THE RESEARCH OF THE PSYCHOLOGICAL EFFECTIVENESS OF TRAINING COMMUNICATIVE SKILLS IN TEENAGERS

Communicative skills training is an independent tool for optimizing the substructures of the personality’s valueneed sphere in older teenagers. Teenagers are characterized by a high degree of personal instability. However, the genetic substructure of the personality’s value-need sphere is not subject to change through external influence, the only way to harmonize the substructures in this area is influencing the public substructure by using communicative training. The choice of training as a tool of influence can be explained by several factors. Firstly, the impact of public institutions in the socialization process is not direct but mediated. The mediators are a variety of small groups as well as certain people who are personally important for the teenagers. Secondly, the format of socio-psychological training satisfies the two conditions that are important for an older teenager: there being a group of peers and a potential mentor (the coach). Reducing conflicts between the genetic and social substructures of the value-need sphere of the teenager's personality can be directly measured by the ratio of value zones expression. In addition, it is also possible to examine the psychological effectiveness of communicative skills training. For this purpose, continuous research was conducted with the teenagers at a vocational school inAbakan, Khakassia. It consisted of 5 stages. In the first phase 91 adolescents were examined, and their index of socio-psychological adaptation was calculated. Then, after the implementation of the 18-class training (second phase), three levels of retest were conducted: immediately upon completion of the training programme, six months later and 1 year later. Thus, the dynamics of the psychological effectiveness of training communicative skills in teenagers was tracked. The results of the study can be used for a systematic approach to socio-psychological support for older adolescents in learning environments in vocational schools. Training of communicative skills can form the communicative attitudes that will contribute to conflict-free communication, but will not contradict the requirements of the generic substructure of the value-need sphere of the older teenager’s personality.

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