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20PSYCHOLOGICAL SCIENCES
RESOURCE APPROACH IN PSYCHOLOGICAL SUPPORT OF SUBJECTS OF THE
EDUCATIONAL PROCESS
Tokareva Ju.,
doctor of psychology, associate Professor, head of the Department ofpersonnel management and psychology Ural Federal University named after. first President of Russia Boris Yeltsin
Yekaterinburg, Russia Chernavsky A., doctor of psychology associate Professor of therapeutic dentistry and propaedeutics of dental diseases of UGMU Yekaterinburg, Russia
Tokarev A.
graduate student, Surgut state pedagogical University Surgut, Russia
ABSTRACT
The concept of a resource-based approach includes personality-oriented and humanistic foundations. They meet the needs of the educational process in the face of modern challenges, the global crisis, uncertainty and competition. The Resource approach, in modern pedagogical psychology, serves as a methodological basis for the study of individual personality traits that underlie basic, rather than situational behavior. Resource theories convince of the existence of a structure of personal resources, the main or key resource of which determines the external or internal orientation of the person. The external orientation of personal resources is associated with the orientation of the individual to social processes (external motivation, motivation of social approval), this orientation can be identified with environmental resources (Yu. L. Alexandrovsky). The internal orientation of personal resources integrates the qualities that ensure the stability and security of the individual, which can not be associated with the external aspects of life, as extremely dynamic processes. The concepts available in Russian psychology suggest that the structure of a personal resource consists of: motivational, emotional and behavioral components, the content content of which is associated with key personal resources that are manifested in basic, not situational behavior. In order to study personal resources, methods were selected that correspond to the structure of the psychological phenomenon, psychodiagnostics were performed, and data were obtained indicating that the resources of female teachers are related to older girls. The results of the study can be used in psychological support of educational subjects, in order to increase the stability of the effect of the psychological and pedagogical impact. Relying on the basic resources of the individual will create the necessary external and internal conditions for personal development.
Keywords: resource approach, subjects of education, motivational resource, emotional resource, behavioral resource.
Problem statement and relevance. The study of resource problems in psychology involves knowledge of the structure of various types of resources, the characteristics of individual resources, understanding the process of spending and restoring resources, and the technology of updating resources. The ongoing research on the problem of resources is not sufficient to provide an exhaustive answer to most of the questions raised. All this indicates the need for further research in the field of resources.
The purpose of the study is to identify the psychological resources of subjects of the educational process, based on basic personal resources, due to external or internal resource orientation necessary to improve the effectiveness of interaction, which have a General and specific orientation.
Analysis of research and publications on this topic shows that such a concept as "resource" is implemented in various scientific fields of Humanities, and its content is multidisciplinary. The origins of the re-
source approach to problem solving in practical psychology are laid in the fundamental works of Russian psychologists B. G. Ananyev and S. L. Rubinstein [13, 22]. The concept of the resource approach in practical psychology has become widespread only in recent years, recognizing it as an alternative to personality-oriented and personalized approaches [1, 7, 19, 23, 8]. The multidisciplinary resource approach makes it possible to focus on the process of allocating resources available to each individual, which allows us to determine the psychological properties of the individual that allow a person to either show their potential and successfully cope with the tasks set, or not [10, 11, 12]. The resource approach determines that each human body has a certain power resource, which is limited by nature, subject to fluctuations and can be distributed, but there are also certain complexes of key resources that manage and direct the total resource Fund. Thus, a key resource is the main tool that controls and allows you to organize the effective use of available resources [6, 14].
Theoretical analysis of available research on the resource approach allows us to identify external and internal factors that affect the behavior of the subject. So internal factors include stress and resilience, entity, and external to the situation itself, the quality stressors, support of others etc.
Alexandrovsky Yu. a. refers to external resources as environmental resources, namely the availability of instrumental, moral and emotional assistance from the social environment [21]. In Russian practical psychology, a number of studies have appeared on the influence of social entropy on the manifestation of destructive behaviors [2, 5, 15, 16, 24]. The scientific literature also notes the emergence of ideas for developing recommendations for organizing a system of special events to increase the degree of social adaptability of subjects [17, 18, 20], etc.
Thus, social support, according to many researchers, is one of the important resources of the environment, and the choice of social support for educational subjects is an important scientific and practical direction. The problem of resource differentiation reveals the need for systematic study of the relationship of coping strategies with individual typological characteristics of the individual, i.e. personal resources, the understanding of which becomes important in the process of overcoming difficult life situations [3, 9, 25]. B. G. drew attention to the availability of individual resources. Ananyev in the allocation of the concept of viability (energy potential). S. muddy, as one of the leading personal resources that influence the use of coping strategies, suggests the construct (hardiness)" resilience". M. Seligman considers optimism as the main resource in coping with stress. Most often, the self-efficacy construct developed by A. Bandura is considered by modern researchers as an important resource that affects coping behavior [4].
Materials and methods. It is necessary to pay attention to the allocation of psychological resources for subjects of education that have mutual influence, such as teachers and students.
The hypothesis of our research is that "teacher-student" communication has a complex character, as it combines the features of personal and business communication, business ethics and signs of personal communication, which is characterized by more emotional manifestations.
The above-described analysis of the problem was the basis for an empirical study, which was attended by teachers and high school students, in the number of 375 people.
According to the available ideas about the resource approach, the psychodiagnostic tools were divided into the following blocks: motivational resource
- the Method "motivation for success" (author Mehrabian); emotional resource - the Method "Value orientations" (author M. Rokich); "level of personal claims" (author V. K. Gerbachevsky); behavioral resource - "Test of resilience" (adaptation of D. A. Leon-tiev's Hardiness Survey questionnaire developed by the American psychologist Salvatore Maddi); 16 ketell's factor personality questionnaire.
Mathematical and statistical processing of the obtained data was performed using the statistical package SPSS 19.0 forWindows. In order to identify differences, we used an integrated system for complex statistical analysis and data processing in the STATISTICA environment. To assess the significance of differences, we used nonparametric Mann - Whitney (U) criteria. Quantitative analysis included the Kolmogorov-Smirnov statistical normality criterion and the t-student parametric criterion for independent samples.
Conclusions. It can be concluded that the concept of psychological support of educational subjects based on the resource approach reveals the basic psychological resources of the subjects of the educational process (teacher and student), which are a set of individual psychological and personal characteristics that form motivational, emotional and behavioral components that perform differentiating, adapting and developing functions, affecting the effectiveness of interaction.
Motivation, values, and the level of communication abilities are the leading individual psychological and personal characteristics that affect the effectiveness of teacher-student interaction and represent both units of analysis of psychological resources and formation.
The resource approach to psychological support allows us to consider the psychological resources of educational subjects as internal grounds for improving the effectiveness of interaction, which have a General and specific orientation. The General resource focus is the motivation to achieve success and the value of relationships, while specific for the teacher-stress resistance, for the student - the level of communication abilities. The personal resources of girls of high school age are similar to those of women teachers, which proves that there is a gender specificity that requires further study.
Psychological support of subjects of the educational process should be differentiated and based on basic personal resources due to external or internal resource orientation.
Results and discussion. High values in the analysis of the "Emotional block of resources" were obtained in the terminal values of girls and teachers, and almost all the instrumental values of high school girls and their teachers coincided (pic. 1).
Pic. 1
Comparative analysis of the emotional block of personal resources_
Boys Girls Teachers
Components n = 146 n= 211 n= 18
% % %
Unique resources
Health keeping 67,6 72,5 83,3
Personal attachment 53,1 61,9 72,2
Choosing friends 75,3 60,2 27,8
Successful family life 59,2 44,8 72,2
Social resources
Interesting work 40,0 30,8 88,9
Education 56,6 67,8 72,2
Intransigence 61,4 73,9 83,3
Accuracy 47,6 48,1 63,9
Education 40,0 50,7 72,2
Responsibility 39,3 49,8 61,1
Tolerance 23,6 27,0 72,2
Thus, the highest values were obtained for the value of "health Saving" in the group of girls and teachers (72.5 % and 83.3 %), as well as on the scale of "Intransigence" (67.8% and 83.3%), which in our opinion can relate to the resource characteristic and reflects the gender specifics of a woman's potential. The features of the boys ' emotional resource include the value of "Friendship" (75.3%), for which the highest values were obtained.
Pic. 2
Comparative analysis of the behavioral block of personal resources__
Components Boys n = 146 % Girls n= 211 % Teachers n= 18 %
Internal motives 60,0 64,5 27,8
Motives for avoiding 40,0 60,2 66,7
The level of difficulty of the task 11,0 40,9 50,0
Manifestation of willpower 64,5 59,3 72,2
Giving personal significance to the results of activities 53,1 73,9 61,1
Assessment of the level of results achieved 50,0 60,2 44,4
Assessment of your potential 39,3 44,8 50,0
Target level of mobilization 52,1 57,6 27,8
Regularity of results 11,0 50,7 61,1
The study of the "Behavioral block" showed that girls of high school age, like teachers, have such a resource as motivation to achieve success in complex activities and can perform tasks of increased complexity and risk. High school boys as resources have an assessment of the level of results achieved and see patterns in the results obtained (pic. 2).
The table (pic.2) shows that avoidance motives are most pronounced in girls (64.5%) and women teachers (66.7%). An important behavioral resource for all subjects of the educational process is "Giving personal significance to the results of activities", which all subjects have a high level and demonstrates a focus on results.
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