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Cultural-Historical Psychology
2009. Vol. 5, no. 3, 72–80
ISSN: 1816-5435 / 2224-8935 (online)

Reflexivity Training as a Mean of Conflict Resolution

2584

V.G. Anikina

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Abstract

The article presents one of the aspects of contemporary research in psychology of reflexivity - the development of reflexivity practices. The aim of those is to form and to realize the reflexivity in specially organized conditions for mastering various kinds of activities, in our case — the resolution of problem-conflict situations. We describe the groundings for development of reflexivity training as a form of reflexivity practice: theoretical model of reflexivity, the principles of construction, aims and objectives, structure of training, the parameters determining its efficiency. The following conceptions form the theoretical basis of the training. Praxeological concept of reflexivity (I. N. Semenov, A. Yu. Stepanov); reflexivity as psychotechnical action (the provisions of the cultural-historical psychology by L. S. Vygotsky); ideas of M. M. Bakhtin which allowed us to define the reflexivity as a condition for creation of an integral, comprehensive, and aesthetically significant vision of one self that is lived in respect of the Other — for me, but in the aspect of Me - for myself. With the help of concepts that reflect the generalized characteristics of the reflexivity process and allow distinguishing the stages of its implementation, a model of reflexivity was developed. In more detail the reflexivity training «Creative resolution of problem-conflict situations» is presented. Its implementation is aimed at forming a reflexivity culture and competence of an individual when solving problem-conflict situations.

General Information

Keywords: reflexivity, reflexivity model, reflexivity training

Journal rubric: Psychotherapy and Psychocorrection

Article type: scientific article

For citation: Anikina V.G. Reflexivity Training as a Mean of Conflict Resolution. Kul'turno-istoricheskaya psikhologiya = Cultural-Historical Psychology, 2009. Vol. 5, no. 3, pp. 72–80. (In Russ., аbstr. in Engl.)

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Information About the Authors

Veronika G. Anikina, PhD in Psychology, Associate Professor, Chair of General Psychology, Institute of Experimental Psychology, Moscow State University of Psychology and Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-7987-6595, e-mail: vegav577@mail.ru

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