Keyword: «adolescence»

The predominance of virtual communication over real interaction in the modern world makes it necessary to study the peculiarities of the communicative sphere precisely in adolescence, whose leading activity is intimate and personal communication. The purpose of our study was to examine the specifics of the communicative competency of adolescents with varying degrees of dependence on the Internet. The empirical data obtained made it possible to determine the characteristics of the communicative competency of adolescents with a high degree of Internet addiction.

The article analyses the theoretical aspects of scientific research into the emotional culture of university students. The concepts of ‘emotion’, ‘emotional culture’ are disclosed. The significance of scientific research in the field of development of emotional culture of adolescents (students) for successful professional self-realisation in the future is shown.

Currently, digital generation adolescents experience significant communication difficulties, with a decline in their ability to engage constructively in real life, despite the increasing use of online communication. Traditional approaches to developing schoolchildren's communication skills fail to address these new challenges and needs and are often ineffective. It is therefore important to study the specifics and design the content and forms of interpersonal communication development in modern adolescents using immersive games. Immersive games, as a form of personalized and emotional interaction, provide the opportunity to simulate social situations that promote the development of communication skills, self-awareness, and behavioral strategies in various situations. The adolescent acts as an active participant in this process, which fosters self-awareness and reflection. The purpose of this study was to conduct a theoretical and empirical study of the specifics of using immersive games as a means of developing interpersonal communication in adolescents with communication difficulties. The theoretical and methodological basis of the study was formed by the work of scholars in the fields of theoretical and practical pedagogy, educational and social psychology, and the psychology of communication. The study utilized theoretical, empirical, and data processing methods. Ninety-six adolescents aged 13–14 from three educational institutions in Tula participated in the study. The results showed an increase in the number of adolescents with an average level of sociability, a normal level of empathy, and a high desire for communication and interaction. The theoretical significance of the study lies in clarifying the specifics of using immersive games in the work with adolescents with communication difficulties and identifying their qualitative characteristics that contribute to the development of interpersonal communication. The practical significance lies in the development and testing of diagnostic tools for studying communication difficulties in adolescents of the digital generation, the characteristics of their interpersonal communication, and the creation of a set of immersive games. The recipients of the research results may be teachers, educational psychologists of an educational institution, a psychological center, a rehabilitation center, a children's school and a health camp, etc.

This article presents a theoretical review of approaches to understanding the attitude to death, examines the issue of anti-vital experiences of adolescents; highlights the main psychological characteristics of a modern teenager; analyzes the results of a study of the attitude to death in adolescents with anti-vital experiences aged 14–16. A correlation is traced between anti-vital experiences and attitude to death. It is noted that adolescents with anti-vital experiences accept death neutrally, understand this phenomenon as a transition to a better world and deliverance from suffering.

The article discusses the current problems of conflict prevention in the adolescent environment, due to age characteristics and the need to form skills of constructive interaction. Special attention is paid to primary prevention as a key condition for ensuring the safety and psychological well-being of the school educational environment. Based on an empirical study of the level of conflict tolerance and conflict among 6th grade students, the School Without Conflict project has been developed, aimed at developing adolescent competencies in self-regulation, empathy, and the search for peaceful solutions. The project integrates socio-pedagogical and psychological-pedagogical technologies focused on the formation of a culture of conflict-free communication and the involvement of students in a supportive social school system. The results of the work are of practical importance for teaching staff and can be used in the development of programs for the prevention of aggressive behavior and the creation of a safe educational environment.