Students’ Interaction Positions in the Context of Ensuring Individual Psychological Security
The relevance of the issue is stipulated by the importance of identifying the factors that cause people to adopt a position of interaction: coercion, manipulation, non-coercion and non-interference, which can be evaluated from the security perspective. The purpose of the research was to identify the relationship between the positions of interaction and the needs for danger and security, motivation for success and failure avoidance, appetite for risk, sensitiveness (susceptibility) to threats and the choice of adequate or inadequate response in situations of danger. The author's questionnaires were used to identify the positions of interaction among students, needs for danger and security, sensitivity to threats, choice of adequate or inadequate ways of responding in situations of danger, as well as T. Elers’ tests to identify the motivation for success and avoiding failure, G. Schubert’s test, diagnosing the readiness of the individual to risk. In total, 122 students of Moscow University for the Humanities and Cherepovets State University aged from 18 till 22 years old took part in the research, which was conducted in 2018. As a result, a positive correlation was found between the position of coercion and the need to experience a sense of danger, the desire to ignore threats, the motivation for achievement. The position of manipulation found the same connections; besides, a relation with sensitivity to threats was revealed. The position of non-coercion correlates positively with the need for security, the desire to avoid failure, sensitivity to threats and the choice of adequate ways of responding. The position of non-interference is positively related, first of all, to the need for a sense of security, as well as to the need for ensuring security, pronounced desire to avoid failure, the desire to exaggerate the importance of dangers. The conducted research has clearly shown that in the process of developing students' ability to interact nonviolently it is necessary to pay attention not only to the value side of nonviolence as an optimal way of people's interaction with each other, but also to motivational factors, in particular, the formation of the need for ensuring security. The obtained results can be used in the development of special programmes and technologies instilling in students - future teachers, psychologists, social workers, speech pathologists, doctors, etc. the skills of nonviolent interaction.