Cite this article as:
Vasina V. V. Social Adjustment of Individuals through Facilitation of Social Interaction in Inclusive Education. Izvestiya of Saratov University. Educational Acmeology. Developmental Psychology, 2017, vol. , iss. 4, pp. 300-306. DOI: https://doi.org/10.18500/2304-9790-2017-6-4-300-306
Social Adjustment of Individuals through Facilitation of Social Interaction in Inclusive Education
Inclusion of a facilitator to the inclusive education and understanding of mechanisms and consistent patterns of facilitation of social interaction create conditions for self-education, self-development and socialization of individuals in inclusive education. The problem of both facilitation and socialization is social interaction improvement. The aim is: to study the psychological origin of the phenomenon of facilitation of social interaction (in accordance with socialization) – description of phenomenon, structure (subsumption relations), mechanism, consistent pattern of the social interaction facilitation. Hypothesis: the facilitation of social interaction is a socio-psychological phenomenon, manifested in the fact that the presence of a stranger (an observer, a facilitator) who is outside the system of social interaction, affects the system of social interaction, changing the scenario of interaction in the continuum “improvement-deterioration” of social interaction, which is socialization. Classification of the concept of “facilitator-observer” in subsumption relation for different reasons has been carried out. The mechanisms for facilitation of social interaction and socialization as a reflection of the system of interaction with the meta-position “I”, which leads to a change in the scenario of social interaction are theoretically justified. The empirical study was carried out with the sample group of 200 people of both sexes, aged 19 to 54 years old, including individuals with disabilities, mainly students of inclusive education, intramural and extramural forms of study in KIU. Diagnostic tool “Inclinations to perceive the facilitation impact in stressful situations for behavior strategies” (method of Thomas in modification of V. V. Vasina) was used in the study. We demonstrated that the presence of an observerfacilitator has a stabilizing effect on group norms of behavior strategies in stressful situations, and therefore stimulates the socialization of individuals of interaction in inclusive education. It is established that the facilitation of social interaction is a socio-psychological phenomenon, manifested in the fact that the presence of a facilitator affects the system of social interaction. The prospects can point out the possibility of a differentiated study, to what extent students with different HIA are sensitive to the facilitation effect, whether they are ready for effective communication and facilitation of social interaction.
1. Rubinshteyn S. L. Bytie i soznanie. Chelovek i mir [Being and consciousness. Person and world]. St. Petersburg. 2003, 512 p. (in Russian).
2. Vasina V. V. Fasilitatsiya sotsial’nogo vzaimodeystviya v inklyuzivnom obrazovanii [Facilitation of social interaction in inclusive education]. In: Integratsiya nauki i obrazovaniya v XXI veke: psikhologiya, pedagogika, defektologiya: materialy Vseros. s mezhdunar. uchastiem nauch.-praktich. konf., posv. 30-letiyu fakul’teta psikhologii i defektologii. [All-Russian conference with international part to the 30th anniversary of department of psychology and defectology “Integration of science and education in XXI century: psychology, pedagogy, defectology”]. Saransk, 2015, p. 286–292. Available at: http://konfsppy.wix.com/2015 (accessed 25 May 2017) (in Russian).
3. Kratkiy psikhologicheskiy slovar’ [Short psychological dictionary]. Available at: http://www.cyclopedia.ru/85/212/2648700.html/ (accessed 25 May 2017) (in Russian).
4. Bol’shaya psikhologicheskaya entsiklopediya [Big psychological encyclopedia]. Available at: http://psychology.academic.ru/7371/ (accessed 25 May 2017) (in Russian).
5. Dimukhametov R. S. Fasilitatsiya v sisteme povysheniya kvalifi katsii pedagogov: dis. … d-ra ped. nauk [Facilitation at system of teachers’ further training: diss. … doct. of pedagogy]. Magnitogorsk, 2006. 398 p. (in Russian).
6. Vrublevskaya E. G. Pedagogicheskie usloviya razvitiya u pedagoga sposobnosti k fasilitiruyushchemu obshcheniyu v protsesse ego professional’noy deyatel’nosti (na materiale uchrezhdeniy dopolnitel’nogo obrazovaniya detey): dis. … kand. ped. nauk [Pedagogical conditions of development of teacher’s ability to facilitating communication in process of his (her) professional activity (at material of organizations of children’ additional education): diss. … cand. of pedagogy]. Khabarovsk, 1999. 226 p. (in Russian).
7. Timonina L. I. Sotsial’no-pedagogicheskaya fasilitatsiya uchebnoy deyatel’nosti neuspevayushchikh shkol’nikovpodrostkov: dis. … kand. ped. nauk [Social-pedagogical facilitation of underachieving students-adolescents’ learning activity: diss. … cand. of pedagogy]. Kostroma, 2002. 212 p. (in Russian).
8. Sumina V. E. Razvitie umeniy fasilitatsii obshcheniya u studentov v protsesse ovladeniya inoyazychnoy rech’yu: dis. … kand. ped. nauk [Development of students’ skills of facilitation of communication in process of foreignlanguage speech acquisition: diss. … cand. of pedagogy]. Rostov-on-Don, 2006. 189 p. (in Russian).
9. Smirnova M. N. Pedagogicheskoe vzaimodeystvie kak faktor fasilitatsii psikhofi zicheskoy nagruzki na detey s ogranichennymi vozmozhnostyami zdorov’ya v reabilitatsionnom tsentre: dis. … kand. ped. nauk [Pedagogical interaction as factor of facilitation of psycho-physic stressing by children with limited health capacities at rehabilitative center: diss. … cand. of pedagogy]. Yaroslavl, 2008. 333 p. (in Russian).
10. Pushkina O. V. Obrazovatel’naya sreda shkoly kak osnovopolagayushchee uslovie fasilitatsii professional’nogo samoopredeleniya uchashchikhsya: avtoref. dis. … kand. ped. nauk [School educational environment as fundamental condition of facilitation of pupils’ professional self-determination: autoref. diss. … cand. of pedagogy]. Tomsk, 2012. 23 p. (in Russian).
11. Zhizhina I. V. Psikhologicheskie osobennosti razvitiya fasilitatsii pedagoga: dis. … kand. psikhol. nauk [Psychological features of development of teacher’s facilitation: diss. cand. of psychology]. Ekaterinburg, 2000. 153 p. (in Russian)
12. Filozop A. A. Fasilitatsiya lichnostnoy adaptirovannosti v period pozdney vzroslosti sredstvami tvorcheskogo samovyrazheniya: dis. … kand. psikhol. nauk [Facilitation of personal adaptedness in period of late adultness by means of creative self-development: diss. … cand. of psychology]. Voronezh, 2005. 232 p. (in Russian).
13. Kruglikova A. Yu. Psikhologicheskie osobennosti lichnostnogo rosta mladshikh podrostkov v usloviyakh raznovozrastnogo kollektiva: na primere grupp semeynoy logopsikhoterapii: dis. … kand. psikhol. nauk [Psychological features of junior adolescents’ personal growing in conditions of multiple-aged collective: diss. … cand. of psychology]. Rostov-on-Don, 2006. 224 p. (in Russian).
14. Akosta V. E. Psikhologo-pedagogicheskaya protsedura fasilitatsii polozhitel’nogo perenosa v ovladenii dvumya inostrannymi yazykami: avtoref. dis. … kand. psikhol. nauk [Psychological and pedagogical procedure of facilitation of positive transference in two foreign languages acquisition: autoref. diss. … cand. of psychology]. Tambov, 2012. 26 p. (in Russian).
15. Komarova E. Yu. Psikhologo-pedagogicheskaya fasilitatsiya preodoleniya trudnosti i slozhnosti yazykovykh testov: avtoref. dis. … kand. psikhol. nauk [Psychological and pedagogical facilitation of overcoming diffi culties of linguistic tests: autoref. diss. … cand. of psychology]. Tambov, 2012. 23 p. (in Russian).
16. Alekseev A. V. Posrednicheskie tekhnologii regulirovaniya sotsial’nykh konfl iktov: dis. … kand. sotsiol. nauk [Intermediary technologies of social confl icts regulation: diss. … cand. of sociology]. Orel, 2005. 192 p. (in Russian).
17. Khalitov R. G. Osobennosti psikhosotsial’nogo dissonansa kommunikativno-volevykh komponentov psikhiki v polovozrastnykh gruppakh: avtoref. dis. … kand. psikhol. nauk [Features of psycho-social dissonance of communicative and voluntary components of psychic in sex and age groups: autoref. diss. … cand. of psychology]. Kazan, 2012. 25 p. (in Russian).
18. Lomov B. F. O sistemnom podkhode v psikhologii [About system approach in psychology]. Voprosy psikhologii [Voprosy Psychologii], 1975, no. 2, pp. 31–46 (in Russian).
19. Lomov B. F. Sistemnost’ v psikhologii [Systematicity in psychology]. Available at: https://ru.wikipedia.org/wiki/%D07 (accessed 25 May 2017) (in Russian).
20. Budanov V. G. Metodologiya sinergetiki v postneklassicheskoy nauke i v obrazovanii [Methodology of synergetic in post-non-classic science and in education]. 3rd ed., sup. Moscow, 2009. 240 p. (in Russian).
21. Leont’ev D. A. Neklassicheskiy vektor v sovremennoy psikhologii [Non-classic vector in modern psychology]. Postneklassicheskaya psikhologiya. Sotsial’nyy konstruktsionizm i narrativnyy podkhod [Post-non-classic psychology. Social constructivism and narrative approach]. 2005, no. 1 (2), pp. 51–72. Available at: http://narrativepsy.narod.ru/num1-2005.html (accessed 25 May 2017) (in Russian)
22. Hermans H. J. M. The dialogical self: toward a theory of personal and cultural positioning. Culture & Psychology, 2001, vol. 7 (3), pp. 243–281.
