Ksenia S. Shalaginova

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.

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.

The article presents the results of a study of students of a pedagogical University on the issues of a healthy lifestyle. The presence of a significant proportion of students with health deviations and the General trend towards its deterioration puts the problem of forming healthy lifestyle habits of students in the forefront. Of particular relevance is the promotion of orientation to a healthy lifestyle among future teachers (teachers-psychologists, social educators). The purpose of the article is to increase the psychological and pedagogical competency of pedagogical University students in the formation of attitudes and value orientations to a healthy lifestyle. Research methods: theoretical (analysis of psychological and pedagogical literature), empirical (questionnaires). The study revealed the need for systematic and comprehensive work to prepare future teachers to preserve and strengthen the health of their students, to use health-saving educational technologies in the educational process: diagnostics and information on healthy lifestyles; designing work in the field of health improvement of children and young people, formation of orientation to a healthy lifestyle for all participants of the educational process; prevention of deviant behavior. The authors draw attention to the potential of project activities with the aim of forming positive attitudes to the preservation of various types of health, a life position aimed at a healthy lifestyle of students. One of the main objectives of the events is to develop students ' experience of a healthy lifestyle, which can be used in the future with participants in the educational process (students, parents, teachers), development and implementation of programs for the formation of a health culture. Forms of work: discussions, thematic conversations, organizational and activity games, foresight sessions in the form of games, actions that provide an interactive format, classes with elements of training, art therapy, practices that include the implementation of projects and programs, exchange of experience in the framework of health-improving events. The results of the study showed the feasibility of using innovative experience in forming healthy lifestyle habits of students - future teachers, their application in working with students of different age categories.

The article is aimed at analyzing and improving existing career guidance practices. Today, children are changing, the world of professions, society, professionally important qualities are undergoing changes, that leads to the need to justify, fill in new technologies for professional self-determination. The purpose of the article is the analysis of modern technologies of career guidance in adolescence and young age, the evaluation of the effectiveness of training programs for students to make a conscious choice of profession in the ever-increasing complexity of expanding living conditions. The authors note the importance of building up readiness for a conscious and independent construction of a personal educational and professional route, the active inclusion of students, their parents in the process of self-determination. The basic methods of career guidance are considered: informational, activating, developing, diagnostic and consulting. The target category of the study is students in grades 7–9. Research methods: theoretical (analysis of psychological and pedagogical literature), empirical (questioning, testing, formative experiment). The development of proposals for improving the system of modern career guidance is rather relevant. As a result of rethinking new approaches to career guidance, the authors focus on the training of specialists providing psychological and pedagogical support to students in the process of formation and implementation of the educational and professional route. The results of the study can be the basis for working out new instruments and the content of professional self-determination. The study meets the important challenge of the present – the creation of a system of professional self-determination of students and professional growth of specialists. The materials of the article can be used by bachelor students in psychological and pedagogical areas of training, researchers and practitioners dealing with career guidance issues, and for the organization of psychological assistance to students.