Psychological support of constructive interaction in the educational process among young teenagers

This study raises the question of psychological support of constructive interaction with young teenagers in the educational process. The author defines the term “constructive interaction”. The phenomenon of psychological accompaniment to the subjects of the educational process is analyzed. The author presents the structure of psychological support of constructive interaction with young teenagers in the educational process, which consists of motivational and value-based, emotional-volitional, cognitive and pragmatist components and types of teacher-psychologist’s work in an educational institution. It was established that the developed subject “Fundamentals of Constructive Interaction” (FCI) allowed to significantly increase the level of constructive interaction among young teenagers in the educational process of the experimental group (at p ≤ 0.001 or p ≤ 0.05 and p ≤ 0.01). In contrast, the level of constructive interaction among young teenagers in the educational process of the control experiment group remained the same.