Keyword: «risk group»

The relevance of the problem under study is related to the study of the characteristics of psychological and pedagogical support for the development of communication among adolescents at risk. A child’s communication with adults and peers is an important condition for the development of mental abilities and personal qualities of a teenager. Adolescents who experience communication difficulties have problems with learning, in the exchange of information, and their interpersonal relationships are distorted. Purpose of the study: to analyze the characteristics of communication development in adolescents at risk, to identify the content and forms of communication development, to work out a program of psychological and pedagogical support for the development of communication in adolescents at risk. The works of scientists in the field of communication, educational and developmental psychology, and the psychology of deviant behavior serve as the theoretical and methodological basis of the study. Research methods: theoretical (study and analysis of psychological and pedagogical literature; analysis, generalization and systematization of information); empirical (testing, pedagogical experiment); methods of quantitative and qualitative analysis. The study involved 20 risk group adolescents. The diagnostic program included 6 methods. The novelty of the publication is associated with the development of a system of psychological and pedagogical measures aimed at developing communication among adolescents of this category. These procedures are collective in nature and help overcome difficulties in mastering the leading type of activity. Dialogue, game, training technologies, individual and group forms of work were used, aimed at building communication with peers, achieving mutual understanding, etc. The study showed that psychological and pedagogical support for the development of communication in adolescents at risk will be more effective when taking into account their psychological characteristics, relying on the positive motivation of students to acquire communication skills, carrying out preventive measures to decrease difficulties in communication and interaction as well as deviant behavior. The program’s activities included the work with teenagers and their parents; they can be used in the work of an educational psychologist, social educator, educational adviser, class teacher, etc.

The paper addresses psychological prevention and early identification of suicidal risk in adolescents studying at school. The relevance of the issue is linked to the fact that emotional distress in minors is often shaped by several overlapping factors rather than by a single cause. The aim of the study was to examine the problem theoretically and to test a preventive program designed for adolescents showing signs of risk. The empirical stage was carried out in a secondary school and involved 40 adolescents aged 13–14. The diagnostic set included the Children’s Depression Inventory, T. N. Razuvaeva’s suicidal risk questionnaire, and the method by A. A. Kucher and V. P. Kostyukevich for identifying autoaggressive tendencies. After the initial assessment, a subgroup with elevated risk indicators was identified. A preventive program was then implemented for this group. It focused on emotional self-regulation, a more stable self-attitude, help-seeking skills, and constructive ways of dealing with difficult life situations. The repeated assessment revealed positive shifts in the main indicators. The findings support the view that school-based prevention can serve as an effective means of early assistance when the school psychologist, teachers, parents, and administration work in coordination.