The dissertation presents a general conception of the research of the psychology of facilitative interaction in the pedagogical process at secondary schools. By facilitation, we mean a personality-oriented approach, which is expressed in a global sense of trust according to another person, when it was displayed the tendency to personal growth, to the development and realization of his/her individual potential.
The components of facilitation were designed. They have a purpose to create such a microclimate in staff, which would ensure personal growth and development: authenticity, “naturalness”, sincerity of the person; congruence; acceptance of one’s own personality and the personality of another individual, careful attitude to him/her and positive acceptance of this person even in a case of recognition of his/her shortcomings; also empathic understanding.
The types of facilitative interaction in the pedagogical process of secondary schools were determined. As a result of the research the theoretical model of productive facilitative interaction in the pedagogical process of secondary schools was created, its components were established: methodological, semantic, technological, criterion and personal-value ones. The functions of facilitative interaction were defined.
The psychological mechanisms by which the frame scenario of facilitative interaction in the pedagogical process of secondary schools were determined: the mechanism of strengthening a pragmatic content of questions and their functional plan, the mechanism of linear organization of facilitative interaction, the mechanism of predictability of implicit questions, the mechanism of pragmatic modality.
Taking into account the results of the experimental research, a structural-functional model of forming the readiness of schoolchildren for facilitative interaction in the pedagogical process of secondary schools was built. This model consists of five blocks: a target one, the methodological block, a semantic one, also the technological and effective blocks. In the process of the experiment, the effectiveness of the facilitative program for the formation of pupils’ readiness for facilitative interaction was confirmed. The psychological training “Formation of readiness of schoolchildren for facilitative interaction in the pedagogical process of secondary schools” was developed and tested during the moulding experiment. It contains three blocks of exercises that actualize the motivational, semantic and operational components of pupils’ readiness for facilitative interaction.
Keywords: facilitative interaction, behavioural patterns, intentionality, reference, presuppositions of the communication, sincerity of the person, congruence, empathic understanding.
