Keyword: «personal growth»

The author describes the optimization model of development and upbringing of the young generation, de-signed to meet the pressing needs of self-knowledge, conscious of socialization and self-improvement by means of technologies of personal growth.

Personality-oriented technology training future social workers to the social and pedagogical interaction with clients. The technology is based on subject-subject interaction of the participants of educational process. Research on the implementation of personal and orijentirowannoi technology in the period of practice in the activity of b-ditch confirms its effectiveness.

The author considers the problems related to mentoring as a significant learning strategy that involves providing students with emotional and instrumental support during the period of study in higher education institutions. By providing informative, guiding and motivational support, mentors aim to play a significant role in stimulating students’ aspirations and preparing them for future careers. The article tries to answer a number of challenges faced by modern students, both during training and in the subsequent professional activities, and offers practical recommendations in the context of traditional foreign language classes at the University.

The article is dedicated to the problem of formation of uncomplicated communication in future managers as an aspect of the psychology of difficult communication and the result of the development of personal and socially oriented competence. Methodological features of the organization of the educational process that provides psychological and pedagogical conditions for stimulating personal growth of students as a manifestation of their personal competence are considered in article.

With the inclusion of the mentor program in the general educational program, the problem of diagnosing the personal development of students has acquired particular significance, which is due to the need to specify the goal, subject and methods of diagnosis. In this regard, the purpose of the article was to define the pedagogical and psychological components in the diagnosis of the results of the educational program. The article deals with the problems of diagnostic constructs, substantiates the need to differentiate the pedagogical and psychological components of the diagnostics of educational results, provides a short list of methods of pedagogical diagnostics, and analyzes in detail the potentials of using psychological methods in diagnosing the results of a mentor program to study anxiety, educational motivation and interpersonal relations of schoolchildren.