Ksenia S. Shalaginova

The relevance of the problem under study is associated with the growing number of difficult life situations in the lives of modern adolescents and their families, the lack of ways and mechanisms for guaranteed protection of schoolchildren from getting into such situations, the need to find ways and technologies for preventive work. The aim of the study: to analyze the characteristics of emotional intelligence development in adolescents in difficult life situations, to outline the targets and main directions of psychological and pedagogical influence. The works of domestic and foreign researchers in the field of emotional intelligence, issues of behavior and coping in difficult life situations served as the theoretical and methodological basis of the work. Research methods: theoretical (study and analysis of psychological and pedagogical literature; analysis, generalization and systematization of information); empirical (testing, quantitative and qualitative analysis) methods. The study involved 128 schoolchildren in difficult life situations, aged 13–15 years. The diagnostic program included 4 methods. According to the data obtained, teenagers in difficult life situations are characterized by a fairly low level of awareness in matters of emotional intelligence, and a tendency towards average values of indicators is traced in most of the respondents, which is interpreted as a very positive trend, manifested in the desire of teenagers to understand themselves, their inner feelings. The novelty of the publication is associated with the identification of the characteristics of emotional intelligence of teenagers in difficult situations, as well as identifying targets for psychological and pedagogical influence, substantiation and selection of the most effective methods and technologies of work. The theoretical significance of the work consists in studying the characteristics of the emotional intelligence of adolescents, identifying the specifics of the manifestation of the emotional intelligence of adolescents in difficult situations. Practical significance – the developed diagnostic program can be used to assess the emotional intelligence of adolescents; the results of the study can be used as a basis for working out psychological and pedagogical programs for the development of emotional intelligence of adolescents in difficult life situations.

The relevance of the problem under research is related to the study of the conditions for the development of confident behavior among students of psychological and pedagogical specialties. Analysis of literature defines confidence as a multidimensional characteristic, which is determined by the reciprocity and interdependence of all components. The aim of the study is to determine the factors of developing confident behavior among students – future teachers, psychologists, to evaluate the effectiveness of the model of confident behavior formation in a group of students. The theoretical and methodological basis of the work was built on the key principles and provisions formulated by leading domestic and foreign scientists in a systemic, activity-based approach. Research methods: theoretical (study and analysis of psychological and pedagogical literature on the problem of research; analysis, generalization and systematization of information); empirical (testing); methods of quantitative and qualitative analysis. In total, 128 students of TSPU who studied in the area of training 44.03.02 “Psychological and pedagogical education” took part in the study. The following methods were used to diagnose the components of confident behavior of students: "Self–confidence test" by Romek V.G., "Scale of personal and situational anxiety" by Ch.D. Spielberg – Y.L. Khanin, "Questionnaire of social anxiety and social phobia" by Sagalakova O.A. and Truevtsev D.V., "Method of determining self-esteem" by Dembo-Rubinstein T.V., "Kettell's Standard multifactorial personality questionnaire 16PF" form A/V Raymond Kettell (adaptation by V. I. Pokhilko, A.S. Soloveitchik, A.G. Shmelev). The model of developing confident behavior in preservice teachers and psychologists is based on the ideas of cognitive behavioral psychotherapy as an approach that works most effectively with behavior. After the implementation of the formative stage, positive dynamics was noted in the sample for each component presented in the model, which allows us to conclude that the model has shown its effectiveness. Theoretical significance – scientific ideas about the development of confident behavior among students have been clarified, supplemented and systematized; the specific features of developing confident behavior in future teachers and psychologists are identified and described. Practical significance – the proposed model for the development of confident behavior among students – future teachers, psychologists can be used by curators of academic groups responsible for internship and employment of university graduates.

The relevance of the problem under examination is related to the study and analysis of the causes of learning difficulties in modern students and strategies for overcoming them. Based on the analysis of psychological and pedagogical literature, the concept of learning difficulties is analyzed from historical and modern points of view. The article presents the results of the authors' original questionnaire – the first section – studying learning difficulties in adolescents and high school students. The main reasons for their occurrence, ways of overcoming school problems during the period of study are revealed. The aim of the study: to identify the main categories of difficulties, strategies for overcoming them in modern schoolchildren – representatives of the digital generation in studies, to develop the content of "PRO (About) learning skills" lessons for adolescents and high school students. The theoretical and methodological basis of the work is made up of the works of scientists in the field of educational activity, pedagogical and developmental psychology. Research methods: theoretical (study and analysis of psychological and pedagogical literature; analysis, generalization and systematization of information); empirical (questionnaire); methods of quantitative and qualitative analysis. The study involved 1,664 adolescents and high school students of educational institutions of the city of Tula and the Tula region (grades 5–11). The diagnostic program included the authors’ questionnaire, consisting of introductory information and three sections – difficulties in learning, communication and socialization. This article presents an analysis of the results of the survey of adolescents and high school students on the problems of difficulties in learning. The theoretical significance of the work lies in clarifying the concept of “difficulty”, in identifying the characteristics of school failure among modern children. The novelty of the publication is associated with the development of the concept of "PRO (About) learning skills" lessons using innovative psychological and pedagogical technologies aimed at overcoming learning difficulties. The practical significance is that the obtained experimental data and the developed lessons can be used to improve psychological and pedagogical support for students, organizing the prevention and correction of learning difficulties. The results of the study may be useful to teachers, psychologists, social workers, parenting counselors, and parents.

The relevance of the problem under study is related to the study of the characteristics of psychological and pedagogical support for the development of communication among adolescents at risk. A child’s communication with adults and peers is an important condition for the development of mental abilities and personal qualities of a teenager. Adolescents who experience communication difficulties have problems with learning, in the exchange of information, and their interpersonal relationships are distorted. Purpose of the study: to analyze the characteristics of communication development in adolescents at risk, to identify the content and forms of communication development, to work out a program of psychological and pedagogical support for the development of communication in adolescents at risk. The works of scientists in the field of communication, educational and developmental psychology, and the psychology of deviant behavior serve as the theoretical and methodological basis of the study. Research methods: theoretical (study and analysis of psychological and pedagogical literature; analysis, generalization and systematization of information); empirical (testing, pedagogical experiment); methods of quantitative and qualitative analysis. The study involved 20 risk group adolescents. The diagnostic program included 6 methods. The novelty of the publication is associated with the development of a system of psychological and pedagogical measures aimed at developing communication among adolescents of this category. These procedures are collective in nature and help overcome difficulties in mastering the leading type of activity. Dialogue, game, training technologies, individual and group forms of work were used, aimed at building communication with peers, achieving mutual understanding, etc. The study showed that psychological and pedagogical support for the development of communication in adolescents at risk will be more effective when taking into account their psychological characteristics, relying on the positive motivation of students to acquire communication skills, carrying out preventive measures to decrease difficulties in communication and interaction as well as deviant behavior. The program’s activities included the work with teenagers and their parents; they can be used in the work of an educational psychologist, social educator, educational adviser, class teacher, etc.

The relevance of the problem under study is related to the examination of the characteristics of the giftedness signs development in students of psychological and pedagogical classes. Psychological and pedagogical classes form high school students’ ideas about pedagogical and psychological professions, help in self-discovery, development of professional interests, and allow them to try themselves in the profession. Purpose of the study: to identify specific features of the educational process organization in psychological and pedagogical classes that contribute to the development of giftedness in high school students. Objectives of the study: to study the specific features of the giftedness signs development in students of psychological and pedagogical classes, to identify the content and forms of the giftedness signs development in high school students, to work out a program for the development of giftedness in students of psychological and pedagogical classes. The works of scientists in the field of giftedness, pedagogical and developmental psychology and educational psychology served as the theoretical and methodological basis of this work. Research methods: theoretical (study and analysis of psychological and pedagogical literature; analysis, generalization and systematization of information from scientific sources); empirical (testing, questioning, pedagogical experiment); methods of quantitative and qualitative analysis. The study was conducted on the basis of the Municipal Budgetary Educational Institution “Secondary School No. 5” in the city of Donskoy, Tula Region. 20 students of the 10th and 11th grade of psychological and pedagogical classes took part in the pilot study. The diagnostic program included 5 methods. The experience of testing the “Fundamentals of Psychology” program is described. The novelty of the publication is associated with the use of web technologies in the program for the development of giftedness signs in students of psychological and pedagogical classes, which take into account the interests of the modern generation, trends towards computerization, and the expansion of artificial intelligence use in the educational environment of the school. The creative potential of future teachers is increased through the use of tasks to generate an image based on a text query using a neural network, media lessons, web quests, web excursions, Internet competitions, etc. The study showes that the development of giftedness signs in students of psychological and pedagogical classes through web technologies will be more successful if the individual and psychological characteristics of students in the psychological and pedagogical class are taken into account; deepen knowledge about psychological and pedagogical professions; use web technologies when working with students. These conditions were tested during the implementation of a psychological and pedagogical program, as a result of which positive changes in the studied indicators were recorded. The program for developing signs of giftedness among students in psychological and pedagogical classes has aroused interest and can be used by psychologists and teachers.