Purpose of the game: harmonization of interpersonal relationships through the creation of a situation of interaction in a group, the development of models of effective communication in it and ways to resolve it constructively. The role of the psychologist in the harmonization of interpersonal interaction in pedagogical

The relevance of research. The nature of relationships between people is one of the most important factors in the development and formation of personality, a condition that determines the quality of human existence as a whole. The trend of humanization of education and the introduction of a personality-oriented approach into teaching practice are increasingly conducive to a rethinking of psychological and pedagogical realities. Modern educational psychology considers the educational process not only in terms of activity, but also as interpersonal relationships realized in subject-subject interaction. Subjects of the educational process - children of different ages, their parents, teachers and others - are included in interpersonal interaction, constantly communicate with each other and certain interpersonal relationships develop between them. All educational activities are mediated by the modality of interpersonal relationships.

Despite a significant amount of research in the field of psychology of relations between subjects of the educational process, the introduction of scientific achievements into practice psychological assistance does not produce tangible results: there is often alienation, misunderstanding, hostility and antagonism between children and adults, both within the framework of the “teacher-student”, “teacher-student’s parent” relationship, and in the interaction between parents and children. It is necessary to continue the scientific search for the reasons that destroy interpersonal relationships in the process of education and training, and to find new ways to harmonize these relationships, as well as to develop new methods that allow diagnosing the nature of the relationships of subjects of the educational process with the aim of early prevention of disharmony in interpersonal relationships.

The harmonization of interpersonal relationships in school, family, and in society as a whole is not only a theoretical and applied problem in psychology, but also a problem of social significance. Patterns of interpersonal relationships (both positive and negative) established in the family and school are determined by relationships between generations and members of society as a whole. The restructuring of relations between people in society begins first of all with the education system, which shapes each generation of people.

The degree of development of the research problem. Science finds a solution to the identified problem in the development of socio-psychological competence of the subjects of the holistic educational process. The works of researchers in the field of educational, social psychology and practical educational psychology are devoted to this. The following achievements of psychological science can be noted that contribute to solving this problem:

The processes of pedagogical interaction, ways and means of its correction, features of interpersonal relationships, the influence of interpersonal relationships on the child’s personality and the effectiveness of educational activities are studied;

The processes of pedagogical interaction and its styles, the influence of intra-family relationships on school adaptation, the influence of parental relationships on the development of a child’s social activity, as well as on the development of anxiety and the formation of ethnic identity are studied (T.A. Akopyan, E.V. Korotaeva, G.S. Korytova, N.V. Pomazkov, M.V. Saporovskaya, A.B. Usova, I.G. Shvets, etc.);

Ways to correct the methods of interpersonal interaction in preschoolers and primary schoolchildren are outlined, the gradual formation of interpersonal relationships in adolescents with mental retardation is described, the features of interpersonal interaction between a teacher and gifted children are identified (A.A. Baybarodskikh, O.A. Verkhozina, R.V. Ovcharova, I.G. Tikhanova and etc);

The connection between personality orientation and interpersonal relationships of high school students is considered, the subjective representation of interpersonal relationships in the mind, the influence of creativity on the development of personal relationships are studied (Z.A. Alieva, A.J1. Galin, A.M. Mutalimova, S.S. Smagina, E.G. Tovbaz and etc.);

The conditions for optimization and the conditions for the development of a culture of interpersonal relationships are highlighted; analyzed the features of the manifestation of trust in status interpersonal relationships, as well as trusting and altruistic relationships; the value-semantic determinants of interpersonal understanding are highlighted; temporary competence in the structure of interpersonal interaction, the manifestation of aggressiveness and hostility in interpersonal interaction, the influence of previous interpersonal relationships on relationships in the group were studied; the formation of positive relationships is considered (E.R. Anenkova, I.V. Balutsky, S.G. Dostovalov, E.Yu. Ermakova, Yu.A. Zheltonova, V.V. Kovalev, T.I. Korotkina, M.V. Trasov, O.A. Shumakova, I.A. Yaksina, G.P. Yarmolenko, etc.);

Psychological distance is considered as an indicator of the success of pedagogical interaction in the “teacher-teenager” system; the attitude of the individual to the observance of moral norms was revealed depending on the psychological distance (A.J1. Zhuravlev, O.I. Kalmykova, A.B. Kupreichenko, etc.).

However, in solving the problem of harmonization of interpersonal relations, a partial approach prevails, which becomes a source of fundamental difficulties in the study of the development and improvement of interpersonal interaction of subjects of the educational process, as well as the reason that there is still no general psychological theory in this area of ​​research. The identified problem requires study based on a systematic methodology that helps overcome a number of contradictions:

Between the social need for harmonization of interpersonal relations of subjects of the educational process as the basis for the humanization of society and the insufficient development of this phenomenon in psychological and pedagogical science;

Between the need to describe, explain and predict harmony-disharmony of interpersonal relationships within the framework of psychological support of subjects of the educational process and the lack of a theoretically and empirically substantiated concept of this phenomenon, which is based on the socio-psychological distance between them;

Between the need of the educational psychological service for reliable psychological tools for a comprehensive diagnosis of the harmony and disharmony of interpersonal relationships and its absence in psychological and pedagogical practice;

Between the increased requirements of society for the individual as a subject of interpersonal relationships, their unconditional importance for the development and well-being of the individual and the insufficient methodological readiness of the education system to prevent dissatisfaction, disharmony in relationships and, accordingly, to develop harmonious relationships.

The relevance of the problem, its insufficient methodological and theoretical development determined the choice of the research topic: “Harmony and disharmony of interpersonal relations of subjects of the educational process.” Consequently, the harmonization of interpersonal relations between teachers, parents and children is a relevant and significant psychological and pedagogical problem, which consists in searching for answers to the questions: what are the psychological determinants of harmony-disharmony of interpersonal relations of subjects of the educational process; what role does socio-psychological distance play in the formation of these relationships; how can one diagnose the harmony-disharmony of interpersonal relations of subjects of the educational process, the characteristic of which is the socio-psychological distance between them; what psychological ways will ensure the prevention of disharmony in interpersonal relationships of subjects of the educational process.

The purpose of the study is the theoretical and methodological substantiation of the concept of harmony-disharmony of interpersonal relations of subjects of the educational process; development of this concept and its empirical substantiation; development of a set of psychodiagnostic techniques for a multidimensional study of the nature of interpersonal relationships of subjects of the educational process and a model for the prevention of disharmony in relationships.

The object of research is interpersonal relationships of subjects of the educational process.

The subject of the study is the essence and determinants of harmony and disharmony of interpersonal relations of subjects of the educational process in the systems: “teacher - student”, “teacher - student’s parent”, “parent - child”, as well as methods for their diagnosis and ways to prevent disharmony.

Research hypothesis:

1. Psychodiagnostic methods, developed on a unified conceptual basis, make it possible to multidimensionally study the nature of interpersonal relationships of subjects of the educational process, the characteristic of which is the socio-psychological distance between them.

2. Changes in the components of socio-psychological distance, such as cognitive, communicative, emotive, behavioral and activity, determine the harmony-disharmony of interpersonal relations of subjects of the educational process.

3. Harmony and disharmony of interpersonal relationships has its own common and distinctive features in the systems: “teacher - student”, “teacher - student’s parent” and “parent - child”.

4. The determinants of the harmony-disharmony of interpersonal relationships, the characteristic of which is the socio-psychological distance between the subjects of the educational process, can be their bringing together and removing personal characteristics.

5. Prevention of disharmony in interpersonal relations of subjects of the educational process can be built in accordance with the developed concept of harmony and disharmony of interpersonal relations, which is based on socio-psychological distance.

6. The model for the prevention of disharmony in interpersonal relations of subjects of the educational process, carried out on the basis of complex psychodiagnostics, involves the prevention, prevention and overcoming of disharmony. The model includes diagnostic, advisory and correctional and developmental parts.

Research objectives:

1. To study the determinants of harmony and disharmony in interpersonal relationships of subjects of the educational process.

2. Identify the essence and psychological characteristics of harmonious and disharmonious interpersonal relationships of subjects of the educational process.

3. Identify and describe the components of socio-psychological distance as characteristics of harmonious-disharmonious interpersonal relationships of subjects of the educational process.

4. Develop and test a set of psychodiagnostic methods, which is based on the socio-psychological distance between the subjects of the educational process to study the harmony and disharmony of their interpersonal relationships.

5. Develop a theoretically and empirically substantiated concept of harmony and disharmony in interpersonal relations of subjects of the educational process, which is based on the socio-psychological distance between them.

6. Develop a model for the prevention of disharmony in interpersonal relations of subjects of the educational process, caused by the socio-psychological distance between them.

Methodological and theoretical basis of the study. Fundamental to the research are systemic (B.G. Ananyev,

B.A. Ganzen, V.P. Kuzmin, B.F. Lomov, C.JI. Rubinstein), subjective (K.A. Abulkhanova-Slavskaya, A.B. Brushlinsky, V.V. Znakov,

C.J.I. Rubinstein) approaches, as well as general scientific methodological principles of determinism, development and systematicity.

The theoretical basis of the study is made up of theoretical and methodological provisions on the essence, nature and determinants of interpersonal relationships (V.A. Zobkov, JI.B. Kulikov, V.N. Kunitsyna, A.F. Lazursky, E.V. Levchenko, V.N. Myasishchev, A.B. Petrovsky, S.B. Petrushin, S.L. Frank), ideas about the educational process and its subjects (S.A. Amonashvilli, Y.K. Babansky, A.B. Brushlinsky, I.A. Zimnyaya, A.K. Markova , S.L. Rubinshtein, I.S. Yakimanskaya), provisions on harmony and disharmony of interpersonal relations of subjects of the educational process (T.V. Andreeva, L.V. Kulikov, A.K. Markova, A.Ya. Nikonova, E Eidemiller), provisions on distance and its components as a condition for harmony and disharmony of interpersonal relations of subjects of the educational process (V.A. Ananyev, E.V. Emelyanova, A.L. Zhuravlev, V.V. Znakov, L.V. Kulikov, A.B. Kupreichenko, S.K. Nartova-Bochaver, T.P. Skripkina, A.S. Sharov), ideas about the essence of experiencing disharmony in interpersonal relationships by subjects of the educational process (L.I. Bozovic,

J1.C. Vygotsky, G.S. Gabdreeva, M.K. Mamardashvili, A.O. Prokhorov, S.JI. Rubinstein, B.S. Shalyutin).

Research methods: theoretical - analysis and modeling; empirical - psychodiagnostic methods: “Profile of feelings in relationships” (JI.B. Kulikov), “Determination of the dominant state” (JI.B. Kulikov), “Interpersonal Relationships Questionnaire” (adapted by A.A. Rukavishnikov), “Graphological personality diagnostics” ( A.B. Smirnov), “Questionnaire for diagnosing addictions” (A.B. Smirnov), “Questionnaire of child-parent relations” (A.Ya. Varga, V.V. Stolin), “Sovereignty of the psychological space of the individual” (S.K. Nartova-Bochaver) , including the author’s: “Subjective assessment of interpersonal relationships”, “Determination of socio-psychological distance”, “Scale of subjective experience of loneliness”, questionnaires: “Interpersonal distance” and “Causes of dissatisfaction with relationships”, statistical methods for processing empirical data (when processing data, the statistical software package “Excel” and “STATISTICA 6.0” was used),

The scientific novelty of the study is as follows: for the first time, it has been theoretically substantiated and empirically proven that the characteristic of interpersonal relationships (their harmony-disharmony) between subjects of the educational process is the socio-psychological distance between them.

The components of socio-psychological distance are described as characteristics of the harmony-disharmony of interpersonal relationships of subjects of the educational process. It is shown that the severity of the cognitive, communicative, emotive, behavioral and activity components of the socio-psychological distance determines the harmony-disharmony of relations between subjects of the educational process. The determinants of harmony-disharmony of interpersonal relations of subjects of the educational process are described, the characteristic of which is the socio-psychological distance between them.

A set of methods has been developed for diagnosing harmony and disharmony in interpersonal relationships of subjects of the educational process. It is substantiated that comprehensive diagnostics should form the basis for the prevention of disharmony in interpersonal relationships of subjects of the educational process.

The concept of harmony and disharmony of interpersonal relations of subjects of the educational process has been developed, which is based on the socio-psychological distance between them. Of particular importance for educational psychology is that the concept includes an integral system of knowledge containing methods for both explaining and identifying and predicting harmony and disharmony in interpersonal relations of subjects of the educational process.

Theoretical significance of the study: at the level of specificity in the dissertation, an analysis of approaches to the phenomenon of “interpersonal relationships” was carried out, the definitions of the concepts were clarified: “harmony and disharmony of interpersonal relationships”, “socio-psychological distance”, “determinants of harmony and disharmony”, etc.

The developed concept of harmony and disharmony of interpersonal relations of subjects of the educational process, built on the general scientific principles of determinism, development and systematic correlation of the general and the particular in these relations, develops the principles of the general theory of relations, prediction and prevention of their destruction.

At the level of addition, personal determinants of interpersonal relationships are revealed. The interrelations of the components of socio-psychological distance and the harmony-disharmony of interpersonal relations of subjects of the educational process are shown, which allows us to enrich educational psychology with new knowledge.

Identified general patterns harmoniousness and disharmony of interpersonal relations of subjects of the educational process, associated with the socio-psychological distance between them, as well as features of harmony and disharmony in systems of relations: “teacher - student”, “teacher - student’s parent” and “parent - child”, which clarify and complement the theory of pedagogical communication and interaction in the educational environment.

The proposed model for the prevention of disharmony in interpersonal relationships of subjects of the educational process differs from previously known ones by relying on complex psychodiagnostics adequate to the tasks, which involves organizing an examination at the group, individual and dyadic levels.

The focus of the dissertation research on the theoretical and empirical substantiation of the components of socio-psychological distance as a condition for harmonious-disharmonious interpersonal relationships of subjects of the educational process, identifying its main determinants can be regarded as the development of a new direction of professional communication and interaction in educational psychology.

Practical significance of the study. The psychodiagnostic complex developed by the author (“Subjective assessment of interpersonal relationships”; “Determination of socio-psychological distance”; “Scale of subjective experience of loneliness”; questionnaire “Interpersonal distance” and “Causes of dissatisfaction with interpersonal relationships”) can be widely used in psychological and pedagogical practice and can be used within the psychological service of the educational system.

The model developed by the author for the prevention of disharmony in interpersonal relationships, built on a diagnostic basis and including a system of personal development, the formation of constructive interaction skills, prediction and correction of problem areas of communication, can be used as part of psychological support for subjects of the educational process in educational institutions of various levels.

The concept of harmony and disharmony of interpersonal relations between subjects of the educational process, which is based on the socio-psychological distance between them, can be legitimately used within the framework of psychological assistance to teachers, students and their parents in order to improve relations between them and, accordingly, increase the efficiency and quality of the educational process. The provisions of the concept can be used in the educational process of a university in the training of teachers and psychologists, in advanced training courses for university teachers and educational system administrators, in advisory practice, in working with schoolchildren, students, and with specialists in psychological and pedagogical profiles.

Reliability, reliability and validity of the research results were ensured by the methodological validity of the initial theoretical principles, the logical structure of the study, the use of a set of author’s validated and standardized psychodiagnostic techniques, the quantitative composition of the sample sufficient to obtain reliable results, the correct application of mathematical and statistical procedures for processing primary data, a combination of qualitative and quantitative approaches to analyzing the obtained empirical material.

Provisions submitted for defense.

1. Socio-psychological distance as a characteristic of the harmony-disharmony of interpersonal relations of subjects of the educational process is manifested in the experience and understanding of closeness (distance) between them. Its components are cognitive, communicative, emotive, behavioral and activity.

The cognitive component is manifested in the degree of mutual understanding, the emotive component presupposes the ratio of bringing together and distant feelings, the communicative component is realized in the degree of trust, and the behavioral and activity component is realized in the readiness to jointly carry out activities.

2. A set of proprietary psychodiagnostic methods: “Subjective assessment of interpersonal relationships”, “Determination of socio-psychological distance”, “Scale of subjective experience of loneliness”, “Interpersonal distance”, “Causes of dissatisfaction with interpersonal relationships” - allows you to multidimensionally study the essence of harmony and disharmony in interpersonal relationships subjects of the educational process, whose characteristic is the socio-psychological distance between them.

3. What is common in the harmony and disharmony of interpersonal relations of subjects of the educational process is their conditioning by socio-psychological distance: the harmony of interpersonal relations of subjects of the educational process represents their inclusion in self-valued contact, openness, mutual attitude, constant dialogue, concern for the well-being of a partner, rejection of any manipulative control and desire for superiority over him, mutual satisfaction with the relationship; disharmony of interpersonal relations of subjects of the educational process is alienation, lack of emotional closeness between interacting subjects, trust, understanding, tension and discomfort arising in joint activities, tension, conflict and aggressiveness in relationships, the experience of loneliness.

4. In the “teacher-student” system, the modality of interpersonal relationships is mediated by the presence of a common goal and the results of its achievement in the educational process; in the “teacher-student’s parent” system, the link that mediates the relationship is the student. Disharmony in relationships can be caused by poor academic performance and behavior of the student, indifference and dishonesty of parents, as well as a negative, biased, overly demanding attitude of the teacher towards the student; disharmony of relationships in the “parent-child” system is caused by a lack of understanding, trust, unfavorable feeling tone, difficulties in carrying out joint activities, on the one hand, or exaggerated trust, an obsessive desire to spend as much time as possible together, as well as heightened bonding feelings, on the other .

5. Psychological determinants of harmony and disharmony in interpersonal relationships of subjects of the educational process are the bringing together and distancing personal characteristics of the subjects, the degree of self-disclosure of partners, characteristics of the mental state and mood, the experience of well-being (distress), satisfaction (deprivation) of interaction needs, characteristics of parental relationships, interactional dependence (or lack thereof) subjects.

6. The model for preventing disharmony in interpersonal relationships of subjects of the educational process includes diagnostic, advisory and correctional-developmental parts. The main ways of prevention are: increasing the general socio-psychological culture of teachers, parents and children; development of “bringing closer” and correction of “distant” personal characteristics of interacting subjects; development of skills in flexible construction of distance, building trusting relationships, constructive interaction, maintaining harmonious relationships, predicting possible “problem” areas in relationships; correction of “interactional” dependence and pathological codependence of subjects of the educational process.

Research base. The empirical basis of the study consisted of materials obtained by the author during teaching and scientific activities in educational institutions of general and higher professional education. The results and conclusions presented in the work were obtained with the involvement of more than 2000 participants: applicants from the Kurgan State University (KSU), the Ural State Pedagogical University (Ural State Pedagogical University), the Humanitarian University (GU), and graduating students from secondary schools in Kurgan and Yekaterinburg.

Approbation of research results. The main provisions, the results obtained and the work as a whole were discussed at meetings: general and social psychology of Kurgan State University, the Department of Social Psychology of St. Petersburg State University, the Department of General Psychology of the Ural State Pedagogical University (2003-2012).

The dissertation materials were discussed at scientific and practical conferences at various levels, including: international (Volgograd, 2004, 2007; Ekaterinburg, 2011; Kurgan, 2004; Moscow, 2004; St. Petersburg, 2006), all-Russian (Volgograd, 2012; Ekaterinburg, 2009, 2010; Kazan, 2006; Kostroma, 2012; Krasnodar, 2012; Moscow, 2011; Orel, 2012; Rostov-on-Don, 2008; Sochi, 2006; Chelyabinsk, 2006, 2008, 2012).

Structure and scope of work. The dissertation consists of an introduction, five chapters, findings, a conclusion, contains 32 tables, 18 figures, 5 appendices. The list of used literature includes 289 sources.

1. Interpersonal relations of subjects of the educational process are any relations between them that unfold in a certain situation of interaction and can be of a formal business or intimate-personal nature. The structure of relations between subjects of the educational process includes: objects, components, processes of relations, as well as components of relations. The procedural plan of interpersonal relations between subjects of the educational process involves the passage of certain stages and overcoming barriers. The nature of this will determine the development of relationships in the harmony-disharmony continuum.

2. Harmony of interpersonal relations of subjects of the educational process represents mutual satisfaction with relationships, constant dialogue, openness, contact, mutual attitude, concern for the well-being of a partner, rejection of any manipulative control and desire for superiority over him, inclusion in self-valued contact.

3. Disharmony in interpersonal relations of subjects of the educational process is a lack of trust, understanding, emotional closeness between interacting subjects, tension and discomfort arising in joint activities, tension, alienation, conflict and aggressiveness in relationships, and the experience of loneliness by subjects of relationships.

4. Harmony and disharmony of interpersonal relations of subjects of the educational process is associated with a change in the socio-psychological distance in interaction. Socio-psychological distance is a characteristic of interpersonal relationships, manifested in the experience and understanding of the closeness (remoteness) of the subjects of the educational process; socio-psychological distance is regulated by external (environmental) factors, personal characteristics of the subjects, as well as their activity.

5. Harmony and disharmony of interpersonal relationships is determined by the severity of the components of socio-psychological distance: cognitive, communicative, emotive, behavioral and activity. The cognitive component is the degree of mutual understanding. The emotive component is the ratio of the strength of bringing together and removing feelings. The communicative component is the degree of trust, readiness to transmit, receive and store information and information of personal significance. The behavioral and activity component involves the joint implementation of activities in the educational process.

6. The determinants of harmony-disharmony of interpersonal relationships of subjects of the educational process, the characteristic of which is the socio-psychological distance between them, are: self-disclosure of partners, their emotional and sensory characteristics, approaching and distancing personal characteristics, satisfaction (deprivation) of interaction needs, autonomy (intrusion ) psychological space of the individual, the presence or absence of interactional dependence and the level of experience of loneliness.

7. Harmony-disharmony of interpersonal relationships in the “teacher-student”, “teacher-student’s parent”, “parent-child” systems is determined by trust, understanding, satisfaction of the need for communication between interacting subjects, as well as the severity of cognitive, emotive, communicative, behavioral and activity components of socio-psychological distance.

8. Complex psychodiagnostics allows for a multifaceted study of the features of interpersonal relationships of subjects of the educational process, determined by the socio-psychological distance between them. When interpreting data, it is necessary to take into account the following principles: orientation towards specific practical goals, adherence to content boundaries, reliance on empirical data obtained during psychometric testing of the methodology.

9. The concept of harmony and disharmony of interpersonal relations of subjects of the educational process, which is based on the socio-psychological distance between them, in general theoretical terms corresponds to the basic general scientific methodological principles: determinism, systematicity and development. The concept is characterized by the logical dependence of some of its aspects on others, the fundamental possibility of deriving its content from the totality of initial theoretical positions. The developed concept of harmony and disharmony of interpersonal relations of subjects of the educational process has its own theoretical and empirical justification.

10. The model for preventing disharmony in interpersonal relationships of subjects of the educational process involves preventing, preventing and overcoming disharmony. The model consists of three parts: diagnostic, advisory and developmental-corrective. The model can be legitimately used within the framework of psychological support for subjects of the educational process. The basis for the prevention of disharmony in interpersonal relations of subjects of the educational process is a comprehensive diagnosis.

CONCLUSION

The work presents a solution to a number of scientific, theoretical and empirical problems of educational social psychology, and in particular the psychology of interpersonal relations of subjects of the educational process. The conducted theoretical and empirical study of the problem of harmony and disharmony of interpersonal relations of subjects of the educational process, caused by the socio-psychological distance between them, allows us to say the following.

The nature and quality of interpersonal relationships will determine the personal, social well-being, health of interacting subjects, their satisfaction-dissatisfaction with life and fate in general. Interpersonal relationships often act as confrontations between people and become conflicting in nature. One of the manifestations of this is the nature of the existing socio-psychological distance between interacting subjects.

Based on theoretical analysis and results obtained in the course of empirical research, the work reveals the features of interpersonal relationships of subjects of the educational process and the socio-psychological distance between them. This problem currently does not have a clear and generally accepted solution.

Based on theoretical analysis and analysis obtained in the course of empirical data research, the essence of socio-psychological distance is revealed as a condition for harmony and disharmony of interpersonal relationships; the factors determining the distance are revealed. The concept of harmony and disharmony of interpersonal relations of subjects of the educational process has been developed, which is based on the socio-psychological distance between them (the concept has its own theoretical and empirical justification), and a comprehensive diagnostic has been developed that allows a multidimensional study of the nature of interpersonal relations of subjects of the educational process.

The position that harmony and disharmony in interpersonal relations of subjects of the educational process is determined by the socio-psychological distance in the interaction between them has also been confirmed.

It is shown that the basis of harmony-disharmony of interpersonal relations of subjects of the educational process is their understanding, trust in each other, sensual tone, as well as the nature of joint activity as components of the socio-psychological distance between them.

It has been established that the determinants of harmony and disharmony in interpersonal relations of subjects of the educational process, determined by the socio-psychological distance between them, are: the level of their self-disclosure; their emotional and sensory characteristics; approaching and distancing personal characteristics; satisfaction of interaction needs; autonomy (“invasion”) of personal space.

It has been proven that comprehensive diagnostics is a condition for the prevention of disharmony in interpersonal relationships caused by social-psychological distance, carried out in the context of psychological support for subjects of the educational process.

A comprehensive diagnosis of harmony/disharmony in interpersonal relations of subjects of the educational process, conditioned by the distance between them, has been developed. The complex includes: Methodology “Subjective assessment of interpersonal relationships” “COMO”; Methodology “Determination of socio-psychological distance” “SPD”; Methodology “Scale of Subjective Experience of Loneliness” “SPO”; Questionnaire “Interpersonal distance” “MD”; Questionnaire “Causes of dissatisfaction with interpersonal relationships” “PNO”. The methods included in the complex diagnostics, which allow a multifaceted study of the features of harmony-disharmony of interpersonal relationships of subjects of the educational process, meet the basic requirements for the developers of psychological tests.

The prevention model for relationship disharmony involves prevention, avoidance, and coping. The model can be legitimately used within the framework of psychological support for subjects of the educational process. The model consists of three parts: diagnostic, advisory and developmental-corrective. The presented model can be legitimately used within the framework of primary prevention (it involves taking care of psychological health and identifying the personal resources of the subjects of the relationship); secondary prevention (early identification of difficulties and problems in interpersonal relationships); tertiary prevention (psychological assistance to subjects of the educational process - psychocorrectional and psychotherapeutic - in overcoming disharmony in relationships).

Further study of the problem of harmony and disharmony of interpersonal relations of subjects of the educational process, caused by the socio-psychological distance between them, will expand the ideas available in educational psychology about the specifics of interpersonal relations and relationships, as well as their regulation.

Timely diagnosis of harmony and disharmony allows for more flexible regulation of interpersonal relationships between interacting subjects of the educational process, promotes the creation of favorable, satisfying relationships between them, the prevention of conflicts, in order to ensure a more comfortable state of health and increase the efficiency of the learning and education processes.

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