Techniques of constructive interaction are necessary for any modern person. Such abilities are most important for those who are forced to work with people. Thus, the basics of constructive interaction are necessarily taught in the training course for psychologists, teachers, and deputies. However, it will not be superfluous for ordinary people to have an idea about this area. It is no secret that types of constructive interaction will help parents establish a dialogue with their child, even if we are talking about the problematic period of adolescence. Such skills are no less important for other people interested in realizing themselves in society.
Success in life: skills will help
Indeed, a lot can be achieved in reality by those who have special skills. This allows you to manipulate society and turn any situation in your favor. Knowing the mechanisms of constructive interaction, you can create a program of behavior for yourself with different people, and its result will be useful for both sides of the dialogue. At the same time, psychologists point out that members of society who are gloomy, uncommunicative, and incapable of productive communication will face serious difficulties in various areas of life.
If a person’s attempts to interact with others lack signs of constructive interaction, this will cause social rejection. Creating an effective dialogue becomes not only doubtful, but sometimes completely impossible. Under such conditions, success in both your personal life and career seems unlikely. To change the dynamics of the situation, a detailed, thoughtful organization of constructive interaction is required.
Structural element
A structural element is a combination of several finite elements, which during design will be considered as a single whole.
Any mechanical structure consists of parts - structural elements. For example, as in the photo below - a car body with structural components painted in different colors.
Social dialogue is also an art
Communication is not just a skill given to everyone by nature. Psychologists point out that this is an art that you have to learn throughout your life. Due to character and personality traits, it is easier for some, but for others it is much more difficult to get along with it. By applying the rules on which constructive interaction in society is based, knowing the psychological context, subtext, and tools for influencing the interaction between participants in society, one can achieve success. Often, the comprehensive development of an individual presupposes conditions for constructive interaction, but in the absence of such, a person who understands the essence of relationships can make efforts to create a suitable environment.
Personality and psyche, especially in childhood, are largely shaped by relationships with the closest people. In the future, this will regulate relations with other participants in society. Psychologists pay attention: children are characterized by very strong emotions, which weaken with age, become muted, and behavioral aspects manifest themselves more clearly. Methods of constructive interaction involve adjusting the emotional development of the child in such a way that the development of personality is as complete as possible. During childhood, it is important to lay down the concept of “I”, to which the whole future life will be subordinated. Ways of constructive interaction come to the rescue.
Communication: an important aspect for any personality
It is necessary to understand that constructive interaction is a category clearly related to the characteristics of social interaction between people. At the same time, it is taken into account that communication has many plans, develops, and is established by various mechanisms. It is assumed that participants in society exchange data and formulate a strategy of action, and understand each other. This approach creates the basis for constructive interaction. This is important from the point of view of the result, since only by developing a joint correct strategy can any complex problem that requires coordination of efforts be solved.
From the point of view of the educational process, constructive interaction is a set of measures that includes the preparatory stage, direct mentoring, as well as certain manipulative techniques of instilling information and persuasion. Within the framework of such interaction, the student is required to repeat, imitate, and be willing to cooperate. At the same time, constructive interaction is a phenomenon that may include resistance as an additional, side element or as one of the basic tools for personality formation.
Signs of constructive and destructive interpersonal relationships
| Destructive relationships | Constructive relationships | |
| 1 | Low self-esteem | Adequate self-esteem, partners respect each other’s opinions |
| 2 | Suffering and resentment. | Partners are not afraid to talk about their problems and solve them together. |
| 3 | Giving up personal interests in favor of one of the family members. | Taking into account the interests of each family member. |
| 4 | Imposing your opinion. | Family members can be themselves. Seeking help from others when needed. |
| 5 | Refusal to acknowledge the problem of a destructive relationship. | Ability to recognize and analyze destructive relationships. |
| 6 | Frustration, fear, anxiety, depression, dissatisfaction. Feeling like you are not living your life. | Satisfaction with all aspects of relationships and the psychological health of the family. |
| 7 | Partners take turns trying on the roles of persecutor and victim, manipulator and manipulated. | Each family member has their own roles and responsibilities. |
| 8 | There are no common life positions, goals, dreams and plans. | Everyone in the family has a common dream. The main goal of such relationships is the well-being of each family member. |
Being in a constructive relationship, partners can openly discuss any problems that arise between them and recognize their own responsibility for the psychological atmosphere that has developed in the family.
Psychological immaturity and infantilism are characteristic of a family member who is in the position of a victim. Such people are characterized by a lack of desire to change anything in their lives, and as the saying goes, “He who does not take risks, never loses money.” A lying stone doesn’t drink champagne!” © The Truman Show.
Bunin said: “The one who doesn’t risk the most is at risk.” In our case, this person risks being left with a large basket of psychological problems, a feeling of loneliness even if he has a partner.
Well, what to do?! First you need to admit to yourself that you have a problem. To do this, you should know some of the causes of toxic relationships.
rice. How to understand that a relationship is over
Education and interaction
Currently, the educational process throughout the world (and in our country too) is undergoing changes controlled by the principles of humanism. Based on this, the relationships allowed between teachers and students change greatly. Both parties should participate equally in the communication process; this is the essence of constructive interaction. You cannot use methods of influence on one of the parties that would destroy the personality or influence behavior and consciousness.
The humanistic approach obliges us to accept both adults and children as they are. An example of constructive interaction is joint learning, during which the unique perception of each party is fully preserved. At the same time, it is necessary to monitor that personal development moves in a positive direction. Elders do not have the right to evaluate a person; this is only available in relation to specific actions. It is important to take into account the interests of both sides of the interaction, including analyzing prospects. Communication built taking into account these aspects will lay the foundations for correct social interaction for the entire future of the younger generation.
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.
Without interaction - nowhere
Development, learning, improvement are completely impossible without social interaction. At the same time, it is customary to highlight not only constructive methods, but also a number of others. Some of them are permissible, others are strictly prohibited, and their use is erroneous and should be stopped immediately.
Examples of constructive interaction are those relationships that ensure personal development, moreover, complex and comprehensive. As a result, the child becomes a holistic person who can easily adapt to society. A good example is stimulating a sense of surprise in the participants in a situation. By provoking the interlocutor to behave in a way that would be useful, mutually beneficial for both parties, a person can try to surprise him with a non-standard presentation of the situation. You can also resort to external, additional means, including communication with other people, in order to cause surprise and thereby stimulate constructive interaction within the current situation. What is noteworthy is that this approach gives a positive result even when the nature of the situation as a whole is negative.
How to improve relationships in a destructive family?
#1 Don't put the blame on your date
All destructive relationships between a man and a woman are necessarily united by one characteristic feature. Each partner tries to place all the blame for failures in the relationship on the other, but neither of them is truly willing to admit that they were wrong.
A classic example of a destructive relationship:
A husband suffering from alcoholism and prone to domestic violence periodically asserts his need to relieve excess aggression at the expense of his wife. The wife, in turn, is very dissatisfied with this state of affairs, but since the spouses are united by great love and after each incident of violence, the husband sincerely repents, the relationship continues to exist. The destructiveness of such relationships lies in the fact that no matter how much the spouse repents, situations of physical or psychological violence are repeated again and again.
This happens because the husband and wife constantly take turns playing the role of persecutor and victim in the relationship, and in very rare moments they are partners. At the moment of a man’s aggressive attacks, he becomes a stalker and blames his wife for his failures, and after repentance, the man becomes a victim of the dismissive attitude of his wife, who decides that the man needs to be “re-educated.” Eventually, the spouse becomes fed up with the position of the victim and he again resorts to active aggressive actions, becoming a persecutor.
In addition, children suffer from such relationships in the family, who are often not given enough attention and love. By observing the unhealthy relationships of their parents, they may realize a similar family scenario in the future or even receive mental trauma for the rest of their lives.
Why continue to wear each other down with this kind of relationship? It is obvious that the game brings hidden satisfaction to both spouses. The husband can satisfy the wife’s need to be needed by someone, and the wife, in turn, gives the man the opportunity to control her actions for some time. Most likely, both spouses are reproducing the relationship scenario that they remember from childhood.
#2 Getting out of destructive interpersonal relationships
To find a way out of the painful situation of a destructive relationship, you need to recognize your hidden needs and try to satisfy them in less destructive ways. In addition, in order for the relationship between the partners to improve, each spouse needs to admit their guilt in the current situation and really change their thinking and behavior.
If only one of the spouses (often acting at this moment in the role of a “victim”) is ready to change in order to improve the situation in the family, the only reasonable solution would be to break off the relationship and try to improve one’s psychological state without constantly provoking conflict on the part of the partner.
What else is there?
In addition to constructive, it is customary to talk about destructive, destructive, restrictive social interaction. Each of the listed types has a number of specific features.
Destructive is a method of interaction that involves some destruction. When resorting to it, you need to be prepared to destabilize the relationships between participants in communication. The system in which interacting people are embedded may collapse. If it is assumed that one participant in the dialogue is teaching something to another (teacher, parent), the use of destructive techniques can lead to distortion of information and complete ineffectiveness of the process of personal improvement.
Restrictive interaction between participants in society is a limiting type of relationship in which one of the parties to the dialogue controls the other, without paying attention to the whole picture. The development of the situation may follow a positive scenario, but there are no guarantees. Restructive interaction involves support. If a certain interaction between participants in society has made it possible to achieve a certain success, the use of such relationship mechanisms makes it possible to maintain success.
Choosing the right interlocutor
Subordinates discuss among themselves the decisions of their management: some are not satisfied with the reduction in time allotted for a lunch break, others are unhappy with the air conditioning that does not work in the heat, others are not satisfied with the lack of a trash can in the office, etc. If they simply discuss this among themselves, they will ultimately achieve nothing. It would be more constructive to address such questions directly to your superiors (if there is a specific proposal).
One does not exist without the other
Communication, social interaction is a very complex process. It is impossible to form a dialogue between two people by subordinating it only to the principles of constructive interaction and completely bypassing other aspects. The main task of both parties is to make efforts to ensure that the constructive as the most productive method dominates, in which case the result will be beneficial for all parties concerned.
The unity of methods for establishing contact forces us to be very careful about the activation of cognitive activity. Of course, this is most important when it comes to the development of the younger generation. The educational and training process should be based on the use of constructive approaches as the only correct ones. This allows you to control not only emotionality, but also cognitive activity. With the right approach, constructive techniques can effectively prepare a child for the fact that there may be failures in life. At the same time, a constructive approach allows us to consolidate mechanisms for regulating behavior that take into account both the meaningfulness of actions and the personal aspects of the participants in the situation.
Rule #1
Orderly and respectful communication is the foundation of constructive conversation. People are able to discuss issues openly only if they see that the other person is closely involved in the conversation. Ridicule, shouting, sarcasm or simple inattention simply discourage the desire to communicate, and thereby violate the main goal of a constructive conversation - finding a result that would suit both parties.
This is an extremely simple rule, which, unfortunately, is not always followed. Some may say, “I’m definitely not like that. I always listen to the other person." Perhaps this is true. But “listening to the interlocutor” and “hearing the interlocutor” are completely different things.
Below we will share with you other important rules that every person who wants to learn how to have a constructive conversation needs to know.
Professional approach
As experts note, in the last few years the problem of changing the professional approach to interaction between teachers and students has become especially urgent. This is expressed both at the level of employees of educational children's institutions and educational institutions - from schools to universities. Methodologists are faced with the task of developing a methodology, a theory that would make constructive interaction possible and generally accepted. This is also very important when it comes to special vocational education.
Interaction, including in the field of special education, between the student and the teacher is an interdisciplinary complexity. In order to maximize the potential of the student, as well as the capabilities of the teacher, it is necessary to approach the educational process comprehensively, joining forces with other specialists teaching related disciplines.
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.
Collaboration idea
When it comes to the educational process, the need for constructive interaction arises not only between teacher and student, but also within the teaching team. In this case, the idea is to coordinate the goals pursued by different specialists, as well as methods and means. It is necessary to understand that a truly constructive approach involves taking into account tasks that are significant for each individual participating in the process. This helps not only to develop each participant in the process, but also to improve the group as a social unit, an organism that works systematically.
Constructive interaction, when examined in detail, looks like a rather contradictory task. This is due to the fact that it is extremely difficult to coordinate the goals of different social elements, members of the same group. In addition, it is rarely possible to observe that truly optimal methods and means are used within a group, and that the parties coming into contact occupy truly productive positions. All this directly affects the result. The productivity of the work process falls; the group and the individuals who form it cannot develop to their full available potential.
What is the difference between constructive dialogue and normal conversation?
We think you already roughly understand what a constructive conversation or dialogue means. But this raises another question: how does constructive communication differ from ordinary communication? Well, let's try to figure it out.
The main difference in these concepts lies in the purpose for which the conversation is being conducted, and, of course, in the style of the conversation itself. The essence of constructive conversation is the orderly discovery of truth, which shapes a person’s worldview. A conversation that has no purpose is just chatter. Such chatter is aimed only at the exchange of information between people. This means that as a result of the dialogue, a person is left with only positive or negative emotions.
A characteristic feature of a constructive conversation is a mutual desire to achieve mutual understanding, and until this goal is achieved, the interlocutors will continue to communicate. This means that upon completion of such a dialogue, a person’s point of view on a certain issue should change.
Constructive and destructive
Often, when trying to form constructive cooperation, participants in the work process end up with exactly the opposite. This is due to a lack of skills and abilities, since currently most educators and teachers do not have a high-quality theoretical basis for the formation of a correct group and relationships within it. You can notice destructive interaction when it is noted that one participant is not ready to accept and recognize goals and methods that are important for the other. At the same time, positions are denied. This leads to the fact that instead of solving the problem and task, additional negative connections are only formed between group members, which in a predictable way does not give an effective outcome.
If the work process is built taking into account the principles of humanism, it is possible to prevent relationships from being skewed in a negative direction, as a result of which a system of interconnected prerequisites and consequences is formed that ensures constructive interaction. For this purpose, in the first place is the assessment of the individual as a significant, independent object worthy of respect and attention. It is necessary to recognize the right to the uniqueness of every individual included in society. Understanding that the interlocutor is unique, you can take this into account when working together. At the same time, constructive interaction involves focusing on the ideas of tolerance, therefore, all participants in the relationship must be tolerant of others. Prejudice that may affect the correct assessment of events, opinions, and people is unacceptable. This directly affects the nature of relationships in the group.
How to write a term paper on speech therapy
07.09.2010 257558
These guidelines are compiled to help students gain an understanding of the content and structure of coursework in speech therapy.
Logopedia of pedagogical science that studies anomalies of speech development with normal hearing, explores the manifestations, nature and mechanisms of speech disorders, develops the scientific basis for overcoming and preventing them means of special training and education.
The subject of speech therapy as a science is speech disorders and the process of training and education of persons with speech disorders.
The object of study is a person suffering from a speech disorder.
The main task of speech therapy as a science is the study, prevention and elimination of various types of speech disorders.
Coursework in speech therapy is a student's scientific and experimental research. This type of educational activity, provided for by the educational and professional program and curriculum, contributes to the acquisition of skills in working with literature, analyzing and summarizing literary sources in order to determine the range of insufficiently studied problems, determining the content and methods of experimental research, processing skills and qualitative analysis of the results obtained. The need to complete coursework in speech therapy is due to the updating of knowledge concerning the content, organization, principles, methods and techniques of speech therapy work.
As a rule, during their studies, students must write two term papers - theoretical and practical.
The first course work should be devoted to the analysis and synthesis of general and specialized literature on the chosen topic. Based on this analysis, it is necessary to justify and develop a method of ascertaining (diagnostic) experiment.
In the second course work, it is necessary to provide an analysis of the results obtained during the ascertaining experiment, as well as determine the directions and content of speech therapy work, and select adequate methods and techniques of correction.
So, let’s present the general requirements for the content and design of coursework in speech therapy.
The initial and most important stage of working on a course project is the choice of a topic, which is either proposed by the supervisor or chosen by the student independently from a list of topics that are consistent with the areas of scientific research of the department.
Each topic can be modified, considered in different aspects, but taking into account a theoretical and practical approach. Having chosen a topic, the student needs to think through in detail its specific content, areas of work, practical material, etc., which should be reflected both in the formulation of the topic and in the further construction of the study. It should be recalled that the chosen topic may not only have a purely theoretical orientation, for example: “Dysarthria. Characteristics of the defect”, “Classification of dysgraphia”, but also take into account the practical significance of the problem under consideration, for example: “Speech therapy work on speech correction for dysarthria”. It should also be taken into account that when formulating a topic, excessive detail should be avoided, for example: “Formation of prosodic components of speech in preschoolers of the sixth year of life attending a preschool institution for children with severe speech impairments.”
The course work includes such mandatory parts as: introduction, three chapters, conclusion, bibliography and appendix.
The text of the term paper begins with the title page . An example of its design can be seen here.
Then the content of the work is given, in which the names of chapters, paragraphs, and sections are formulated in strict accordance with the content of the thesis. An example of its design can be seen here.
In the text, each subsequent chapter and paragraph begins on a new page. At the end of each chapter, the materials are summarized and conclusions are formulated.
The introduction reveals the relevance of the problem under consideration in general and the topic being studied in particular; the problem, subject, object, and purpose of the study are defined. In accordance with the goal and hypothesis, objectives and a set of research methods aimed at achieving the objectives must be defined.
The relevance of the topic lies in reflecting the current level of pedagogical science and practice, meeting the requirements of novelty and usefulness.
When defining the research problem, it is important to indicate what practical tasks it will help to implement in training and educating people with speech pathology.
The object of research is understood as certain aspects of pedagogical reality, perceived through a system of theoretical and practical knowledge. The ultimate goal of any research is to improve this object.
The subject of research is some part, property, element of an object, i.e. the subject of research always indicates a specific aspect of the object that is to be studied and about which the researcher wants to gain new knowledge. An object is a part of an object.
You can give an example of the formulation of the object, subject and problem of research:
– The object of the study is the speech activity of preschool children with phonetic-phonemic speech disorders.
– The subject of the study is the features of intonation speech of children with phonetic-phonemic speech disorders.
– The research problem is to determine effective directions for speech therapy work on the formation of intonation expressiveness of speech in the system of correctional intervention.
The purpose of the study contributes to the specification of the object being studied. The goal of any research is to solve a specific problem. The goal is specified in tasks taking into account the subject of research.
The research objectives are formulated in a certain sequence, which determines the logic of the research. The research objectives are set on the basis of a theoretical analysis of the problem and an assessment of the state of its solution in practice.
The first chapter is an analysis of literary sources, which examines the state of this problem in historical and modern aspects, and presents the most important theoretical principles that formed the basis of the study.
When writing the first chapter, you should pay attention to the fact that the text of the course work must be written in a scientific style. When presenting scientific material, it is necessary to comply with the following requirements:
– Specificity – a review of only those sources that are necessary to disclose only a given topic or solve only a given problem;
– Clarity – which is characterized by semantic coherence and integrity of individual parts of the text;
– Logicality – which provides for a certain structure of presentation of the material;
– Reasoning – evidence of thoughts (why this and not otherwise);
– Precision of wording, excluding ambiguous interpretation of the authors’ statements.
A literary review of the state of the problem being studied should not be reduced to a consistent presentation of literary sources. It should present a generalized description of the literature: highlight the main directions (currents, concepts, points of view), analyze in detail and evaluate the most fundamental works of representatives of these directions.
When writing a work, the student must correctly use literary materials, make references to the authors and sources from which the results of scientific research are borrowed. Failure to provide required references will reduce your coursework grade.
As a rule, in coursework on speech therapy, references to literary sources are formatted as follows: the number of the cited source in the general list of references is placed in square brackets. For example: General speech underdevelopment is a speech pathology in which there is a persistent lag in the formation of all components of the language system: phonetics, vocabulary and grammar [17].
When using quotations, in square brackets, in addition to indicating the source number, the page number from which this excerpt is taken is indicated, for example: Speech rhythm is based on a physiological and intellectual basis, since, firstly, it is directly related to the rhythm of breathing. Secondly, being an element that performs a communicative function, “correlates with meaning, i.e. controlled intellectually” [23, P.40].
However, course work should not be of a purely abstract nature, so you should not abuse the unreasonable abundance of citations. Quoting should be logically justified, convincing and used only when really necessary.
In the second chapter , devoted to experimental research, the organization should be described and the program of the ascertaining experiment should be presented. The survey methodology, as a rule, consists of a description of several series of tasks, with detailed instructions, visual and lexical material, the procedure for completing tasks by experiment participants, and scoring criteria. This chapter also provides a qualitative and quantitative analysis of the results obtained.
When analyzing the results of an experiment, it is necessary to use a scoring system. Examples of various criteria for quantitative and qualitative assessment are presented in the following works:
– Glukhov V.P. Formation of coherent speech in preschool children with general speech underdevelopment. - M.: Arkti, 2002. - 144 p.
– Fotekova T.A. Test methodology for diagnosing oral speech of primary schoolchildren. - M.: Arkti, 2000. - 56 p.
– Levchenko I.Yu. Pathopsychology: Theory and practice. - M.: Academy, 2000. - 232 p.
In order to visually present the results obtained during the experimental study, it is recommended to use tables, graphs, diagrams, etc. Histograms can be used in a variety of ways - columnar, cylindrical, planar, volumetric, etc. An example of the design of tables, figures, and histograms can be found here.
The third chapter provides a rationale for the proposed methods and techniques and reveals the content of the main stages of correctional work.
The conclusion contains a summary of the material presented and the main conclusions formulated by the author.
The bibliography must contain at least 25 sources. The list includes bibliographic information about the sources used in preparing the work. An example of its design can be seen here.
In the application you can present bulky tables or illustrations, examination protocols, observation records, products of activity (drawings, written works of children), notes from speech therapy classes, etc.
The volume of one course work must be at least 30 pages of typewritten text.
In general, coursework in speech therapy is the basis for a future thesis, in which the study of the begun problem can be continued, but from the standpoint of a different approach or a comparative analysis of the disorders being studied in different age categories of people with different types of speech disorders.
The content and format of theses in speech therapy can be found here.
Literature:
1. How to write a term paper on speech therapy: Methodological recommendations. Educational and methodological manual / Comp. Artemova E.E., Tishina L.A. / Ed. Orlova O.S. – M.: MGOPU, 2008. – 35 p.
2. Research work of students in the system of higher professional pedagogical education (specialty 031800 - Speech therapy). Methodological recommendations for completing the thesis / Compiled by. L.V. Lopatina, V.I. Lipakova, G.G. Golubeva. - St. Petersburg: Publishing house of the Russian State Pedagogical University named after. A. I. Herzen, 2002. - 140 p.
Basic principles of interaction
When building constructive working relationships, participants must consider the idea of congruence. Interactivity in this approach requires the activity of all participants, an interested position and coordination of actions to achieve the common goal set for them. Participants must coordinate their capabilities and means in order to achieve maximum mutual understanding.
Another important principle that builds meaningful relationships is honesty, which some also call open play. This approach makes it possible to regulate the significance of relationships between group members. The idea was first explored in the works of Coubertin, who mentioned that the desire for victory should not be an excuse for any actions, noble behavior is important, and the spirit of struggle prevails over the importance of victory itself.
Solve the problem, don't change your interlocutor
In life, many people very often try to change those around them to suit themselves. You should try to get rid of this trait as quickly as possible. Understanding the fact that you are unlikely to be able to change another person can prevent a huge number of problems that may appear in the foreseeable future.
You are faced with a specific task. Let's consider the problem that we mentioned earlier - the child does not have time to complete his homework. In such a situation, there is no need to break your child and try to re-educate him in a rather rude manner. A child may not do his homework not only because he is a hooligan and a slacker. Perhaps he is too busy training. Or tutors take up a lot of his time, and because of this he simply does not have time to work on other subjects. There is a possibility that he simply does not understand this or that topic. As you can see, there can be many reasons. The main thing is to identify the problem and try to solve it.
