Svetlana V. Pazukhina

The relevance of the stated topic stems from the fact that teachers working with children with disabilities are often susceptible to significant emotional burnout, which negatively affects their personal and professional characteristics and determines high staff turnover in special organizations. However, this problem has not received due attention to date, and it requires study both in theoretical and practical terms. The goal is to identify the specifics of emotional burnout manifestations on the personal and professional level in teachers working with children with disabilities compared with teachers working in a comprehensive school. The methodological approach is person-oriented. Two natural groups participated in the study – teaching staff of a special institution and that of a comprehensive school. To study the features of emotional burnout and personal and professional characteristics of teachers working with children with disabilities, a number of standardized methods were used to identify signs of professional burnout, phases of emotional burnout, and personal and professional characteristics of teachers. According to the results of the study, many respondents showed a significant level of psycho-emotional exhaustion, which is manifested in constant fatigue and lack of energy; personal alienation, which is reflected in the fading of interest in work and detachment from children; reduced professional motivation, leading them to think about changing jobs and even profession. The results obtained formed the basis for developing a program for the psychoprophylaxis of emotional burnout, which included areas of work at four levels: emotional-personal, stress-dynamic, professional activity-oriented, personal-motivational. The theoretical significance lies in identifying the characteristics of emotional burnout in teachers working with children with disabilities on the personal and professional level. The practical significance lies in the fact that taking into account the identified personal and professional characteristics, when drawing up and implementing a program for the psychoprophylaxis of emotional burnout in practice, shows the effectiveness of the measures taken, so the program can be recommended for further use in institutions for working with educators teaching and raising children with disabilities.

The urgency of searching for innovative career guidance options with students of the digital generation is due to the specifics of their hybrid socialization, combining the impact of the real and virtual environment on the interests of the younger generation, the ideas of high school students about fashionable and sought-after professions. The article reflects the results of a theoretical study of the characteristics of modern schoolchildren, which lead to a distortion of their ideas about their own abilities and make it difficult for them to develop their personal and professional self-determination. One of the main factors contributing to the problems of professional choice even among students of psychological and pedagogical classes is the lack of appropriate motivation among the children of the digital generation and limited knowledge regarding modern professions, in particular, the types of profession of a psychologist. In this regard, the aim of the work was to find effective forms and test an innovative career guidance program for students of the digital generation to increase motivation for choosing a profession as a psychologist. The research is based on a personal activity-based approach. Organizational, theoretical, empirical methods, quantitative and qualitative data analysis and interpretation were used. Empirical results were obtained using standardized methods for diagnosing motives for choosing a profession, determining willingness to choose a profession, identifying awareness, stability of orientation, and propensity for a certain type of profession. The development and testing of an innovative career guidance program based on the idea of joint participation in the analysis of the specifics of the profession of a psychologist, professional tools, types of activity, functions, responsibilities in game and interactive formats with immersion in the real environment of the university has significantly influenced the motivational determinants of students' choice of the profession of a psychologist. The theoretical significance of the research lies in substantiating a new approach to career guidance based on emotional and active immersion in the real environment of the university, the joint participation of schoolchildren, students and faculty in identifying the characteristics of the future profession in gaming and interactive formats, as well as in the substantiated selection and development of forms and methods of career guidance for the profession of a psychologist that best suit this approach, meet the specifics of this particular area of work activity and have a high motivating potential. The practical significance is due to the effectiveness of the proposed methods of career guidance for the profession of a psychologist, which have shown their effectiveness during testing.

The relevance of the work is related to the fact that the involvement of teenagers in various types of volunteer activities for the benefit of their homeland is one of the priority tasks of bringing up the younger generation today. The purpose of the work was to study the relationship between the prevailing motives of volunteer activity of adolescents with the level of social activity and to identify the pedagogical conditions of their development. The main methodological approach determining the conceptual aspects of the study was the personal activity approach, which involves focusing on the upbringing of a teenager's personality in volunteer activities by increasing his motivation and social activity of participation in socially useful activities. The article shows that the involvement of a significant number of volunteers makes it possible to effectively implement national projects, hold large-scale events in different territories of our country; volunteer activity is an important factor in the education, socialization of young people, and prevention of deviant behavior. However, in some cases, volunteers are involved according to formal characteristics, without taking into account their motives, which affects the level of their social activity in volunteer projects. During the empirical study, standardized methods were used to study the motivation and social activity of adolescents. Results: it was found that in the studied group of adolescents who expressed a desire to participate in volunteer activities, the motivation to help other people, the motivation to achieve success without a predominance of the motivation to avoid failures, and the motivation of affiliation were sufficiently expressed. Indicators of social activity and orientation to humanistic norms of life activity had a high and average level. The correlation analysis revealed pronounced statistically significant relationships between the studied indicators of motivation and indicators of social activity in adolescent volunteers. The theoretical significance lies in the systematization, generalization, clarification of conceptual characteristics concerning the prevailing motivation of volunteer activities and their social activity, and the identification of pedagogical conditions for their development. The practical significance is determined by the possibility of using the developed diagnostic program, the obtained research results, and the proposed pedagogical conditions for studying, accounting and developing the motivation of adolescents in order to increase their social activity and participation in volunteer projects.

The relevance of the work is related to the need to understand new challenges and threats and create a theoretical basis to substantiate the factors for achieving psychological comfort for students in modern conditions. The paper presents the results of an analysis of theoretical models, the purpose of which was to determine the basis for describing the components that ensure the psychological comfort of students in the information and educational space of the school in the face of new challenges and threats. The methodological approach, which made it possible to comprehensively consider the factors being studied, was the systemic approach. Based on its basic provisions and principles, approaches to considering the concepts of psychological comfort, socio-psychological climate, psychological safety of the educational environment, and psychological well-being of students were studied. Studies on modern challenges and threats that indirectly or directly affect a child’s sense of psychological comfort/discomfort are analyzed. Psychological markers of psychological comfort and discomfort are described, and some consequences of such discomfort in schoolchildren are given. The theoretical significance lies in the substantiation and description of components important for achieving psychological comfort of students in the context of modern challenges and threats. It is shown that the modern world of challenges and threats can be viewed not so much from the perspective of self-defense or ensuring complete peace of mind, external security, but from the position of other mechanisms and conditions that require new ways of understanding the changing reality, and bring with them new opportunities, which need to be predicted and used for good. Therefore, a special role is played today by the tasks of developing the personal resources of students to be prepared for various kinds of threats, to show resilience in difficult situations, to pursue their goal, while creating and doing something useful for their country, helping others. The practical significance lies in the fact that for each studied component, which provides psychological comfort to students, pedagogical methods are proposed (the method of emphasizing values, the method of value contrasts, the method of giving value, methods of fostering patriotic values, life orientations, methods of reconstructing communication styles, joint discussion of important innovations for the country with adults, trainings for the development of critical thinking, analysis of manipulative technologies used by telephone scammers, express exercises for relieving emotional stress, negative emotions conducted in lessons, dynamic pauses, at recess, self-organization methods, etc.), which can be used to conduct empirical research.

The relevance of the article lies in clarifying and concretizing the content of the concept of «psychological security of the educational environment» taking into account new challenges and threats with an emphasis on the personal factor. It is shown that the definition of psychological security of the educational environment through the category of protection from various risks and threats does not meet new challenges and threats. The authors believe that in the modern digital world, combining real and virtual influence on children and young people, it is not possible to fully foresee all imaginable dangers and protect students from them, because even identical conditions for one student may be safe, for another – constitute a potential threat. The authors emphasize that the educational environment is characterized by dynamism, and its psychological security as an integrated part is based primarily on the ability of the subjects themselves to maintain stability, vigilance, show critical thinking, resist negative influences and overcome them on their own or by seeking help. The aim of the study was to examine the personal characteristics of modern students which can influence the psychological safety of the educational environment in a situation of new challenges and threats. The following personal qualities of students were studied: conformism, social pessimism, intolerance, nihilism, cynicism, destructiveness, attitude to the permissibility of aggression, the presence of a cult of strength, protest activity, etc. To do this, the multidimensional diagnostic technique by D.G. Davydov and K.D. Khlomov was used. According to the results of the work done, the personal characteristics of students that form the potential risks of both illegal activity and loyalty to its implementation on the part of other persons are revealed: social conformity, unwillingness to make independent decisions and take personal responsibility, a tendency to simplify the picture of the world, reduce complex parameters of the VUCA world to generalized models, attraction to idealized guarantees of social justice. The novelty lies in identifying the targets of socio-psychological work with students aimed at reducing the risks to the psychological safety of the educational environment. The results of the research can be used by the administration, university teachers, tutors of student groups, psychologists to organize educational, correctional, preventive work with students, as well as for psychological and pedagogical support of students, taking into account their individual characteristics at the stage of their personal development at the university.