Tatyana I. Kulikova

The psychological resilience of the future teacher in changing conditions and stressful situations is an important quality that reduces the risks of professional burnout and deformation. The issue under discussion is focused on solving the current scientific problem – the study of the mechanisms, factors and conditions for adapting the future teacher in the VUCA-world: the authors present results of a psychological examination of students of a pedagogical university in the conditions of quarantine measures. The aim of the study was to assess the adaptive potential of students in conditions of forced distance learning; formation of ideas about personal characteristics contributing to adaptation of future teachers. The study involved 143 students studying in the areas of «Pedagogical Education», «Psychological and Pedagogical Education» aged 18 to 22 years. Monitoring was carried out through a diagnostic cross-section followed by data processing using mathematical statistics methods. The study made it possible to describe the personal profiles of students, characterize the psychological mechanisms of adaptation to the current situation, reveal the level of stress of students in pandemic conditions, and assess the potential risks to the psychological health and comfort of students. The study showed: the sample as a whole is characterized by quite high adaptive potential (students showed high indicators of resilience and moderate manifestations of stress, most of them had a balanced personal profile, which indicated personal resilience); personal characteristics affect the mechanism of the adaptation process, forming links with the symptom complex of resilience and level of stress; personal rigidity (accentuation) leads to the formation of typical rigid cognitive attitudes and behavioral patterns, which do not contribute to adaptation in changing conditions, negatively affecting resilience and increasing stress. The obtained data allow predicting the risks to the psychological health and comfort of students, more effectively planning and implementing psychological prevention and support for students during their studies at the university. The revealed trends make it possible to note personal flexibility as a key factor of adaptation and stress resistance.

The relevance of the considered problem, i.e. the development of social competence of adolescents, acquires special significance in the context of modern multicultural education. As a result of migration, an increasing number of classes with a mixed ethnic representation appear in Russian schools, which certainly creates the danger of teenage conflicts. The aim of the empirical study was to find the relationship between social competence and the degree of conflict rate among adolescents in a class with a mixed ethnic representation. The results obtained in the course of the study confirm the relationship between the level of social competence development and the severity of conflict manifestations in adolescents.

The article raises the problem of emotional disorders in primary school age. The spectrum of emotional disorders in this age period is extremely wide. It is known that emotional and volitional deviations may be the source of many mental health disorders. Therefore, it is crucial to pursue qualified psychological work on the prevention and correction of disorders in the development of a child’s emotional sphere. Psychological diagnosis of affective disorders is very difficult and requires careful differentiated approach to the problem. In the early school years, along with the positive changes in the emotional sphere of a child, a number of negative emotional manifestations can be identified, the emergence and development of which can hinder the development of other child’s mental life aspects, thus producing a negative impact on a child's personality development.

The paper examines the role of teambuilding at modern enterprises. The author describes the process of team-building technology at the concrete enterprise and proposes model of teambuilding realized in the empirical research.

The author analyzes the various approaches to understanding the professional competence of the teacher, the definition of its structure and levels. Analyzing the existing classification of competencies, the author examines models of professional competence of primary school teachers. In the structure of the professional competence of primary school teachers, the author defines the following components: special (activity) competence, social competence and psychological competence. The results of experimental research of psychological competence of primary school teachers in Tula are represented.