In relationships, the factor of compliance is replaced by the factor of cooperation or combined with it. Without changing this principle of interaction between teacher and student, the process of higher education becomes more difficult. Hence, one of the important tasks is to reveal the creative potential of the personality of the interacting parties with the aim of their further self-improvement.

The unit of psychological support for the process of constructive interaction can be a constructed psychological-developmental situation aimed at forming the self-awareness of the individual, both teachers and students, with its constituent components: self-knowledge, self-esteem, self-development.

The organization of constructive interaction in the higher education system is determined by the goals of forming its components. Thus, the main goal of the first stage is the formation of socio-psychological personality qualities necessary for the effective implementation of the process of constructive interaction in the “teacher-student” system. This process should be considered as an organized activity that is gradual and systematic in nature, involving: optimization of the motivational-semantic sphere and the personality characteristics interrelated with it; formation of a system of knowledge about oneself at the evaluative and emotional level; development of communicative competence; increasing the activity of the personal and professional potential of subjects during the joint activities of teachers and students.

The implementation of constructive interaction approaches in higher education will allow students to: learn effective strategies and tactics for communication and interaction with other people; determine the optimal ways to represent the individual in the professional community; master techniques of psychological protection and psychological support; create an adequate image of the world during the learning process; to develop the ability to determine promising lines of personal and professional development.

Literature

Kotova I. B., Shiyanov E. N. Philosophical and humanistic foundations of pedagogy. – Rostov – R/D., 1997. P. 94.
Leontyev A. N. Activity. Consciousness. Personality. M., 1977. P. 286.
Petrovsky V.A., Kalinenko V.K., Kotova I.B. Personal development interaction. Rostov n/d, 1995. P. 55.
Rogov E.I. The teacher as an object of psychological research. M., 1998. P. 249.

References

Kotova I. B., Shijanov E. N. Filosofsko - humanisticheskie osnovanija pedagogiki. – Rostov – R/D., 1997. S. 94.
Leont'ev A. N. Dejatel'nost'. Soznanie. Lichnost'. M., 1977. S. 286.
Petrovskij V.A., Kalinenko V.K., Kotova I.B. Lichnostno-razvivajushhee vzaimodejstvie. Rostov n/D, 1995. S. 55.
Rogov E.I. Uchitel’ kak obekt psihologicheskogo issledovanija. M., 1998. S. 249.

Vza and the relationship between society and nature - the impact of human society (anthropogenic factors) on nature and nature (natural factors) on human health and economic activity.

Types of human impact on nature

Anthropogenic impacts - human activities related to the implementation of economic, military, recreational, cultural and other interests, introducing physical, chemical, biological and other changes to the natural environment.

Destructive (destructive) impact - human activity leading to the loss of the natural environment of its beneficial qualities to humans. For example, clearing rain forests for pastures or plantations, as a result of which the biogeochemical cycle of substances is disrupted, and the soil loses its fertility in two to three years.

hundred bilizing effect - human activity aimed at slowing down the destruction (destruction) of the natural environment as a result of both human economic activity and natural processes. For example, soil protection measures aimed at reducing soil erosion.

Constructive Impact - human activity aimed at restoring the natural environment disturbed as a result of human economic activity or natural processes. For example, landscape reclamation, restoration of the number of rare species of animals and plants, etc. A destructive impact can be called negative (negative), and a stabilizing and constructive impact can be called positive (positive).

. Indirect (mediated) impact - changes in nature as a result of chain reactions or secondary phenomena associated with human economic activity

Unintended Impact is unconscious when a person does not anticipate the consequences of his activities.

Intentional Impact is conscious when a person expects certain results from his activities.

Increasing use of natural resources due to population growth and development scientific and technicalwho's progress leads to their depletion and increased pollution of the natural environment with industrial waste and consumer waste. That is, the deterioration of the natural environment occurs for two reasons: 1) reduction of naturalresources; 2) pollution of the natural environment.

The degree of human impact on nature

The depth of the environmental consequences of human impact on nature depends on several variables: population size, lifestyle and environmental awareness. This relationship can be described by the formula:

Ecological consequences = (population*lifestyle)/environmental level. consciousness.

Ecological crisis. Ecological disaster.

Unbalanced relationships between society and nature, that is, irrational environmental management, often lead to an environmental crisis and even an environmental disaster.

Ecological crisis (ecological emergency) - an environmental disaster characterized by persistent negative changes in the environment and posing a threat to human health. This is a tense state of relationship between humanity and nature, caused by the discrepancy between the size of human production and economic activity and the resource and ecological capabilities of the biosphere. The environmental crisis is characterized not so much by an increase in human impact on nature, but by a sharp increase in the influence of nature changed by people on social development.

Ecological disaster (ecological disaster) - environmental trouble, characterized by profound irreversible changes in the environment and a significant deterioration in public health. This is a natural anomaly, often arising from the direct or indirect impact of human activity on natural processes and leading to acutely unfavorable economic consequences or mass death of the population of a certain region.

An environmental crisis and an environmental disaster, depending on the scale, can be local, regional and global.