PSYCHOLOGICAL APPROACHES TO THE ORGANIZATION OF FACILITATIVE INTERACTION AT THE LESSONS OF ENGLISH

Mykhalchuk N. та Khupavtseva N. (2022) PSYCHOLOGICAL APPROACHES TO THE ORGANIZATION OF FACILITATIVE INTERACTION AT THE LESSONS OF ENGLISH. Психологія: реальність і перспективи, 2022 (Вип.18). с. 108-118. ISSN 2518-7503

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Анотація

In the article we showed, that facilitative interaction is based on the following psychological approaches: finding specific features or individual personal characteristics that contain essential qualities of a humanistic ideal; they are the person’s specific incarnations; in a life itself can be identified and on this basis be studied, explored the conditions that contribute to the formation of harmonious personalities and their inherent personal qualities (feelings, actions, forms of communication and reflection); only within this paradigm “from the life to the ideal person”, which allows you to analyze ideal ideas in a real space. You can formulate real-life theoretical ideas about a particular ideal, and simulate non-directive psychological and pedagogical practice of reproducing this ideal through human development reality.We believe that Behavioral Psychology has the aim primarily at controlling human behavior, consciousness and personality. In such a way the individual becomes the object of the research and manipulation, and his/her free personal choice is not taken into account. Hence the traditional system of teaching based on a hierarchical structure: teacher guidance – pupil subordination. In the paradigm of Humanistic Psychology, we consider the work of a teacher in comparison with the work of a psychotherapist who does not shape the personality, trying to create its form, but helps the pupil to find something positive that already has a certain level of the development. The teacher should be sensitive and receptive to the individual qualities and characteristics of a pupil. Also, the teacher should fully accept the pupil’s personality and try to understand what kind of person he/she is, what his/her inclinations are, what he/she is capable of, how he/she will develop. If the teacher without any preconditions is quite positive about the pupil, rejoices in his/her success, it minimizes the anxiety and fears of a pupil, his/her protective reactions and ensures the development and self-actualization of his/her personality. Thus, every teacher should not only unconditionally accept the student, but be congruent, empathically understand him/her as a person and be able to explain himself/herself and his/her attitude to the student, so that he understands exactly how he/she should behave to strive for self-development.

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