Abstract
The article shows that the unstable situation in the world leads to possible armed conflicts, affecting primarily children, experiencing various traumatic consequences. Such a situation arises in post-conflict regions and creates a need for teachers who possess the necessary competencies when teaching children with experience of traumatic effects. The purpose of the article is to study the state and trends in the development of psychological and pedagogical issues related to the use of collaborative learning technologies to form the psychological culture of future teachers in order to further work with children with experience of traumatic effects. It is shown that the analysis of the formation and development of the problems of group psychological corrective work is grounded on the basic principles identified by representatives of various directions. The authors propose to build the training of future teachers on the basis of a model of joint thinking for the subsequent organization of teachers’ interaction with children who have experience of traumatic effects. The authors analyzed the basic principles of group psychologically corrective work from the point of view of the possibilities of organizing joint thinking. The basic principles of the organization of training of future teachers were highlighted, their meaningful characteristics for the purposes of organizing joint thinking were given. A comparison of the principles of group psychological corrective work and the principles of the organization of joint thinking of future teachers is carried out. Their correlation and the importance of using joint thinking in organizing the training of future teachers and for conducting psychologically corrective work with children are shown.
Highlights
The current situation of world social development is characterized by a high level of instability associated with the permanently emerging armed conflicts in various areas of the world space
This will make it possible to highlight the principles of teaching of joint thinking when preparing future teachers to work with children who have experienced the traumatic effects of military operations
Based on these categories of content analysis, we studied the frequency of reflection of problems associated with collaborative learning and its psychological and pedagogical analogues: “Collaborative learning”, “Collaborative thinking”, “Collaborative thinking activity”, “Collaborative problem solving in learning”, “ Collaborative problem solving in a group”, from 2011 to the present
Summary
The current situation of world social development is characterized by a high level of instability associated with the permanently emerging armed conflicts in various areas of the world space. The child’s psyche is characterized by impressionability, the dominance of perception processes in the structure of intelligence (Piaget, 2001) and consciousness (Vygotsky, 2005) These features lead to the fact that the perception of conflict situations, military actions that threaten the life of a child, his relatives or other people, have a negative impact on the child, having long-term consequences in the further adaptation of a person to new conditions. Children who find themselves in conditions of armed conflict experience various traumatic events: a threat to their physical health or the health of relatives and friends, the death of people, which lead to a fairly wide range of psychological disorders - a change in the image of “I”, loss of identity, transformations of the image of the world and lifestyle In psychology, such consequences are described by the term “mental trauma”, denoting experiences caused by severe events that traumatize the psyche (Burlakova, 2019). The following features are characteristic of children who have experienced traumatic effects: depressing obsessive memories of an event; “repetitive reproduction of a traumatic event in games, dreams, visual images; special fears concerning trauma; changing attitudes towards peers, adults, various spheres of life”, to the future (Terr, 1991). Yul and Williams (1992) emphasize that children begin to study poorly, their emotional and behavioral inhibition, the desire to be with their www.ijcrsee.com 375
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