Tatyana Kalinina

The relevance of the problem under study is due to the search for new forms, methods and technologies of professional interaction with modern students in the conditions of the educational space of higher school. The analysis of scientific psychological and pedagogical literature and the experience of the authors of the article allow us to conclude that the socio-economic conditions for the functioning of society have a significant impact on the value-motivational choice of a profession by high school students, contribute to the formation of ideas about the chosen profession, about the possibilities of self-development and self-realization in professional activities. The purpose of the article is a comparative analysis of the results of the study of satisfaction with the chosen profession among students of various areas and profiles of training (future teachers and psychologists). The presented work makes it possible to turn to the search, selection and subsequent use of methods and technologies that contribute to the effective development of the chosen profession by modern students. Empirical research methods are the following psychodiagnostic methods: "Professional motivation of the student" (author L.A. Vereshchagina); methodology for studying the factors of the attractiveness of the profession V.A. Yadov (modified by N.V. Kuzmina, A.A. Rean); the author's questionnaire (E.G. Patrikeeva, T.V. Kalinina), selected in accordance with the issues under study. The theoretical significance of the article lies in the analysis of the authors’ scientific concepts of the phenomenon of personal satisfaction with a professional choice; in the study of the causes and factors influencing the subjective qualitative assessment of students' professional choice; in considering the potentials of the university in the formation of a high level of satisfaction with the chosen profession among students. The practical significance of the study is in a comparative analysis of the results of studying the characteristics of students' professional motivation; occupational attractiveness factors; satisfaction of students in different fields of education with practical training, expressed in the affective-emotional and value attitude of the student to his/her professional choice. The authors emphasize that conducting research on student satisfaction with the chosen profession contributes to the effective interaction of structural units and participants in the educational process of the university, contributes to the assessment of the quality of educational activities, allows you to make managerial decisions, and contributes to the improvement of the university.

This study deals with the problem that almost every adult person has complex professional or interpersonal situations when psychological assistance is needed, which gives rise to the need for the training of highly qualified psychologists of service activities, capable of effective self-realization after completing their studies at the university. The results of the study presented in this article confirmed the authors' assumption that university graduates in psychological specialties have a low and medium level of psychological readiness for professional self-realization but the graduate has a general idea of himself/herself as a professional capable of effective self-realization in the chosen profession. The development and implementation of the "Program for the Development of the Psychological Readiness of Students for Professional Self-Realization in the Conditions of Higher Education" creates an opportunity to form the psychological readiness of the future psychologist of service activity for professional self-realization purposefully, stage-by-stage. The purpose of the article is to draw attention to the problem of psychological readiness of students – future psychologists for professional self-realization and its possible formation within the educational system of the university at the final stage of training. The leading methods of studying the problem of psychological readiness of students – future psychologists for professional self-realization are the study of psychological and pedagogical literature, empirical methods of psychodiagnostics, the development and implementation of a program for the development of psychological readiness of students for professional self-realization in the conditions of university education, a pedagogical experiment. The theoretical significance of the article consists in disclosing an approach to the concept of "professional self-realization" in science and substantiating the need to form the psychological readiness of students – future psychologists for professional self-realization in the conditions of university education. The practical significance of the article lies in the analysis of the results of testing the "Program for the development of psychological readiness of students for professional self-realization in the conditions of university education." This program presents the target, resource and phenomenological components, it includes two content blocks (informational and practical), which makes it possible to repeat this experimental experience based on the material of other studies.

The relevance of the problem under study is due to the implementation of the Federal State Educational Standard of Higher Education and the need to search for new forms, methods and technologies in interacting with modern students in the conditions of educational activities of the university. The analysis of modern scientific literature, as well as the practical experience of the authors of the article allow us to state that the socio-economic conditions of modern society have a significant, and not always positive, impact on the quality of the value-motivational choice of a profession by modern students. Their socio-psychological and personal characteristics, cultural and educational level, are the reason for their lack of readiness to master the chosen profession and the need for systematic educational work of higher school teachers with students as an integral part of the training of specialists in the humanities. The purpose of the article is to attract the attention of higher school teachers to the problem of readiness for educational work with students in the context of university education. The article informs about the development and testing of the program "School of the tutor", which contributes to the formation of ideas about the organization of educational work in the university, taking on role of the educators by the curators, and the developing their organizational skills; formation and development of their need for self-improvement and personal growth. The leading methods of studying the problem of the teacher’s readiness for educational work in a university are the study of psychological and pedagogical literature, empirical methods of psychological diagnostics, the development and implementation of a program for training university teachers for educational work with students, pedagogical experiment, and the reflexive method. The theoretical significance of the article lies in the presenting of authors’ approach to the criteria-based assessment system and the characteristics of the levels of formation of teachers' readiness for educational work. The practical significance of the article lies in the analysis of the approbation results of the program for preparing teachers for educational work with students “School of the tutor”. This program contributes to the purposeful development of the three main components of the university teacher’s readiness for educational work with students: motivational, methodological and technological, and also makes it possible to repeat this experimental experience for other studies.

Fast changing living conditions, social stratification have resulted in the loss of stability and confidence in the future, weakening of family and traditional values. A family is the main social institution, which has difficulties in formation of moral values in children. The whole social situation makes us deliberate about the problem: what moral guidelines, purports and values will determine their future social existence? The theoretical importance of research consists in determining the causes that lead to differences between understanding and learning of values in secular and orthodox schools. The authors suppose that the main causes of it are the following: changing of socio-economic conditions of development in modern Russian society; conditions and traditions of family education; educational system in schools; some features of teenagers’ subcultural traditions; the influence of media on the formation of modern spiritual and moral ideals system. The practical significance of the research consists in finding the means and methods that allow us to study the common and different aspects in the development of spiritual and moral values by modern high school students. It is found that honour, personal dignity, conscience, justice and moral duty are generally appreciated spiritual and moral values. There is difference in understanding of such concepts as philanthropy, will and faith in good. Moreover, it is found out that such concepts appeared to be in the zone of non-acceptance and (or) are neglected as values. 16 % of secular high school students do not accept and do not understand such moral criteria as philanthropy, will and faith in good and exclude them from the list of their personal values. After this research, we think that it is necessary to study key aspects of this problem. We need to find the conditions that help us with the formation of spiritual and moral values system in both secular and orthodox schools.

The article reveals specific features of communication among children of primary school age. The main reasons of communication problems among younger schoolchildren are identified. The author presents historical analysis of the causes that could lead to the problems of communication deviation between parents and children in the family.