Keyword: «interpersonal interaction»

The author explores the psychological characteristics of communication, analyzes the communicative interaction from the historical point of view, refers to basic research of scientists and reflects on the peculiarities and elements of communicative interaction in the modern university educational process. The paper presents the author's understanding of communication in the educational process at university, emphasizes the role of open dialogue, self-knowledge, self-improvement in educational process.

One of key problems of the advanced school age is a problem of communication with peers. Relationship with companions is in the center of attention of the senior, they also in many respects predetermine behavior, activity, and in the subsequent exert impact on formation of personal qualities and social installations. For the senior it is important to take the significant place among peers, to be recognized in group or to be the leader in collective. However, not each pupil can reach it as specific features and installations of many children prevent to take the high status place, to be socialized in that social group which for them is reference. Quite often it is connected with optimistic or pessimistic style in communication. Results of an empirical research of features of the social status of seniors of optimists and pessimists are presented in article.

the article deals with such features of educational activities of foreign cadets as their socialization and adaptation to the socio-cultural conditions of a foreign country. Special attention is paid to the motivational side of cognitive activity and the impact of factors of social, personal and educational plans.

In the context of an unstable epidemiological environment, a person has to adapt to changes in communication, and especially in older adolescent age, when the self-consciousness and personality of a teenager is being formed. Purpose of the article: to study psychologically safe communications of older adolescents in an unstable epidemiological situation. Methods and techniques: theoretical (analysis and generalization of psychological and pedagogical literature, goal-setting, modeling); empirical (diagnostic and forming experiments, testing according to two methods of diagnosing interpersonal relations by T. Leary, diagnosing the personal predisposition to conflict behavior by K. Thomas). Experimental research was conducted on the basis of the South Ural State Institute of Arts named after P.I. Tchaikovsky, Chelyabinsk. The experiment involved second-year students of the choreographic department (n = 21). According to the course curator, there are both leaders and children who are not popular with their classmates in the group, there are micro groups. Based on the data obtained, the strategies of behavior in a conflict situation among students in this class by predominance can be distributed as follows: the first position (the most often used strategy) is adaptation. Avoidance is ranked second, compromise is third, cooperation is fourth, and rivalry is fifth. This indicates that adolescents in this class either infringe on their interests completely or achieve them partially, or avoid solving the problem altogether, which means that they do not strive to achieve their goals. Adolescents manifest to varying degrees all strategies of behavior in relation to the others: avoidance, adaptation, compromise, cooperation, rivalry. The most obvious strategies are: adaptation, avoidance and compromise. This indicates that adolescents in this group either infringe on their interests completely or achieve them partially, or avoid solving the problem at all, which means that they have no desire to achieve their goals. The data obtained indicate the possible tendency among adolescents to cooperate, to be flexible and compromise when solving problems in conflict situations, to be responsive, responsible towards people, and at the same time to be persistent and insistent. Based on the results obtained, the authors give psychological and pedagogical recommendations for the development of a targeted program, taking into account the age and psychological characteristics of adolescents, for the formation of psychologically safe communication, as well as recommendations for parents and teachers on optimizing the psychologically safe communication of older adolescents.