2Tashkent Medical Academy Integration of Science, Education and Practice in Modern Psychology and Pedagogy: Problems and Solutions
Volume 4 | TMA Conference | 2023 Zamonaviy psixologiya, pedagogikada fan, ta'lim va amaliyot integratsiyasi: muammo va yechimlar
GENERAL CHARACTERISTICS OF TRAINING AS A MULTIFUNCTIONAL METHOD
Muattar Gaffarovna Milieva
O'zbekiston davlat jahon tillari universiteti, "Pedagogika va psixologiya" kafedrasi
katta o'qituvchisi
Ushbu maqolada й^т^ o'tkazishning umumiy harakteristikasi multifunksional usul sifatida qo'llanishi, tering turlari va bosqichlari bayon etilgan. КаШ 8о'г1аг: trening, qobiliyat, o'qitish.
АННОТАЦИЯ
В данной статье описаны общие характеристики тренинга, ее использование как многофункционального метода, виды и этапы тренинга. Ключевые слова: обучение, способность, обучение.
This article describes the general characteristics of training, its use as a multifunctional method, types and stages of training.
Keywords: learning, ability, learning.
Training is a trend in teaching various socio-psychological phenomena and skills that has been actively developing in domestic psychology over the past three decades. To date, there is no generally accepted definition of the concept of "training", which leads to a broad interpretation of the method and the designation of this term for a variety of techniques, forms, methods and means used in psychological practice.
The term "training" (from the English train, training) has a number of meanings: training, education, training, training. Similar ambiguity is inherent in the scientific definitions of training. Yu.N. Emelyanov[1] defines it as a group of active methods for developing the ability to learn and master any complex activity.
The main goal of the training, according to experts, is to increase socio-psychological and communicative competence, the developm of a person's personality. This goal, can be specified in
ANNOTATSIYA
ABSTRACT
Tashkent Medical Academy Integration of Science, Education and Practice in Modern Psychology and Pedagogy: Problems and Solutions
Volume 4 | TMA Conference | 2023 Zamonaviy psixologiya, pedagogikada fan, ta'lim va amaliyot integratsiyasi: muammo va yechimlar
following tasks:
1. Acquisition of knowledge in the field of psychology of personality, group, communication.
2. Formation of skills and abilities of effective communication.
3. Correction, formation and development of attitudes that determine successful interaction with people.
4. Development of the ability to adequately perceive oneself, other people and their relationships.
5. Correction and development of the system of personality relations.
These tasks cannot be isolated and separated from each other, as they are interrelated. However, during the training, one or more of the listed tasks is in the center of attention, while the rest remain on the periphery. The emphasis on a particular task determines, according to researchers, the type of training. Although it should be noted that there is no exhaustive classification of types of training in domestic psychology today.
The qualitative difference between training sessions and classes using traditional teaching methods (lectures, seminars, etc.) ensures the consistent implementation of specific principles and rules for conducting a group and communicating in a group. Let us briefly consider the basic principles and rules for the work of participants in a group.
1. Communication on the principle of "here and now." This principle limits the work of the group to events taking place "here and now" in this group at the moment. Of course, the goal of the training is not to abandon memories altogether, and, apparently, it is very important sometimes to express one's worldview position. But the training process is valuable in that it is possible to analyze the current moment.
The essence of the principle lies in the fact that each member of the group is given the opportunity of a deep, comprehensive study of a specific, "single" case of his own stay in the group and that specific mental reality that unfolds around him in the form of quite specific manifestations of really given people and group processes. It is necessary to be very attentive to your condition during the training and, if possible, talk about it.
2. The principle of personification of statements means the right to speak only on one's own behalf and about what is perceived, felt, experien~ -J
here and now. Its essence boils down to the rejection
Tashkent Medical Academy Integration of Science, Education and Practice in Modern Psychology and Pedagogy: Problems and Solutions
Volume 4 | TMA Conference | 2023 Zamonaviy psixologiya, pedagogikada fan, ta'lim va amaliyot integratsiyasi: muammo va yechimlar
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impersonal speech forms that help in everyday communication to hide the speaker's own position or to avoid direct contact in undesirable cases. According to this principle, judgments such as "usually considered", "some believe" are replaced in the framework of the training by personal forms: "I believe", "I believe". Similar transformations are recommended for unaddressed judgments about others.
3. The principle of confidentiality. The essence of the principle boils down to a recommendation not to take the content of communication that develops in the process of training outside the group. Otherwise, all personal information obtained during the training remains between its participants. This helps to prevent possible harm to the participants associated with the fact that the content of their confidential communication may become public knowledge. Compliance with this rule provides an atmosphere of psychological security and openness in the training group. In addition, confidentiality allows the group to maintain discussion potential.
4. The rule of the schedule of group classes. It is important to agree on the start and end times of classes throughout the training days and on breaks. Usually they give the duration of the lunch break, but do not say the exact time it starts: a break in work should be logical. It is problematic to plan tears or anger of the training participants, to interrupt at such a moment - to lose material for work and, in general, this is unprofessional.
5.The principle of activity of participants. Activity as a norm of behavior in training implies a real "involvement" in the intensive group interaction of each member of the group. The core of activity, according to Petrushin S.V. [2] constitute the attitude and position of the participants, which are exploratory in nature. They cause intensive inclusion in the group process with the aim of actively peering, listening, empathizing with oneself, a partner, and the group as a whole.
However, it is not easy for the participants to implement the research position in the training. The burden of experiencing one's own problems, sometimes painful perception of some new information about oneself, as experience shows, can prevent "conversion" to another person and to a group. As a rule, participants need a certain amount of time, and sometimes a lot, to learn how to combine immersion in their own experiences with observation and active involvement in the analysis of group processes.
6.The principle of confidential and open communication. The essence of this agreement is to talk about what each participant really thin
feels, and not about what others might like. The atmosphere
Tashkent Medical Academy Integration of Science, Education and Practice in Modern Psychology and Pedagogy: Problems and Solutions
Volume 4 | TMA Conference | 2023 Zamonaviy psixologiya, pedagogikada fan, ta'lim va amaliyot integratsiyasi: muammo va yechimlar
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confidential communication is a fundamental element of the training, which largely determines its results. Confidence and openness provide both sincere feedback and rich full-fledged material for it. The development of a climate of trust in a group is a complex process that covers the entire cycle of classes.
As the simplest and first step towards ensuring a climate of trust, the host proposes the adoption of a single form of address for "you". This form psychologically equalizes all those present and introduces an element of intimacy. Subsequently, while observing this principle, it must be remembered that each of the participants implements the measure of frankness for which he is ready, depending on his characteristics and the general level of trust in the group.
7.The principle of partnership or subject-subject communication, which is implemented in the training group and is characterized by the equality of the psychological positions of the participants, recognition of the value of the personality of another person, taking into account his interests, the desire for complicity, empathy, unconditional acceptance of each other. The implementation of this principle creates in the group an atmosphere of security, trust, openness, which allows group members to experiment with their behavior without being embarrassed by mistakes.
8. The rule is not to judge or give advice. This rule means avoiding the following phrases during the training: "It seems to me that you did a bad thing", "If I were you, I would ...", "I advise you ...", etc. Non-judgmental training means acceptance: acceptance without the desire to remake a person, without actively imposing one's way of thinking and way of life.
9. The principle of the research position of the participants involves the creation during the training of such situations in which the participants have to solve problems themselves, discover patterns of interaction and communication of people already known to psychology. The manifestation of the research, creative position of the participants is largely facilitated by the implementation of the principle of partnership communication, which was discussed above.
10. The rule to say "stop". If any of the participants does not want to perform any exercise, answer a question, he can use the "stop" right. The reason for refusal may be severe psychological discomfort or pain that you do not want to aggravate. However, it must be emphasized that these are isolated cases, since the presence of an observer who does not participate in anything and does not anything about himself has a bad effect on the work of the en
Tashkent Medical Academy Integration of Science, Education and Practice in Modern Psychology and Pedagogy: Problems and Solutions
Volume 4 | TMA Conference | 2023 Zamonaviy psixologiya, pedagogikada fan, ta'lim va amaliyot integratsiyasi: muammo va yechimlar
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group.
11.The principle of optimization of cognitive processes in terms of communication. Communication is the most important determinant of cognitive processes at all levels. In conditions of communication, their effectiveness and dynamics differ significantly from those that characterize these processes in conditions of isolated activity.
12. The principle of objectification of behavior involves the transfer of the behavior of participants at the beginning of classes from an impulsive level to an objectified level (level of awareness), at which it is maintained throughout the classes. A universal means of objectifying behavior in training is "feedback".
It is recommended to take these principles (rules) into action in the training only after discussion with the group members. As experience shows, the assimilation of the above principles and rules requires a certain time and is achieved gradually through periodic reminders, demonstration of specific mistakes, or vice versa, examples of successful mastering of specific rules by participants and, of course, by observing these rules by the leader of the group.
Due to the wide variety of training programs, the methodology for conducting each type of training is quite specific. Let's consider the method of conducting the training on the example of the training of communicative competence. The methodology of this type of training provides for the implementation of the following stages or blocks:
1) block for ensuring the operability of the group;
2) a block for the formation of motivation among participants;
3) informational;
4) teaching;
5) personal;
6) final.
Characterization of training effects
The importance of the problem of effects in the analysis of training is obvious. Effects are what we get as a result of using a particular training method. The concept of effect is closely related to the formulation of the tasks of psychological training. The effects of training in T-groups, according to many researchers, (subject to sufficient qualifications of the trainer) can be described
The main stages or blocks of training
follows:
Tashkent Medical Academy Integration of Science, Education and Practice in Modern Psychology and Pedagogy: Problems and Solutions
Volume 4 | TMA Conference | 2023 Zamonaviy psixologiya, pedagogikada fan, ta'lim va amaliyot integratsiyasi: muammo va yechimlar
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1. Participants acquire valuable communication skills, for example: establish contact with a partner; ability to listen and hear a partner, etc.
2. Participants gain experience in analyzing interpersonal relationships and group dynamics.
3. Participants become more receptive to other people's feelings.
4. Participants expand the range of their behavioral possibilities and develop adequate self-esteem.
5. Participants become more equipped to deal with life's challenges.
REFERENCES
1. Emelyanov Yu.N., Kuzmin E.S. Theoretical and methodological foundations of socio-psychological training: Proc. allowance. L., 1983.
2. Petrushin S.V. Psychological training in a large group. - M., Yekaterinburg, 2000.
3. Мелибаева, Р. Н. (2018). Из истории вопроса экспериментального исследования мышления в трудах психологов советского периода. In International scientific review of the problems and prospects of modern science and education (pp. 125-127).
4. Melibaeva, R. (2021). Bolalardagi giperfaollik va diqqat tanqisligi sindromi: sabablari, psixologik tashxisi.
5. Мелибаева, Р. Н. (2018). Проблема умственного развития в трудах психологов советского периода. In International scientific review of the problems and prospects of modern science and education (pp. 127-129).
6. Мелибаева, Р. (2018). ТАЛАБАЛАР ТАФАККУРИНИ РИВОЖЛАНТИРИШНИНГ ПСИХОЛОГИК МЕХАНИЗМЛАРИ.
7. Нарметова, Ю. К. (2023). ВИДЫ ПСИХОСОМАТИЧЕСКИХ РАССТРОЙСТВ И ИХ ХАРАКТЕРИСТИКА У ДЕТЕЙ. Gospodarka i Innowacje., 33, 221-224.
8. Нарметова, Ю. (2014). Тиббиёт психологиясида психосоматик касалликлар муаммоси. УзМУ хабарлари.
9. Karimovna, N. Y. (2023). COGNITIVE DISORDERS. American Journal of Interdisciplinary Research and Development, 12, 126-131.
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