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THE DYNAMICS OF BEHAVIORAL MODELS CHANGING DURING ADULTS' EDUCATION (BASED ON MEDIATION TRAINING RESEARCH)
Abstract
The article is concerned with the problem of adult people education where the behavioral habits transformation is involved. It produces participants’ resistance and may lead to low efficiency of education especially in some time after the educational course was finished. The mediation training course is an adequate object for survey of such problem, because of mediator’ need in neutrality and non-coercive approach to dealing with disputing parties’ disagreements content. Such model of behavior is very different of living habits of many professionals applying to mediator’s qualification. Providing non-directive behavioral skills is especially important, because mediation directivity getting arising significance along with mediation practice development and spreading in many countries including Russia. The directivity notion is analyzed, the author’s understanding and classification of directivity is presented. Expert and process directivity are identified and their presence in different styles of mediation is revealed. The author formulates hypothesis about dynamics and special features of specialists’ directive attitudes transformation during educational process. Legal professionals with initially high level of directivity have been taken part in the survey during 3 months. The results of experimental research are presented. They appeared statistically reliable and prove nonlinear character of rigid directive behavioral scenarios transformation. The process gets through several stages: first participants move from ignorance to getting aware of the initial behavioral habits exchanged by their complete denial leading to passive nonproductive position. To overcome this linear functioning the learning process must provide changes connected with advancing cognitive complexity and deepness of understanding mediator’s functions. The article shows the dynamic of the process of attitudes’ transformation providing loyalty to non-directive principles and increasing its practical efficiency. It offers some methodological means letting this process to be more productive and to reduce risks of specialists’ regression to directive attitudes after finishing education and some possibilities to consolidate constructive changes. The results show some general ways of development of new behavioral attitudes and models and may be useful in other types of educational programs involving adults.
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