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IMPROVING STUDENTS' COLLABORATIVE SKILLS THROUGH
PSYCHOLOGICAL TRAINING AND BASIC RULES FOR THE PRACTICE OF
PSYCHOLOGICAL TRAINING
Turemuratova Aziza Begibaevna
Assistant, Department of Pedagogy and Psychology, Karakalpak State University named after
Berdakh, Republic of Karakalpakstan.
Urazimbetov Renat Kidirbaevich
Student of Karakalpak State University.
Babajanova Miyassar Jamalovna
Student of Karakalpak State University.
https://doi.org/10.5281/zenodo.15190779
Abstract.
This study is about the importance of using psychological training in improving
students' collaborative skills based on modern educational programs. During our study,
information was provided about the rules for organizing psychological training, based on the
pedagogical skills and psychological potential of the teacher. Also, instructions were given on
the application of psychological training to a group of students, including expanding students'
knowledge through psychological methods. If psychological training is organized according to
these instructions, we will contribute to the development of students as capable, well-rounded,
intelligent, and well-educated young people, achieving high results in education.
Keywords:
Psychological training, pedagogical skills, psychological potential,
collaborative learning, psychological methods, educational program, upbringing.
PSIXOLOGIK TRENINGLAR ORQALI TALABALARNING KOLLOBORATIV
KO’NIKMALARINI OSHIRISH VA PSIXOLOGIK TRENING AMALIYOTINING
ASOSIY QOIDALARI
Annotatsiya.
Ushbu tadqiqot zamonaviy ta’lim dasturlariga asoslangan holda
talabalarning kolloborativ ko’nikmalarini oshirishda psixologik treninglardan foydalanishning
ahamiyati haqida bo’ladi. Tadqiqotimiz davomida o’qituvchining pedagogik mahorati va
psixologik salohiyatidan kelib chiqqan holatda, psixologik treninglarni tashkillashtirish
qoidalari haqida ma’lumotlar berilgan. Shuningdek psixologik treningni talabalar guruhiga
nisbatan qo’llash, shu jumladan talabalarning psixlogik metodlat orqali bilimlarini kengaytirish
bo’yicha ko’rsatmalar berib borilgan. Agarda psixologik treninglarni shu ko’rsatmalar bo’yicha
tashkillashtirsa, ta’limda yuqori natijalarga erishgan holda, talabalarni salohiyatli, barkamol,
aqilli, tarbiyali yoshlar sifatida komil insonlar bo’lib yetishishida o’z xissamizni qo’shgan
bo’lamiz.
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Kalit so’zlar:
Psixologik trening, pedagogik mahorat, psixologik salohiyat, kolloborativ
ta’lim, psixologik metodlar, ta’lim dasturi, tarbiya.
УЛУЧШЕНИЕ НАВЫКОВ СОВМЕСТНОЙ РАБОТЫ СТУДЕНТОВ
ПОСРЕДСТВОМ ПСИХОЛОГИЧЕСКОЙ ПОДГОТОВКИ И ОСНОВНЫХ ПРАВИЛ
ПРАКТИКИ ПСИХОЛОГИЧЕСКОЙ ПОДГОТОВКИ
Аннотация.
В данном исследовании будет рассмотрена важность использования
психологической подготовки для улучшения навыков сотрудничества учащихся на основе
современных образовательных программ. В нашем исследовании дана информация о
правилах организации психологической подготовки, исходя из педагогического
мастерства и психологического потенциала учителя. Также были даны инструкции по
применению психологической подготовки к группе студентов, включая расширение знаний
студентов с помощью психологических методов. Если психологическая подготовка будет
организована в соответствии с этими принципами, мы будем способствовать
достижению высоких результатов в образовании и помогать учащимся расти
способными, всесторонне развитыми, умными и образованными молодыми людьми.
Ключевые слова:
Психологическая подготовка, педагогическое мастерство,
психологический
потенциал,
совместное
обучение,
психологические
методы,
образовательная программа, воспитание.
Introduction
Raising a well-rounded individual and helping them find their place in society and
improve their skills is one of the problems of modern psychology. In this regard, of course,
psychological training occupies a special place, and it is no exaggeration to say that specialists
are now widely using the possibilities of science. As a result, a change in the style of
communication in interpersonal relationships, an increase in knowledge, skills and qualifications
in certain professional fields, creates the opportunity for young people to become leaders,
managers, entrepreneurs, HR managers, psychologists, psychological trainers and others,
especially in stressful conditions, to lead in extremely complex types of activity, to analyze real
science. It is also no secret that in today's era of globalization, the need for individuals to
communicate (in production, educational processes, family relationships, ensuring the stability of
the emotional sphere, etc.) is increasing day by day, and the possibilities of psychological
training in the process of eliminating various conflict situations that arise between them are
expanding. Many authors in this field emphasize that the leading goal of socio-psychological
training is the formation of communicative skills in interpersonal relationships.
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A person is formed and develops as a person in the process of communicating and
interacting with other people, in society. The communicative abilities of a person are a condition
for his development and a result of this development. In a broad sense, without improving a
person's communicative skills, changing his social relationships, as well as revising his general
attitude to the social world and himself, it is impossible to form a complex of personal qualities
of a person, the cooperation abilities of students. However, at present it is not correct to associate
socio-psychological training only with the fact that it is a means of communication. Socio-
psychological training is not only a factor in the formation of interpersonal relationships, but also
creates opportunities for an adequate self-assessment of a person, self-control in any situation,
which distinguishes it from other practical training with the following goals. The main meaning
of psychological training is to teach human relationships. In recent years, the field of psychology
has developed significantly. Also, the educational network has developed as a separate branch of
the field of psychology. Psychological training, which is developing as a science and its
methodology, is also devoted to the issue of how to organize and conduct training in the field of
education and upbringing. It is worth noting that both solving problems in the educational
process and the formation of knowledge, skills and qualifications in this regard require the
trainer to work with personality psychology and the individual psychology of the individual.
Therefore, such trainings in psychology are called psychological trainings. It is not for
nothing that the fact that mental stress is much more common among people than in the past and
that many life problems arise as a result of this is of concern to many, especially the general
public, as well as psychologists. The ability to work with direct experience makes it possible to
use psychological training as an important element of professional training. Training helps to
overcome the limitations of traditional teaching methods in professional activities and can serve
as a bridge between practices. Training creates the opportunity to immediately connect the
information and activities received, new forms of behavior provided by the movement of
interaction channels, and the results associated with them. In order to increase the scope of
knowledge of individuals and further broaden their worldview, it is necessary to widely use
effective methods of social psychological training. In this regard, we would like to draw
attention to social psychological literacy. The main goal of social psychological literacy is to
psychologically prepare people for social activity, to form high human qualities in them, to
accelerate the processes of communicative literacy, and to adapt to complex forms of
interpersonal communication. Considering that today's generation will grow up to be tomorrow's
creators, patriots, hard workers, and managers of society, the importance of a wide level and
scope of their literacy is undeniable. The effectiveness of psychological preparation depends on
the proper organization of its initial stage.
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The first step in the training process is to develop group norms, that is, training rules. In
this case, it is necessary to agree with the participants that these norms should be observed and
obtain the consent of each member. Compliance with these rules is of great importance in
achieving the training goal and creating a favorable psychological environment. The first day of
any psychological training is a key process that serves to ensure the effectiveness of the training,
and an understanding and instructions are given about the main parts of the first day of training.
The purpose and importance of developing existing group norms are also determined.
The methods used in the process of introducing participants and the trainer are also
determined. Before conducting psychological training, the trainer, that is, the facilitator, must be
fully prepared and have pedagogical skills based on modern methods. The trainer must have
prior knowledge of the group he is training. The main purpose of conducting psychological
training sessions is to form, in a certain sense, certain aspects of the participants (for example,
character, emotions, motivation for activity, interests, satisfaction of communication needs,
phenomena of self-reflection).
If the criteria for evaluating the training are not developed before the start of the training,
then the training may be ineffective. At the same time, it should be taken into account that many
psychological trainings are conducted not only to teach specific professional skills and
competencies, but also to develop new forms of thinking and behavior of the organization's
employees. The effectiveness of the training is determined by the training of the trainer. Since
socio-psychological training aims to achieve healthy relationships between people, one of the
main factors is that the person conducting it, the organizer, should know his job perfectly and be
able to use methods that ensure the effectiveness of the activity.
One of the main conditions and requirements for a trainer is that he must master all
aspects of the communication process professionally and psychologically, be able to apply
theoretical knowledge directly in practice, during the training process. They are usually called
trainers, instructors and facilitators. Therefore, the first thing that should be paid attention to in
institutions or organizations organizing training sessions is to educate and train those who
conduct socio-psychological training there, and to form specialists from them who will conduct
training sessions.
It is also advisable to regularly certify trainers, that is, check their theoretical and
practical training. Because knowing the uniqueness of each individual, knowing their unique
ways of influencing them, and improving effective methods for dealing with unexpected
situations during training makes training more effective.
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Conclusion
Despite the variety of psychological exercises used in psychological training sessions, the
variety of teaching methods of teachers and the variety of pedagogical methods used by
psychologists in organizing psychological training sessions, it is possible to single out
methodological problems in several main psychological training methods. Most of them
traditionally include group discussion and situational role-playing in the process of cooperative
learning (i.e., students working in groups in the process of cooperative learning).
In addition, researchers - theorists and practicing psychologists who solve methodological
problems of psychological training - propose to include in the main training methods
psychophysiological self-regulation methods through training in interpersonal sensitivity,
including training aimed at increasing the sensitivity of students to perception in cooperative
learning in a collective manner.
It is also recommended that educational psychologists use meditative techniques and
motivational (for teaching self-hypnosis) techniques in psychological training sessions.
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