DEVELOPMENT OF POSITIVE INTERPERSONAL RELATIONS OF STUDENTS BY MEANS OF PSYCHOLOGICAL TRAINING

Аннотация

The article considers the problem of developing positive interpersonal relationships of students in the process of psychological training. A brief overview of modern domestic scientific research on interpersonal relationships in children's, school and student groups is given. The results of a diagnostic study of interpersonal relationships of students of a medical university are presented. Based on the data obtained, the authors developed and implemented a psychological training "Psychology of Communication and Interpersonal Relationships"; its importance for the training of future teachers is substantiated. Analysis of the results of the control stage of the study showed that psychological training contributes to the development of effective interpersonal relationships, strengthening interpersonal ties, forming constructive interactions, and also promotes team building. Keywords: development, student, psychological training, analysis. Modern Uzbek society requires specialists who are able to competently, actively and creatively approach the solution of complex professional problems. In this regard, one of the urgent and significant problems of training teaching staff is the problem of developing students' communicative competence, the ability to effectively interact and understand each other in a team. Interpersonal relationships are one of the important factors in the emotional climate of a group and the emotional well-being of its members. The sphere of higher education has significant potential for the development of a personality capable of building effective interpersonal relationships that create the basis for successful professional self- realization. Student age is the period of the beginning of independent adult life. For a student, group interpersonal interaction and communication in a company of peers are most relevant. Interpersonal communication is not intentionally established by anyone; in most cases, it is not organizationally formalized, especially in the initial period of university education. The results of the study show that in the first year, not all student groups have a clearly expressed status of a close-knit team. Some of them are characterized by interpersonal isolation, detachment of individual group members. Therefore, it is important to develop positive interpersonal interaction skills in students. For many years, the problem under consideration has been relevant and is widely represented in the works of a number of scientists. Recent studies have reflected the features of interpersonal relationships in children's (E.B. Shalonko, S.V. Kahnovich, E.I. Stryuk, etc.), school (T.A. Bugrenkova, N.A. Shkurecheva, etc.) and student groups (T.S. Sergeychik,A.K. Kanamatova, etc.). 63 Acumen:InternationalJournalofMultidisciplinaryResearch Acumen: InternationalJournalofMultidisciplinaryResearch ISSN:3060-4745 IF(ImpactFactor)10.41/2024 Volume1,Issue5 In psychological dictionaries, the concept of "interpersonal relationships" is interpreted as "subjectively experienced relationships between people, objectively manifested in the nature and methods of mutual influence exerted by people on each other in the process of joint activities and communication" [4]. Kondratieva notes the special importance of psychological training in the development of communication skills of pupils and students, due to the fact that with their help it is possible to form skills of establishing contacts, constructive behavior, effective interaction with others and a positive attitude towards them [1]. Within the framework of the designated problem, a study was conducted at the Samarkand State Medical University. The total sample size was 38 first-year students of the pediatric faculty. The diagnostic program of the experimental study included the following methods: "diagnostics of interpersonal relations" (T. Leary); "methodology for assessing the psychological atmosphere in the team (according to A.F. Fidler)"; "questionnaire of interpersonal relations (IPR)" (A.A. Rukavishnikov); "determination of the Seashore group cohesion index". To identify the types of interpersonal relations of students, the method "Diagnostics of interpersonal relations" (T. Leary) was carried out. The data analysis showed that 18.8% of respondents have an authoritarian type of attitude towards people around them. Students of this type are leaders in all types of activities, they have a dominant and dictatorial character, they strive to instruct, teach people around them and demand respect. 20.8% of respondents have a dominant egoistic type of interpersonal relations, which indicates their independence, prudence, and selfishness. 4.2% of respondents exhibit an "aggressive" type. They are demanding, straightforward, tough and can be hostile towards others. 6.2% have a suspicious type of attitude towards people around them, which indicates unsociability, secrecy, suspicion and touchiness of students. 12.5% ​ ​ of respondents have a subordina