Keyword: «psychological safety»

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 emergency and extreme situations that have taken place in recent years, not only in a particular society, but throughout the world, threatening life, health, personal integrity and well-being, both of the person himself and those around him significant to him, oblige to pay close attention to issues of all types of security, including the conditions in educational institutions. The article reveals the direct impact of a psychologically safe educational environment on the psychological safety of individuals who are in this environment. The problems that leave a negative mark on the level of psychological security of both the educational environment of the organization itself and the individuals within it are analyzed. Comparative results of a study of teachers at the preschool and school levels of education according to the methodology «Psychological atmosphere in the team» by A.F. Fidler.

The relevance of the work is related to the need to understand new challenges and threats and create a theoretical basis to substantiate the factors for achieving psychological comfort for students in modern conditions. The paper presents the results of an analysis of theoretical models, the purpose of which was to determine the basis for describing the components that ensure the psychological comfort of students in the information and educational space of the school in the face of new challenges and threats. The methodological approach, which made it possible to comprehensively consider the factors being studied, was the systemic approach. Based on its basic provisions and principles, approaches to considering the concepts of psychological comfort, socio-psychological climate, psychological safety of the educational environment, and psychological well-being of students were studied. Studies on modern challenges and threats that indirectly or directly affect a child’s sense of psychological comfort/discomfort are analyzed. Psychological markers of psychological comfort and discomfort are described, and some consequences of such discomfort in schoolchildren are given. The theoretical significance lies in the substantiation and description of components important for achieving psychological comfort of students in the context of modern challenges and threats. It is shown that the modern world of challenges and threats can be viewed not so much from the perspective of self-defense or ensuring complete peace of mind, external security, but from the position of other mechanisms and conditions that require new ways of understanding the changing reality, and bring with them new opportunities, which need to be predicted and used for good. Therefore, a special role is played today by the tasks of developing the personal resources of students to be prepared for various kinds of threats, to show resilience in difficult situations, to pursue their goal, while creating and doing something useful for their country, helping others. The practical significance lies in the fact that for each studied component, which provides psychological comfort to students, pedagogical methods are proposed (the method of emphasizing values, the method of value contrasts, the method of giving value, methods of fostering patriotic values, life orientations, methods of reconstructing communication styles, joint discussion of important innovations for the country with adults, trainings for the development of critical thinking, analysis of manipulative technologies used by telephone scammers, express exercises for relieving emotional stress, negative emotions conducted in lessons, dynamic pauses, at recess, self-organization methods, etc.), which can be used to conduct empirical research.