The article is devoted to the problem of studying social and psychological training as a means of developing the communicative competence of adolescents in inclusive classes. The purpose of the article is to analyze the results of a study of the influence of socio-psychological training on the development of the communicative competence of adolescents.
Interpretations of the basic concepts of work as: "competence", "communication", "communication", "adolescence" are provided and their theoretical analysis is carried out. Communicative competence is defined as a complex, comprehensive education that ensures the success of the implementation of the main tasks of communication and self-realization of the individual and is expressed in an adequate perception of a communication partner, effective interaction and correct transfer of information.
The development of communicative competence was considered through four indicators that are most important for the development of communicative competence: high emotional intelligence, self-management in communication, group cohesion, and a favorable atmosphere in the classroom. To develop these indicators, a social psychological training program was created.
The methods of this research were: "Diagnostics of emotional intelligence" (N. Hall), "Study of the ability to self-government in communication", "Determination of the index of group cohesion of Sishore", "Methodology for assessing the psychological atmosphere in A. Fiedler's team." To test the significance of the effect of the independent variable, a nonparametric test of differences for dependent samples was applied, the Wilcoxon t-test. To compare the results of the experimental group with those of the control group, the Mann-Whitney U-test was used.
Comparison of the results in dependent and independent samples before and after the training revealed that the program we developed was effective. In the experimental group, the general level of emotional intelligence rose from low to medium, in self-government in communication, the indicator on the partnership scale increased significantly, the level of group cohesion rose from medium to above average, the indicator of a favorable atmosphere in the classroom rose from neutral to medium.
It is concluded that the program of socio-psychological training we have drawn up contributes to the development of emotional intelligence; develops the skills of effective interaction, introspection, self-expression, the ability to coordinate joint actions; reduces negative manifestations that can affect the psychological climate.
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