CORRECTION OF ADOLESCENTS’ CREATIVE THINKING PROCESSES DURING GROUP PROBLEM SOLVING

Abstract

Тhe emphasis is placed on the relevance of effective creative group interaction under conditions of extremity and informational uncertainty. An analysis of reflexivity is presented as an intragroup interaction aimed at self-analysis for the purpose of problem-solving. Conditions for ensuring the effectiveness of group reflexivity are formulated. The principle of new knowledge formation within the functioning of a small group, as outlined in D. Kolb's concept, is substantiated. The essence of K. Weick's concept of sensemaking is expounded, which consists in the construction of group identity during the group’s resolution of a task situation. Manifestations of collective intelligence are analyzed. The bank of alternative interpretations developed during reflection ensures the effective functioning of a spectrum of diverse meanings, allowing for rapid adaptation to changes. Reflexivity can accumulate in interpersonal communication. J. Piaget's famous maxim is analyzed as a psychological basis for understanding the essence of correcting creative mental processes. Attention is focused on the functioning of the psychological mechanism of creativity. The stages of the creative process are considered. The system-forming role of the stage of finding contradictions is substantiated. An analysis of the features of transforming the initial conditions of a task into its sought-after conditions is carried out. The application of creative tools for the purpose of constructing a concept is based on the general principles of natural development: analogy, combination, and reconstruction. A classification of tasks according to the significance of each stage of the creative process is presented. The peculiarities of adolescents' mental activity are analyzed, along with the sources of the adolescent crisis. Two types of tasks encountered by adolescents in the process of educational work in schools and extracurricular institutions are compared. The expediency of implementing a creative group game as a means of correcting the creative mental processes of adolescents is substantiated. Attention is focused on the specifics of this tool's functioning at each stage of the creative process. Methods for generating new ideas during group work are provided. Means for correcting adolescents' sensitivity to problems regarding various spheres of creative activity are proposed.