Ma F. Coping behavior as a process of gaining personal experience in social relationships

The dissertation is devoted to the analysis of coping behavior as a process of developing variable skills of interactive and communicative relationships in the general context of the psychology of interactive behavior in order to search for psychological mechanisms, with the participation of which behavioral patterns arise and develop, providing an individual with a comfortable stay in social situations of various orientation and communicative-activity organization. It is argued that coping behavior is a behavioral function of the subject, formed in the subject-subject relationships of life activity in general, leading and auxiliary (leisure) activities, in particular. The main semantic load of the concept of coping behavior is its interpretation in line with social conditionality, mediation by language and discursive speech due to the constant «honing» of communicative skills caused by the self-image of an individual as a carrier of certain subject functions in the space of social relationships. The psychological basis of coping behavior is the space of interactive discourse as a manifestation of generalized models of social behavior «Me < he/they», «Me > he/they», «Me = he/they». In the study, coping behavior was modeled using psychodiagnostic techniques that reproduce the signs of: a) the personality of the participant in interactions, whose belonging to a certain psychotype indicates the features of his subjective reality, against which coping actions are performed; b) the attitude of the individual to himself as a whole and in some individual aspects as a participant in an interactive situation; c) the correspondence of coping actions to an emotional-dynamic pattern, the indication of which is contained in the data on the accentuations of the figure (behavioral trends), considered as a behavioral concretization of this pattern; d) individual confidence as an indicator of a person's readiness to resolve dialectical contradictions in a communicative (interactive) situation in order to obtain the desired result; e) psychological defenses as a way to level psychological discomfort when meeting negative emotions during interactions; f) features of mental organization determined using the social intelligence test. The procedural scheme of empirical research of coping behavior is focused on the use of educational and professional activities of the studied first-year students, carried out in accordance with the schedule of training sessions and the requirements for performing appropriate communicative and educational actions aimed at obtaining an educational result that meets the requirements of the educational standard presented in the specialist model. Since each student of educational and professional activity proceeds from their previous experience and uses the usual coping strategies, which does not always lead to the desired result, and therefore requires some intervention, something like psychological and pedagogical support. The organization of such support involves combining work using appropriate psychodiagnostic techniques and commenting on their results with an emphasis on those points that are necessary for a constructive solution with a focus on the constructive features contained in coping strategies «Planning a solution to the problem» (developing an analytical approach to the problem in order to plan its solution) and «Positive reassessment» (using the current situation for personal growth).