Valentina Dolgova

One of the topical scientific and practical problems of our time is the identification of the potential opportunities of the emotional sphere of a lawyer. The purpose of the article is to study the effects of conflict interaction among college students (law majors) and develop pedagogical technologies to prevent their constructive deformation. The study was conducted in three stages: a) search and preparatory (theoretical study of psychological and pedagogical literature, selection of methods for conducting a diagnostic experiment. Methods were selected taking into account age characteristics and research topics); b) experimental (conducting a diagnostic experiment, interpreting the results). Methods: "САН" – diagnostics of health, activity, mood (V. A. Doskin, N. A. Lavrentyeva, V. B. Sharay, M. P. Miroshnikov); "Self-assessment of the emotional state" (G. Yu. Aizenk); c) control and summarizing stage (analysis and generalization of the results of the study, working out recommendations for correcting the emotional states of participants in the process of protecting consumer rights). Theoretical methods: literature analysis, synthesis, concretization, generalization; empirical: diagnostic experiment, testing. An empirical study was conducted on the basis of Chelyabinsk Bureau of Legal Assistance LLC. The study involved students of the South Ural State College (jurisprudence). They were 19-20 years old. In general, according to the results of the diagnostic experiment, it was found that the emotional state of trainees was characterized by such negative manifestations as: a middle level of aggressiveness, anxiety, frustration, rigidity. These negative manifestations should be eliminated in the course of practical training, since it is an important stage in the personal development of a specialist and the formation of a value attitude to the professional field of activity. For this purpose, a Program has been developed, the system-forming element of which is the elective course "Consulting on the protection of consumer rights." The objectives and tasks of the elective course: to give an idea of the technological aspects of the process of consulting on consumer protection; to form practical skills on the organization and implementation of consulting on consumer protection. Tasks: learning the essence and content of consulting activities for the protection of consumer rights; training in the theory and practice of consulting on consumer protection using professional consultants; reviewing knowledge and development of skills in consumer protection. The curriculum of the discipline "Consulting on the protection of consumer rights" is 36 hours, including lectures – 16, practical classes 8, independent work 12 and a test. Educational and thematic plan includes five sections: Definition and objectives of the consumer protection counseling process; Subjects and objects of consumer protection consulting; Types and forms of consulting on the protection of consumer rights; The structure of the consumer protection consultation process; The role and place of the consultant in the process of consulting on the protection of consumer rights; Evaluation of the effectiveness of consulting services.

In the context of an unstable epidemiological environment, a person has to adapt to changes in communication, and especially in older adolescent age, when the self-consciousness and personality of a teenager is being formed. Purpose of the article: to study psychologically safe communications of older adolescents in an unstable epidemiological situation. Methods and techniques: theoretical (analysis and generalization of psychological and pedagogical literature, goal-setting, modeling); empirical (diagnostic and forming experiments, testing according to two methods of diagnosing interpersonal relations by T. Leary, diagnosing the personal predisposition to conflict behavior by K. Thomas). Experimental research was conducted on the basis of the South Ural State Institute of Arts named after P.I. Tchaikovsky, Chelyabinsk. The experiment involved second-year students of the choreographic department (n = 21). According to the course curator, there are both leaders and children who are not popular with their classmates in the group, there are micro groups. Based on the data obtained, the strategies of behavior in a conflict situation among students in this class by predominance can be distributed as follows: the first position (the most often used strategy) is adaptation. Avoidance is ranked second, compromise is third, cooperation is fourth, and rivalry is fifth. This indicates that adolescents in this class either infringe on their interests completely or achieve them partially, or avoid solving the problem altogether, which means that they do not strive to achieve their goals. Adolescents manifest to varying degrees all strategies of behavior in relation to the others: avoidance, adaptation, compromise, cooperation, rivalry. The most obvious strategies are: adaptation, avoidance and compromise. This indicates that adolescents in this group either infringe on their interests completely or achieve them partially, or avoid solving the problem at all, which means that they have no desire to achieve their goals. The data obtained indicate the possible tendency among adolescents to cooperate, to be flexible and compromise when solving problems in conflict situations, to be responsive, responsible towards people, and at the same time to be persistent and insistent. Based on the results obtained, the authors give psychological and pedagogical recommendations for the development of a targeted program, taking into account the age and psychological characteristics of adolescents, for the formation of psychologically safe communication, as well as recommendations for parents and teachers on optimizing the psychologically safe communication of older adolescents.

The changes taking place everywhere require the ability to have non-standard, creative thinking, the skill to solve complex problems quickly, as well as to adapt to rapidly changing conditions. In this regard, the society is forming a socio-economic demand for the formation of a creatively active imagination from an early age. In response to this highly relevant request, the influence of imagination on the development and formation of the child's personality, including his aggressiveness, is more and more discussed in the pedagogical literature. The purpose of the study: to identify the influence of imagination on the aggressiveness of older preschoolers and to substantiate the methods of its pedagogical correction. Research stages: search and preparation (the psychological and pedagogical literature on the research problem was studied; methods and techniques for further empirical study were selected); experiment (selection of an experimental site – educational institution Kindergarten No. 332, Chelyabinsk); selection of participants in the experiment and their preparation (n = 65); measures were worked out for conducting an ascertaining experiment; control and generalization - the results were interpreted according to P. Torrance's method of identifying the level of imagination "Draw a picture" and the method of diagnosing aggressive behavior by O. Ilenko; mathematical and statistical processing of the results was carried out using rs-coefficient of Spearman's rank correlation. As a result, it was found that 25% of preschoolers have a high level of imagination and 25% have a low level of aggressiveness in behavior; 60% have an average level of imagination and 60% - an average level of aggressiveness in behavior; 15% have a low level of imagination and 15% - a high level of aggressiveness in behavior. The calculation of the Spearman's coefficient confirmed a significant relationship between imagination and the level of aggressive behavior in older preschoolers. The novelty of the study can be seen in the original sample of preschoolers, in the time of their special development during the COVID-19 pandemic, in the selection of methods for studying the problem. In addition, there were no exceptions in the sample caused by childhood psychopathology and functional disorders, which are predicted by irritability of preschool age. The main conclusions are combined into two groups, and they are reflected in the selection of existing methodological recommendations for teachers and parents: firstly, this is a clarification of the conclusions about social interaction, and secondly, this is a clarification of the conclusions about preventive measures and pedagogical correction of aggressiveness in preschool age children. The provisions relating to the issues of correcting the imagination and aggressive behavior of preschoolers took a special place in the process of compiling recommendations.

The priority goal of education in a modern school is the development of a person with highly developed interrelated cognitive processes. Purpose: to identify the characteristics of the relationship between the properties of attention and the academic performance of fourth grade students, conditioned by the educational process in the context of the COVID-19 pandemic, to work out a program for the development of attention and draw up appropriate methodological recommendations. The ascertaining experiment was carried out on the basis of the secondary school No. 21 in Ozersk, Chelyabinsk region (N = 70 people, of which 28 students of the fourth grade: 15 girls, 13 boys) using three tests (“Remember and dot” by R. S. Nemov, Pieron-Ruser test, “Schulte Tables”), diagnostics of academic performance in the electronic journal and report card, rank correlation coefficient by Ch. E. Spearman. The results show that more than a third of students (36%) have low and below average levels of concentration, stability and attention span. The calculation of the rank correlation coefficient by Ch. E. Spearman confirmed direct correlations (high level of attention properties correlates with high academic performance). Carrying out an ascertaining experiment and subsequent analysis of the results obtained made it possible to work out a program (20 lessons, 2 lessons per week) and draw up psychological and pedagogical recommendations for the development of the attention properties of fourth-grade students. The purpose of the program: the development of the attention properties (stability, concentration, span) of fourth-grade students. The objectives of the program: to develop the properties of attention, mental skills, fine motor skills of the hands, perseverance and the ability to concentrate. The content of the program is determined on the basis of following after the content of the same program for preschoolers. Methodological recommendations include several integrative areas of pedagogical activity (selection of exercises, creation of pedagogical conditions for their implementation, creation of a favorable psychological climate, individual work with students, organization of complex joint work of teachers and parents).

In modern society, the problem of overcoming shyness in adolescents has not lost its relevance for many years. In the course of its solution, contradictions arose connected, on the one hand, with the study of the level of manifestation, and on the other hand, with the development of specific pedagogical technologies, methods, programs that would reduce the negative effects of shyness. The goal is to study the specifics of preventive work with adolescent shyness within the framework of a music education studio and work out pedagogical recommendations for the implementation of this activity. Research methods and techniques: theoretical - analysis and generalization of psychological and pedagogical literature; empirical – experiment, ascertaining experiment, testing (method of diagnosing shyness by K. S. Chechulina, the "Ladder" technique by V. G. Shchur, the method of studying self-attitude by S. R. Panteleev); methods of mathematical data processing – Spearman's rank correlation coefficient. The experimental base of the research is the “Rostok” musical education studio at the Palace of Arts for Children and Youth in Kopeysk. The study involved adolescents - pupils of the studio - at the age of 12–14 years (N = 30). A high level of shyness was found in 37% of the subjects, an extremely high level in 10%. This means that the pupils of the music studio are closed, experience difficulties in communicating with their peers and with the teacher, cannot demonstrate their abilities and talents, and react painfully to comments and criticism. Testing the hypothesis using the Spearman rank correlation coefficient showed that the level of shyness of adolescents was associated with the level of their self-evaluation, the correlation between them is reliable, the direction of the correlation is the opposite: a high level of shyness corresponds to a low level of self-evaluation. Therefore, you must avoid the conditions when a child is in a situation of uncertainty or doubt. The teacher should involve the teenager in public affairs that he can participate in; praise him/her when the teenager shows independence; stimulate his/her personal responsibility for any actions and avoid tension situations.