Elena V. Dekina

The relevance of the research is associated with the study of social responsibility as the basis for the formation of a risk group teenager as a subject of self-development, with the cultivation of social responsibility using pedagogical technologies. The concept of social responsibility is analyzed in the context of preventing deviant behavior in schoolchildren. Social responsibility is defined as the ability to be responsible for oneself, personal self-development and self-design, which is one of the important and essential characteristics of the human personality and individuality. Adolescence is considered as a sensitive period for comprehending and developing this quality. Two highlighted aspects – the study of social responsibility in adolescents at risk in the context of measuring significant age-related psychological characteristics and working out a program for its cultivating determined the goal of the article. The study was carried out on the basis of educational institution No. 4 in Tula. The research methods included a theoretical analysis of the literature on the research problem; design, testing and a pedagogical experiment were used as empirical methods. Taking into account the data obtained, the authors have worked out a program for cultivation of social responsibility in adolescents at risk, where they put emphasis on working with the following components: cognitive, emotional, volitional, and behavioral. The worked-out program of cultivating social responsibility in adolescents at risk is of a complex nature and includes the following forms of work: consultations, seminars, master classes, quests, discussions, training sessions, role-playing games, projects, educational lessons, educational activities of patriotic, creative, sports, health-improving, local history studying orientation. The fundamental principles were the principles of complexity, taking into account the individual and age characteristics of adolescents, psychological and pedagogical support, etc. The research results can be used for working with adolescents at risk in an educational institution, a youth center, an institution of additional education; for development of social partnership in the field of positive prevention of deviant behavior of children and young people.

The goal is to work out and test a program for implementing mentoring in pairs as a basis for developing the personal potential of a mentor and a troubled teenager, taking into account their individual characteristics. The study has been conducted on the basis of the Central Educational Institution No. 27 and Tula State Pedagogical University named after L.Tolstoy, which teenagers, senior schoolchildren, and students have attended. Research methods include theoretical ones (study and analysis of psychological and pedagogical literature; analysis, generalization and systematization of information from scientific sources); empirical ones (questionnaires, testing, pedagogical experiment); and methods of quantitative and qualitative analysis. The diagnostic program includes the following methods: «Questionnaire of interpersonal relations» (author – A. A. Rukavishnikov), «Communicative and organizational inclinations» (authors – V. V. Sinyavsky, B. A. Fedorishin), «Unfinished sentences», the test «Who am I?» (author – M. Kuhn). Based on the results of the study of troubled teenagers and mentors from among students and senior schoolchildren, a program for the development of mentoring in pairs is compiled in order to form a positive image of a mentor–friend for troubled teenagers, prevent deviant behavior through inclusion in various activities, and provide systematic assistance to troubled teenagers. The development of mentoring relationships is based on the principles of trust, dialogue and constructive partnership, and mutual enrichment, as well as the direct transfer of personal and practical experience and knowledge. The content of the mentor training program includes the following sections: «I am a mentor», «How to become a mentor for a troubled teenager», «Steps of cooperation», «To help a mentor», «Feedback». The authors' approach to the content of the program consists in the development at mentors from among students and senior schoolchildren of models of positive prevention of deviant behavior of troubled adolescents in extracurricular activities. The analysis of the implementation of the mentoring program shows that the presence of a mentor-friend has a positive effect on the formation of positive behavioral patterns of a troubled teenager. Mentors help teenagers to reveal their personal potential by personal example and develop themselves as a pair (team), helping the younger ones. Mentoring at the same time is a way of direct and indirect personal influence of the mentor on the troubled teenager. For the mentor, such work turns into an element of personal improvement and self-development, acting as a test for a person in the future profession.

At present, society requires from a person the ability to constant personal and professional improvement, which actualizes the development of students’ “self-concept”, the formation of their personality in the educational process of the university. The purpose of the article is to study the influence of students’ “self-concept” on the willingness to participate in volunteer work. The study was conducted on the basis of the Tula State Pedagogical University named after L. Tolstoy with first- and second-year students. The research methods included a theoretical analysis of domestic and foreign literature on the research problem; questionnaires, testing, and a pedagogical experiment were used as empirical methods. The principles of consistency and integrity, taking into account the individual and age characteristics of students, etc. were determined as fundamental ones. The article presents the experience of implementing the program of classes for volunteer students "The First Step into Volunteering", which promotes the involvement of students in various areas of volunteering. Its distinctive feature is the form of interaction organization in the "student-mentor - first-year student" system. The proposed program provides theoretical and practical modules aimed at developing the “self-concept”, individuality of students, reveals the potentials of personal and professional growth by means of volunteer work. The program consists of the following modules: “Who am I?”, “I am a volunteer”, “Helping others”, “Volunteer project”, “From volunteering to employment”. The theoretical significance is presented by an overview of approaches to the structure of the students’ “self-concept” and the development of the volunteer movement. The practical significance of the research is in the worked out program for the development of students’ “self-concept” at the pedagogical university in the process of active involvement in volunteer work. The introduction of students to project activities deserves special attention. The research results can be useful for the development of volunteer centers of universities, the organization of psychological and pedagogical support for the creative activity of students.

Since the introduction and effective functioning of reconciliation services is considered as an opportunity and prospect for the creation of a comfortable and safe school environment, and the teacher's behavior in conflict, his/her attitude, competence, readiness to use modern techniques and approaches largely determine the effectiveness of resolving conflicts that arise in the school environment, we believe it necessary to focus on the purposeful preparation of students for the implementation of measures to resolve conflicts within the practice of a restorative approach. The purpose of the article is to analyze the preparedness of students - future teachers to resolve school conflicts using mediation technologies with the subsequent development of schemes for improving training, filling the main components of training with content. Target category – third- and fourth-year students, "Pedagogical education" and "Psychological and pedagogical education" areas of training, who consider work at school as a possible prospect for them. Research methods: theoretical (analysis of psychological and pedagogical literature on the research problem), empirical (questioning, testing, ascertaining experiment). It is urgent to develop proposals for improving the preparation of students - future subject teachers for resolving school conflicts using mediation technologies in the unity of four components. At the level of the cognitive component, it is important to give students knowledge in the field of mediation practices - first of all, within the framework of studying the disciplines of the psychological module, as well as when students take part in the work of various workshops, master classes, seminars, etc. To form readiness at the level of emotional-volitional, motivational and behavioral components, it is advisable to use trainings, work with cases, modeling situations with an emphasis on the practical component, as close as possible to practical work, in some cases – taking part in the real pedagogical work.

Currently, patriotic education is the most important national task, the solution of which provides for the intelligent systemic activity at different levels. The purpose of the study is to identify the characteristic features of the patriotic education of children and youth using personal example of young heroes of the Great Patriotic War. The study was conducted on the basis of the Tula State Pedagogical University named after Leo Tolstoy with volunteer students who took part in the project. Research methods: theoretical (study and analysis of psychological and pedagogical literature, analysis, generalization and systematization of information from scientific sources); empirical (questioning, pedagogical experiment); methods of mathematical statistics. The principles of consistency and integrity in solving the problems of patriotic education, taking into account the individual and age characteristics of students were identified as fundamental. The article presents the experience of implementing the project “Training of educational volunteers to support events dedicated to the Year of Memory and Glory“ Heroic generation of peers””, aimed at the patriotic education of young people and the preservation of historical memory, the development of patriotic volunteering. Its characteristic feature is the form of interaction organization in the system “university students - school students”. The content of the project includes the organization of a monitoring study on the issues of patriotic education of children and youth, the training of volunteer students of patriotic orientation, the design of classes in patriotic education which are dedicated to the feat of the young hero of the Great Patriotic War, who lived on the Tula land, the same age as today's boys and girls. In educational institutions, volunteers actively interacted with representatives of student self-government, the Russian movement of schoolchildren, the school's museum members, etc. Class tutors, social teachers, youth leaders, representatives of the RMS, public organizations of patriotic orientation, etc. can use thematic lessons of patriotic orientation. The project contributed to the preservation of historical memory and the development of patriotic volunteering.