Source: http://en.nbpublish.com/engptm/rubrics_1039.html
Timestamp: 2019-04-21 00:54:42+00:00

Document:
Aptikieva L.R., Aptikiev A.Kh., Bursakova M.S.. On the Problem of Studying the Criminogenic Orientation of Teenager Personality // Psychology and Psychotechnics. – 2016. – № 12. – P. 1023-1032. DOI: 10.7256/2070-8955.2016.12.22976.
Review: The subject of the research is the criminal character of a teenager as an attribute and dynamic personality trait that is fundamentally based on a set of negative (criminogenic) personality traits and illegal (antisocial) motives that determine a teenager's inclination to choose unlawful ways and means to satisfy his or her desires and needs. As follows from its contents, criminogenic orientation is represented by the following parameters: social relationships with adults and peers, personal traits, idea of his or her future and his or her subjective attitude towards it. The authors of the article conducted an empirical research aimed at a detailed analysis of the research subject. The authors based their research on the supposition that a set of negative (criminogenic) personality traits of a teenager is a certain consistent combination of several, not just one, interrelated features including: distorted system of life values, chronic conflicts in relations with adults and peers, hostility and aggression, inadequate vision of his or her future, accentuation of personality traits, emotional instability, undeveloped or low level of self-concept, psychological inclination towards delinquent behavior, and external locus of control. According to the authors, the prevailing motives of violations committed by teenagers include the following groups of antisocial motives: desire to have a revenge, to become a leader among peers, to get material benefits, to look like others, to act as others insist on, to hide a crime that has been committed, etc. In order to conduct an empirical research of criminogenic orientation of teenager personalities, the following mehods have been chosen by the authors: The Conscience Scale by V. Melnikov and L. Yampolsky, Pathocharacterlogical Diagnostic Questionnaire by A. Lichko and N. Ivanov, Teenager Locus of Control Inventory by O. Eliseev, Aggression Inventory by Buss-Durkey, The Level of Admission of Guilt by the Convict by N. Kreydun and E. Polivanova, Sack's Sentence Completion Test, Rokich's Values Test, E. Saenko's Behavior and Symbol. To assess the psychological inclination towards delinquent behavior, the authors have used the method developed by the consulting and humanities center 'Razvitie' (Development) (Vologda) called Antisocial Behavior Inventory. To define the leading motives of violation commitment the authors have used stories offered by L. Bozhovish and describing conflict situations when a teenager has to make a moral choice as well as essays offered by P. Belsky. Criteria for selecting methodological tools included theoretical provisions about criminogenic orientation of teenagers (including elements of such orientation). The research results have demonstrated that teenager criminogenic orientation is evident as negative (criminogenic) personality traits and antisocial motives. The scientific novelty of the research is ucased by the fact that the authors offer their definition of criminogenic orientation and describe elements of such orientation. Practical significance is due to the fact that the study is aimed at improving the activities of the psychological education service, units for juvenile affairs in the aspect of early prevention and correction of the criminal character of the person. By using mathematical statistical methods (correlation and factor analysis), the authors have defined six factors that should be the main factors in the process of correction and early prevention of criminogenic activity. These factors include: a) inclination towards aggression and hospitality; b) selection of illegal ways of satisfaction one's needs and desires; c) manifestation of negative emotions and accumulation of negative feelings; d) blaming others and circumstances for what happens in one's life; e) distorted life values; f) defected social relations.
Krukovskaya O.A. Sotsial'no-pedagogicheskiy podkhod v profilaktike addiktivnogo povedeniya studentov kolledzha [Tekst] // Vestnik Buryatskogo gosudarstvennogo universiteta. – Vypusk № 1-2, 2014. – S.63-68.
Zaika E.V., Kreydun N.P., Yachina A.S. Psikhologicheskaya kharakteristika lichnosti podrostkov s otklonyayushchimsya povedeniem // Voprosy psikhologii, 1990.-№ 4.-S. 83-91.
Dolgova A.I. Sotsial'no-psikhologicheskie aspekty prestupnosti nesovershennoletnikh.-M.: «Yuridicheskaya literatura», 1981. – 160 s.
Dmitriev M.G. Sotsial'nye kharakteristiki u podrostkov s delinkventnym povedeniem // Materialy mezhdunarodnoy nauchn.-prakt. konf. «Kliniki, druzhestvennye molodezhi: opyt i perspektivy razvitiya». – SPb., 2006. – S. 100-103.
Dmitriev M.G., Belov V.G., Parfenov Yu.A Psikhologo-pedagogicheskaya diagnostika delinkventnogo povedeniya u trudnykh podrostkov. SPb.: ZAO «PONI», 2010 g. – 316 s.
Barsukov A.V. Struktura samootnosheniya asotsial'nykh podrostkov. Vestnik Vyatskogo gosudarstvennogo gumanitarnogo universiteta. Psikhologiya i pedagogika №3 (3). Kirov, 2009.-S.156-159.
Belicheva S.A. Osnovy preventivnoy psikhologii.-M.: RITs Konsortsiuma «Sotsial'noe zdorov'e Rossii», 1993.-199s.
Bochkareva G.G. Psikhologicheskaya kharakteristika motivatsionnoy sfery podrostkov pravonarushiteley: Avtoref. dis. … kand. psikhol. nauk.-M., 1961.-18 s.
Aptikieva L.R., Aptikiev A.Kh., Bursakova M.S. Sem'ya kak faktor lichnostnogo razvitiya rebenka. Vestnik Orenburgskogo gosudarstvennogo universiteta: Orenburg, 2014.-№7 (168).-S. 185-190.
Antonyan Yu.M. Psikhologiya prestupleniya i nakazaniya. – M.: «Penates-Penaty», 2000. – S.19-66.
Levina L.V. Psikhologicheskie vozmozhnosti korrektsii otklonyayushchegosya povedeniya lichnosti s uchetom ego spetsificheskikh osobennostey [Tekst]: avtoref. diss…kand. psikh. nauk: 19.00.04 / Levina L. V. – Tomsk, 2012. – 24 s.
Lunev Yu.A. Sotsial'no-psikhologicheskie problemy yunoshestva i puti ikh resheniya / // Sotsial'naya psikhologiya – XXI vek: V 2-kh t. T.1.-Yaroslavl': DIA-press, 1999.-S. 401-405.
Malikova V.A., Aptikieva L.R. Korrektsiya kriminogennoy napravlennosti lichnosti podrostka s otklonyayushchimsya povedeniem v usloviyakh vzaimodeystviya sub'ektov korrektsionnogo protsessa. Tsikl nauchno-prikladnykh rabot v ramkakh realizatsii natsional'nogo proekta «Obrazovanie». Orenburg: izdatel'sko-poligraficheskiy kompleks «Gazprompechat'» OOO «Orenburggaz-promservis», 2006. –184 s.
Mitina T. A. Sotsial'no-psikhologicheskie faktory deviantnogo povedeniya besprizornykh podrostkov: avtoref. diss… kand. psikh. nauk [Tekst]: 19.00.05 / Mitina Tat'yana Anatol'evna. – M., 2010. – 26 s.
Oferkina O.A. Vliyanie informatsionnoy sredy na asotsial'nuyu deyatel'nost' podrostkovykh subkul'tur [Tekst] / Oferkina O.A. // Obrazovanie. Nauka. Nauchnye kadry, 2012.-№ 2.-S.155-158.
Sokolov I.S. Neblagopoluchnaya sem'ya-kriminogennyy faktor detskoy i podrostkovoy prestupnosti / I.S. Sokolov // Prikladnaya yuridicheskaya psikhologiya, 2013.-№ 2.-S. 94-100.
Fel'dshteyn D.I. Vozrastnaya i pedagogicheskaya psikhologiya. Izbrannye psikhologicheskie trudy.-M.: Izdatel'stvo Moskovskogo psikhologo-sotsial'nogo instituta; Voronezh: Izdatel'stvo NPO «MODEK», 2002.-432 s. (Seriya «Biblioteka psikhologa»).
Shikhantsov G.G. Yuridicheskaya psikhologiya. – M.: Izdatel'stvo «Zertsalo», 1998. – 352 s.
Rybakova N.A.. Objective Sources and External Activating Conditions for the Self-Actualization of a Teacher // Psychology and Psychotechnics. – 2016. – № 11. – P. 913-920. DOI: 10.7256/2070-8955.2016.11.22760.
Review: The article concerns the problem of identifying the conditions for ensuring the adequacy and efficiency of teacher's self-actualization in professional activity. Recognizing the fact of priority of personal factors therein, the emphasis is made on objective sources and external-activating conditions. According to the author, their complex is able to provide the necessary assistance to the teacher in his professional and personal development and growth through the self-actualization of his individual professionally significant potential. The article is devoted to objective characteristics of the main sources of teacher's self-actualization in professional activity. Understanding and Using these resources are an important factor that influence the aforesaid process. A significant place is given to the principles of self-actualization of a teacher revealing the significance of the whole complex of external factors in unity with the internal ones. Rybakova pays special atention to justifying and describing external activating conditions. The research is based on the ideas of existentialism about the need to complete absolute freedom with total personal responsibility, activity approach, the theory and concept of personal growth and self-actualization, acmeological approach to teacher's self-actualization, axiological approach to teaching activity, etc. The main conclusion of the research are the following provisions: development and efficiency of teacher's self-actualization process to a high degree is determined by external factors. Important objective sources of teacher's self-actualization include being in deman socially, objective theoretical knowledge, society's culture, and professional activity itself. External activating conditions relate to stimulating professional environment and special teacher's training preparing a teacher for self-actualization under the conditions of continuous education.
Gershunskiy B.S. Kontseptsiya samorealizatsii lichnosti v sisteme obosnovaniya tsennostey i tseley obrazovaniya [Tekst] // Pedagogika / B.S. Gershunskiy. 2003. № 10. S. 3-7.
Isaev I.F. Stanovlenie i razvitie professional'no-pedagogicheskoy kul'tury prepodavatelya vysshey shkoly v Rossii: istoriko-pedagogicheskiy kontekst (1755-1917gg.) [Tekst] // Nauchnye vedomosti Belgorodskogo gosudarstvennogo universiteta: gumanitarnye nauki. Belgorod: BelGU, 2010. № 6 (77). Vyp. 5. S. 83-91.
Zobov R.A., Kelas'ev, V.N. Samorealizatsiya cheloveka: vvedenie v chelovekoznanie [Tekst]. SPb.: Izd-vo SPbGU, 2001. 279 s.
Kudinov S.I. Samorealizatsiya kak sistemnoe psikhologicheskoe obrazovanie [Elektronnyy resurs]: http://www.relga.ru/Environ/WebObjects/tgu-www.woa/wa/Main?textid=2092≤vel1=main≤vel2=articles.
Abul'khanova-Slavskaya, K.A. O putyakh postroeniya tipologii lichnosti [Elektronnyy resurs]:. http://www.nrpsy.ru/teoria_problemi_abulhanova.html.
Khorni K. Nevroticheskaya lichnost' nashego vremeni [Tekst] / per. s angl. i primechaniya A. I. Feta. — Philosophical arkiv, Nyköping (Sweden), 2016. 186 s.
Leont'ev D.A. Samorealizatsiya i sushchnostnye sily cheloveka // Psikhologiya s chelovecheskim litsom: gumanisticheskaya perspektiva v postsovetskoy psikhologii [Tekst] / Pod red. D.A. Leont'eva, V.G. Shchur. M., 1997. S. 156-176.
Rybakova N.A. Samoaktualizatsiya lichnosti: metodologicheskiy ekskurs [Tekst] // Psikhologiya i psikhotekhnika. 2015. № 8. S. 823-831.
Flerov O.V. Ekzistentsial'no-psikhologicheskie faktory lichnostnogo rosta vzroslogo cheloveka v prostranstve institutsional'nogo nepreryvnogo obrazovaniya [Tekst] // Psikhologiya i psikhotekhnika. 2016. № 3. S. 272-280.
Sitnikova M.I. Formirovanie kul'tury professional'no-pedagogicheskoy samorealizatsii prepodavatelya vysshey shkoly: dis. … kand. ped. nauk: 13.00.08 [Tekst] / M.I. Sitnikova. Belgorod, 2008. 406 s.
Dolgopolova I.V.. Social Networks in the Life of High School Students: Comparative Analysis of Evaluations Given by School Students and Their Parents // Psychology and Psychotechnics. – 2016. – № 10. – P. 845-851. DOI: 10.7256/2070-8955.2016.10.21800.
Review: The age of social network users is constantly extending. Researchers often view the role of social networks as a negative Internet phenomenon. However, the impact of social networks is not so definitely negative. In this regard, the authors of the present article have decided to analyze the topic of school students using social networks both in the theoretical and practical sense. Meanwhile interpersonal relations of children are often well understood and managed by their parents, virtual communication is not so easy to be managed. For this purpose, the authors have decided to analyze evaluations of social networks provided by children and their parents. The purpose of the research is to analyze and compare roles of social networks in the life of high school students from the view of school students themselves as well as their parents. The research objectives also include to define the frequency and purposes of high school students using social networks, to determine the most popular social networks, etc. The subject of the research is the evaluation of the role of social networks in the life of high school students given by students and their parents. To achieve the research objectives, the author has used the comparative research method to analyze groups of high school students and their parents, 47 people per each, as well as such psychodiagnostic methods as questionnaries and interviews. In her article Dolgopolova presents the results of comparing evaluations provided by school students and their parents regarding the role of social networks in their life including the number of registered accounts, reasons of why school students use social networks, advantages and disadvantages of social networks. The results of the research demonstrate that both children and their parents have a similar understanding of what minuses and pluses of social networks are. However, parents and their children have a different evaluation of how frequent they use social networks as well as the number of social networks. Noteworthy that parents tend to exaggerate the fact that their children may use social networks for academic reasons why children use social networks mostly for communication. The results of the research can be used in further researches of developing social technologies and social communication of children in social networks. The results can be also used in the practical sense, particularly, for psychological and pedagogical training of teachers, parents and during psychological sessions.
Skachkov M.A., Utemov V.V. Vliyanie sotsial'nykh setey na formirovanie lichnosti sovremennogo podrostka // Nauchno-metodicheskiy zhurnal Kontsept. 2013. № 8. S. 69-73.
Chelysheva I.V. Sotsial'nye seti v zhizni sovremennykh shkol'nikov // Mediaobrazovanie. 2014. № 2. S. 121-26.
Shakhmartova O.N., Nedoshivina I.V. Issledovanie motivov ispol'zovaniya sotsial'nykh setey mladshimi shkol'nikami // Izvestiya Penzenskogo gosudarstvennogo pedagogicheskogo universiteta im. V.G. Belinskogo. 2012. Vyp. № 28. S. 1348-1353.
Shubovich M.M., Yakutova Yu.A. Sotsial'naya aktivnost' starsheklassnikov v sfere sovremennykh informatsionnykh tekhnologiy kak rezul'tat formirovaniya internet-kul'tury // Vestnik Orlovskogo gosudarstvennogo universiteta. Seriya «Novye gumanitarnye issledovaniya». 2012. № 7. S. 238-241.
Yur'eva E.A. Vliyanie sotsial'nykh setey na sotsializatsiyu i sistemu tsennostnykh orientatsiy starshikh shkol'nikov // Vestnik Krasnoyarskogo gosudarstvennogo pedagogicheskogo universiteta im. V.P.Astaf'eva. 2012. № 4 (22). S. 218-221.
Seryy A.V., Parshintseva A.S. K probleme formirovaniya zavisimosti ot sotsial'nykh setey u shkol'nikov podrostkovogo vozrasta. Problemy pedagogiki. 2016. № 9 (20). S. 12-15.
Selin P. Mnogoobrazie sotsial'nykh setey. [Elektronnyy resurs]. Rezhim dostupa: http://posledneeslovo.ru/raznoobrazie-socialnyx-setej.
Saglay I.V. Obrazovatel'nye vozmozhnosti sotsial'noy seti «Vkontakte» pri obuchenii shkol'nikov starshey stupeni russkomu yazyku. Problemy pedagogiki. 2015 № 2(3). S. 27-30.
Pronina N.A. Rol' sotsial'nykh setey v sisteme vospitaniya shkol'nikov // Novye tekhnologii. 2011. № 1. S. 174-19.
Konovalova L.V. Sotsial'nye seti kak novyy faktor sotsializatsii rossiyskikh shkol'nikov // Upravlenie megapolisom. 2015. T. 1. № 3. S. 60-65.
Kirka A.V. K voprosu o strukture sotsial'no-setevykh kommunikatsiy // Politika i Obshchestvo. 2015. № 7. C. 863-872.
Batkaeva E.R. Fenomen virtualizatsii: sotsiologicheskiy aspekt // Izvestiya PGPU im. V.G. Belinskogo. 2012. № 28. S. 35-37.
Voyskunskiy A.E. Aktual'nye problemy psikhologii zavisimosti ot interneta // Psikhologicheskiy zhurnal. 2001. T. 25. № 1. S. 90-100.
Gurkina O.A., Mal'tseva D.V. Motivy ispol'zovaniya virtual'nykh sotsial'nykh setey podrostkami // Sotsiologicheskie issledovaniya. 2015. № 5(373). S. 123-130.
Efimova G.Z., Zyuban E.V. Vliyanie sotsial'nykh setey na lichnost' // Mir nauki. 2016. № 5. S. 20.
Kulagina N.V.. Career Counseling Elective Courses as an Efficient Means of the Development of High School Students' Professional Identity // Psychology and Psychotechnics. – 2016. – № 8. – P. 701-709. DOI: 10.7256/2070-8955.2016.8.21452.
Review: In her article Kulagina brings forward the problem of high school students' professional identity. The author provides a review of modern researches emphasizing the importance of the problem being raised. Based on the literary analysis, the author concludes that there are still a lot of gaps in this sphere, one of them is the insufficient number of approved teaching and learning aids that could be used in the process of teaching. The author's contribution to the aforesaid problem is her own career counseilng high school elective course that proved to be efficient. The methodological basis of the research involves researches and books written by E. Zeer, E. Klimov, and G. Rezapkina. Researches conducted by N. Pryazhnikov, and E. Klimov have also had a significant effect on the development of the educational program. The idea and contents of the eductional program are based on guidances offered by O. Makhaeva, E. Grigorieva, N. Afanasieva, S. Chistyakova and I. Umovaskaya. The author's contribution and novelty of the research is that the author has developed on her own the entire subject content of the program taking into account the declared educational target and has also included new knowledge (and new experience) that have never been mentioned by basic disciplines before. Testing the results of the program, the author has also discovered that the educational program increases the level of communicative, social and information competences of high school students which is quite important for today's young people.
Rusakova V.V. Opyt raboty po profkonsul'tatsii v otdele obrazovaniya i proforientatsii // Innovatsii v obrazovanii. 2009. № 11. s. 104-116.
Psikhologo-pedagogicheskoe soprovozhdenie predprofil'nogo obucheniya: Metodicheskie materialy / Pod red. N. V. Afanas'evoy. Vologda: Izd. tsentr VIRO. 2005. 144 s.
Pryazhnikov N.S. Osnovy organizatsii i planirovaniya proforientatsionnoy raboty v shkole // Psikhologicheskaya nauka i obrazovanie. 2004. № 4. s. 85-94.
Praktikum po gendernoy psikhologii / Pod red. I.S. Kletsinoy. SPb., 2003.
Mukhametzyanova F.Sh. Proforientatsiya uchashcheysya molodezhi v nauchno-obrazovatel'nom klastere: problemy i perspektivy// Innovatsii v obrazovanii. 2015. № 11. s. 102-110.
Makhaeva O.A., Grigor'eva E.E. Ya vybirayu professiyu: Kompleksnaya programma aktivnogo professsional'nogo samoopredeleniya shkol'nikov. M.: Perspektiva. 2006. 52 s.
Kupchenko V.E. Osobennosti professional'nogo vybora starsheklassnikov // Vestnik Omskogo universiteta. Seriya «Psikhologiya». 2014. № 2. s. 43-47.
Glukhova E.S. Aktual'nye problemy gotovnosti k professional'nomu samoopredeleniyu uchashcheysya molodezhi // Psikhologiya obucheniya. 2010. № 12. s. 64-71.
Bol'shoy psikhologicheskiy slovar' /Pod red. B.G. Meshcheryakova, akad. V.P.Zinchenko. M.: Praym-EVROZNAK., 2003. 672s.
Aktiviziruyushchiy oprosnik «Za i protiv» [Elektronnyy resurs]. Rezhim dostupa: http://azps.ru/tests/tests2_proetcontra.html (data obrashcheniya: 16.11.2016).
A.Ya. Psikhologiya: testy, treningi, slovar', stat'i [Elektronnyy resurs]. Rezhim dostupa: http://azps.ru/training/indexpf.html (data obrashcheniya: 29.11.2016).
Chistyakova S.N., Umovskaya I.L. i dr. Metodika prepodavaniya kursa «Tvoya professional'naya kar'era». Kniga dlya uchitelya. M.: Prosveshchenie, 1999. 160s.
Bicherova E.N.. Personality and Situational Factors of Selecting Coping Strategies by Junior and Senior Students in a Situation of Being Evaluated // Psychology and Psychotechnics. – 2016. – № 7. – P. 565-573. DOI: 10.7256/2070-8955.2016.7.20679.
Review: The subject of the research is the coping strategies used by the first- and fourth-year students in a situation of being evaluated (exam, for example). Special attention is paid to the analysis of factors of selecting coping strategies: 1) personality traits (subjective factors), 2) situational (objective) factors and 3) age-related factors (depending on the year of studies, juniors and seniors). To carry out a detailed analysis, Bicherova conducted an empirical research which hypothesis was the assumption that at different stages of University studies students select different behavior strategies in situations when they are being evaluated depending on subjective factors (student’s personality traits or lack of experience or skills in dealing with this type of hardships) and objective factors (year of studies and psychological assistance). First- and fourth-year students of Bryansk State University aged 17 – 22 participated in the research. The overall number of participants constituted 52 people. To achieve the set goals, the researcher used the following diagnostic inventories: Coping Strategy Indicator by D. Amirkhan, Self-Esteem Quantitative Inventory by S. A. Budassi and Social-Psychological Adaptation Inventory by C. Rogers and R. Diamond). By using methods of mathematical statistics, the researcher proved significant differences in coping strategies selected by the first- and fourth-year students in situations of being evaluated: the first-year students tend to ask their significant others for help and support more than the fourth-year students; the first-year students also use the ‘problem avoidance’ and ‘search for social support’ strategies more frequently. By using the method of correlation analysis, the researcher also proved the following relationships: the group of the first-year students demonstrated the reverse relationship between the ‘search for social support’ and ‘adaptability’ scales while for the group of the fourth-year students such coping strategy as the ‘search for social support’ is directly related to high levels of anxiety and rigidity. The fourth-year students also demonstrated the direct relationship between the ‘problem avoidance’ and ‘aggression’ scales and the reverse relationship between the ‘problem avoidance’ and ‘acceptance of others’ scales. The scientific novelty of the research is caused by the fact that the researcher analyses selection of coping strategies by students of different years of studies using a psychodiagnostic method of personality and situational factors. The practical importance of the research is caused by the fact that the results can be used and implemented by university teachers and psychologists in order to improve the educational process, develop trainings and psychological assistance programs to help students to establish efficient personal coping strategies with situations of being evaluated that are usually stressful events in student’s life.
Malenova A.Yu. Osobennosti i lichnostnye determinanty koping-povedeniya v situatsiyakh otsenivaniya: na primere situatsii ekzamena: avtoref. dis. kand. psikhol. nauk. – Omsk, 2007. – 19 c.
Bodrov V.A. Psikhologicheskiy stress: razvitie i preodolenie. – M.: PER SE, 2006. – 528 s.
Folkman S., Lazarus R.S. An analysis of coping in a middle-aged community sample // J. of Health and Soc. Behavior. – 1980. – V. 21. – P. 219-239.
Kozlova N. V., Berestneva O. G., Sivitskaya L.A. Obrazovatel'nyy potentsial akmeologii. Kollektivnaya monografiya. – Tomsk: Izdatel'stvo TPU. – 2007. – 145 s.
Malenova A. Yu. Osobennosti i lichnostnye determinanty koping-povedeniya v situatsiyakh otsenivaniya: diss. kand. psikhol. nauk. – Omsk, 2007. – 209 s.
Lasarus R., Folkman S. Stress, appraisal and coping. – New York: Springer, 1984.
Lazarus R. S. Psychological stress and coping process. – New York: McGraw, 1966. – 29 r.
Erikson E. Childhood and society. 2nd ed. – New York: Norton, 1963. – 312 p.
Hobfall S. Conservation of resources: A new attempt at conceptualizing stress // American Psychologist. – 1988. – 44 (2). – P. 513 - 524.
Seligman Martin E. P. Novaya pozitivnaya psikhologiya: Nauchnyy vkhzglyad na schast'e i smysl zhizni / Perev. s angl. M.: Izd-vo «Sofiya», 2006. – 368 s.
Frydenberg E. Coping sompetencies // Theory into Practice. – 2004. – 43 (1). – P. 14-22.
Golovanevskaya V. I. Kharakteristiki Ya-kontseptsii i predpochtenie strategiy sovladayushchego povedeniya // Vestnik Moskovskogo universiteta. – Ser. 14. Psikhologiya. – 2003. – №4. – S. 30-36.
Antsyferova L. I. Lichnost' v trudnykh zhiznennykh usloviyakh: pereosmyslenie, preobrazovanie situatsii i psikhologicheskaya zashchita // Psikhologicheskiy zhurnal. –2001. – №1. – S. 3-18.
Khazova S. A. Sovladayushchee povedenie odarennykh starsheklassnikov: dis. kand. psikhol.nauk. – Kostroma, 2002. – 246 s.
Nartova-Bochaver S. K. «Coping behavior» v sisteme ponyatiy psikhologii lichnosti // Psikhologicheskiy zhurnal. – 2002. – T. 18. – №5. – S. 20-30.
Vodop'yanova N. E. Psikhodiagnostika stressa. – SPb.: Piter, 2009. – 336 s.
Kryukova T.L. Vozrastnye i kroskul'turnye razlichiya v strategiyakh sovladayushchego povedeniya // Psikhologicheskiy zhurnal. – 2005. – T. 26. – №2. – S. 5-15.
Pecherskiy Yu.I.. The Impact of Constructive Intrapersonal Conflicts on the Personality Development of Students // Psychology and Psychotechnics. – 2016. – № 6. – P. 517-521. DOI: 10.7256/2070-8955.2016.6.20217.
Review: The subject of the present research article is constructive intrapersonal conflicts that have an influence on the personality development. The object of the research is university students. The author of the article examines such aspects of the topic as the essence of intrapersonal conflict and its intrapretation by foreign and Russian scientists. Pechersky also analyzes how constructive intrapersonal conflicts appear and get solved by students. Based on the analysis of sources, the author offers his own model of defining the influence of intrapersonal conflicts on students (future teachers). In conclusion the author makes a conclusion about particular factors demonstrated by students of teachers' training universities in case of intrapersonal conflicts as well as what causes this process. In the course of the research the author has used the main theoretical methods of psychological and pedagogical research, in particular, axiomatical and hypotethetico-deductive method, inducative approach, modelling and intrapretative-descriptive methods. The main conclusions of the research are formulated by the author in a functional model that demonstrates the structure, contents and methods of teaching activities aimed at defining the influence of constructive intrapersonal conflicts on students' personality development at a teachers' training university. The scientific novelty of the research is caused by the fact that the author defines particular functions and methosd of teachers' influence in order to determine the impact constructive intrapersonal conflicts on the development of personal qualities of a future teacher.
Shostrom E. Chelovek-manipulyator. Vnutrennee puteshestvie ot manipulyatsii k aktualizatsii. / E. Shostrom. – M.: Aprel'-Press, 2004. – 192 s.
Surkova E.G. Glubina vnutrilichnostnogo konflikta i zrelost' sovladayushchego povedeniya lichnosti / E.G.Surkova, E.V. Gurova // ZPU. – 2012. – №3. – S. 251-256.
Tkachuk V.A. Vliyanie deformatsii v tsennostno-smyslovoy sfere na strukturu vnutrilichnostnykh konfliktov studentov gumanitarnogo vuza / V.A. Tkachuk, A.A. Tkachuk // Molodoy uchenyy. – 2014. – № 3. – S. 1036-1038.
Sapegina T.A. Razvitie professional'nykh kachestv lichnosti studentov pedagogicheskikh VUZov sredstvami neverbal'nogo obshcheniya / T.A. Sapegina // Sborniki konferentsiy NITs Sotsiosfera. – 2016. – № 6. – S. 74-76.
Samal' E.V. Vliyanie vnutrilichnostnogo konflikta na samoaktualizatsiyu lichnosti studenta v uchebno-professional'noy deyatel'nosti / E.V. Samal' // Omskiy nauchnyy vestnik. – 2008 – № 1. – S. 79-83.
Polukhina O.P. Vliyanie vnutrennego konflikta na formirovanie lichnostnoy pozitsii studenta-psikhologa / O.P. Polukhina, Pis'mennaya T.V. // Territoriya nauki. – 2014. – № 1. – S. 35-41.
Kuznetsova L.B. Osobennosti proyavleniya vnutrilichnostnykh protivorechiy v protsesse professional'nogo stanovleniya studentov VUZa. Avtoreferat dissertatsii na soiskanie uchenoy stepeni kandidata psikhologicheskikh nauk. [Elektronnyy resurs], – http://nauka-pedagogika.com/psihologiya-19-00-07/dissertaciya-osobennosti-proyavleniya-vnutrilichnostnyh-protivorechiy-v-protsesse-professionalnogo-stanovleniya-studentov-vuza (Data obrashcheniya: 24.08.2016).
Druzhinin V.N. Psikhologiya obshchikh sposobnostey / V.N. Druzhinin. – SPb.: Izdatel'stvo «Piter», 2000. – 368 s.
Abul'khanova K.A. Vremya lichnosti i vremya zhizni / K.A. Abul'khanova, T.N. Berezina. – SPb.: Aleteyya, 2001. – 304 s.
Bobrova E.V. Vnutrilichnostnye konflikty, ikh proyavleniya i preodolenie/ E.V. Bobrova // Teoriya i praktika obshchestvennogo razvitiya. – 2011. – №5. – S. 137-140.
Flerov O.V.. Existential and Psychological Factors of Adult's Personal Growth In Terms of Institutional Continuing Education // Psychology and Psychotechnics. – 2016. – № 3. – P. 272-280. DOI: 10.7256/2070-8955.2016.3.19267.
Review: The object of the present research article is the continuing education of adults as the environment and essential condition for their personal growth. The subject of the research is the internal factors of personality development in this particular environment. The author of the article appeals to philosophical and psychological ideas of philosophers and researchers trying to find the sources of motivation of human for receiving education throughout the life disregarding technological progress and socio-economic issues. Special attention is paid to the links between all these ideas and their relation to pedagogy in which the topic of educational paths is the most popular today. The research method used by the author of the article is the integrated philosophical-psychological-pedagogical analysis as well as differentiation of factors and search for their interconnections based on the analysis of scientific researches and pedagogical practice. The author concludes that the ideas of philosophers, psychologists-humanists, acmeologists and ontopsychologists regarding human life path, his free will and self-realization comprise the integrated approach or methodology for better understanding the concept of continuing education of adults and further vocational training as part of continuing education. These factors cannot be fully opposed to external factors because profession is a socio-economic phenomenon and thus professional success depends on objective social conditions. However, this approach to continuing education allows to take a fresh look at the motives of receiving life-long education in the epoch of uncertainty, to get a better understanding of these motives which, in its turn, may provide material for further interdisciplinary researches of educational systems.
Khovov O.B. Sotsial'noe prostranstvo i sotsial'naya deystvitel'nost' sistemy nepreryvnogo obrazovaniya // Pedagogika i prosveshchenie. - 2014. - 4. - C. 8 - 15. DOI: 10.7256/2306-434X.2014.4.14110.
Ignat'eva G.A., Tulupova O.V. Innovatsionnyy tekhnologicheskiy format dopolnitel'nogo professional'nogo obrazovaniya pedagogov // Pedagogika i prosveshchenie. - 2015. - 4. - C. 359 - 372. DOI: 10.7256/2306-434X.2015.4.17278.
Shneyder L. B. Professional'naya samoidentichnost': struktura, genezis i usloviya stanovleniya. Diss. d-ra psikhol. Nauk. M., 2001. 327 c.
Shneyder L. B. Professional'naya identichnost': teoriya, eksperiment, trening. Monografiya. M.: MPSI, 2005. S. 272 s.
Zeer E. F. Psikhologiya professiy. M.: Akademicheskiy prospekt, 2003. S. 336 s.
Tarasenko L. V. Dopolnitel'noe professional'noe obrazovanie: stanovlenie novogo sotsial'nogo instituta. Diss. … d-ra sotsiol. n. Rostov-na-Donu, 2001. 339 s.
Gurevich P.S. Dostoinstva i iz'yany kreativnosti v obrazovanii // Pedagogika i prosveshchenie. - 2014. - 4. - C. 4 - 7. DOI: 10.7256/2306-434X.2014.4.14160.
Morozov V.V. Adaptivnaya funktsiya sotsializatsi obrazovaniya // Filosofiya i kul'tura. - 2011. - 7. - C. 150 - 154.
Egorov G., Melanina T. V. Lichnostnoe i professional'noe razvitie vzroslogo cheloveka v prostranstve obrazovaniya: teoriya i praktika. Monografiya. M.: PSTGU, 2013. 59 s.
Rybakova N. A. Samoaktualizatsiya lichnosti: metodologicheskiy ekskurs // Psikhologiya i Psikhotekhnika. 2015. № 8. C. 823-831.
Gusev D. A. Skeptitsizm kak filosofskiy realizm // Filosofiya i kul'tura. 2015. № 1. C. 20-28.
Recurrent Education: A Strategy for Lifelong Learning. Paris: Organization for Economic Co-operation and Development (OECD) 1973.
Lifelong Learning for All (Delor’s Comission). Paris: OECD, 1996.
Faure, E. Learning to Be: the World of Education today and tomorrow. Paris: UNESCO, 1972.
Kamyu A. Buntuyushchiy chelovek. Filosofiya. Politika. Iskusstvo. M.: Politizdat, 1990. 415 s.
Kolesnikova I. A. Nepreryvnoe obrazovanie kak fenomen XXI veka: novye rakursy issledovaniya // Nepreryvnoe obrazovanie: XXI vek. 2013. T. 1. № 1(1) S. 2-18.
Khaydegger M. Bytie i vremya. M.: Ad Marginem. 1997. 452 c.
Sheler M., Izbrannye proizvedeniya. M.: Gnozis, 1994. S. 21.
Levin V. I. Novaya programma obrazovatel'noy podgotovki aspirantov // Pedagogika i prosveshchenie. 2015. № 4. C. 336-343.
Probin P. S. Otechestvennaya obrazovatel'naya reforma v kontekste sovremennoy kon'yunktury rynka truda: kontury interpretatsiy // Sotsiodinamika. 2015. № 3. S.1-26.
Pshenichnaya V. V. Soderzhatel'no-metodicheskie aspekty i osobennosti prepodavaniya kursa «Psikhologiya i pedagogika vysshey shkoly» v aspiranture // Sovremennoe obrazovanie. 2016. № 1. S.92-111.
Potaturov V. A. Problemy otechestvennogo gumanitarnogo obrazovaniya v usloviyakh globalizatsii // Sovremennoe obrazovanie. 2016. № 2. S.12-24.
Naumova N. V., Glushak A. S. O paradigmal'nykh printsipakh reformy obrazovaniya (vzglyad iznutri) // Pedagogika i prosveshchenie. 2016. № 1. S. 10-27.
Kulagina N.V.. Deviant Behavior of Minors: Status Update and Problems // Psychology and Psychotechnics. – 2016. – № 2. – P. 174-178. DOI: 10.7256/2070-8955.2016.2.18823.
Review: The article is devoted to the topical issue of modern society, the growth of variouis forms of deviant behavior demonstrated by minors. In her research Kulagina provides a review of objective and subjective factors that determine deviation of teenagers. The article presents results of the empirical study conducted in May 2015. The purpose of the study was to define propensity of teenagers demonstrating normal behavior towards a particular form of deviant behavior as well as the intensity of their need in new and exciting experience. The analysis of the results was made based on gender differences of respondents. 180 teenagers and 70 school workers participated in the research. To collect empirical data, the author has used the inventory 'Propensity to Deviant Behavior' offered by A. Oryol as well as the school workers questionnaire prepared by the author of the article. According to the results of the research, teenagers with normal behavior also demonstrate propensity (aptitude) to practically all forms of deviant behavior. The results of the research can be useful for planning the contents of psychocorrective techniques and activities that involve teenagers. The article also presents the results of questionnaires filled in by school workers who deal with prevention of teenager deviant behavior. The author also describes the reasons of unsuccessful deviant behavior preventive measures.
Zuckerman M. Sensation Seeking the endogenous deficit theory of drug abuse / National Institute on Drug Abuse: Research Monography Series. Mono 74. 1986. P. 59-70.
Tsukerman M. Diagnostika potrebnosti v poiske novykh oshchushcheniy / Shapar' V.B. Prakticheskaya psikhologiya. Psikhodiagnostika otnosheniy mezhdu roditelyami i det'mi. Rostov-n/D: Izd-vo: Feniks, 2006. 432 s.
Tereshchenko Yu.A. Sotsial'nyy kontrol' v usloviyakh malogo goroda // Teoriya i praktika obshchestvennogo razvitiya. 2011. № 4. S. 179-182.
Pataki F. Nekotorye problemy otklonyayushchegosya (deviantnogo) povedeniya // Psikhologicheskiy zhurnal. T. 8. 1997. № 4. S. 92-102.
Dodonov V.I. Potrebnost', otnosheniya i napravlennost' lichnosti //Voprosy psikhologii. 1983. № 5. S. 18-29.
Orel A.N. Opredelenie sklonnosti k otklonyayushchemusya povedeniyu / Kleyberg Yu.A. Sotsial'naya psikhologiya deviantnogo povedeniya: uchebnoe posobie dlya vuzov. M. 2004. S.141-154.
Borisov G.A., Tarasenko G.M. Sotsial'no-upravlencheskie tekhnologii lokalizatsii obshchestvennykh otkloneniy v molodezhnoy srede malykh gorodov // Nauchnye vedomosti BelGU. Seriya: Filosofiya. Sotsiologiya. Pravo. 2010. № 4. S. 116-121.
Nartsissova S.Yu., Pok M.V.. Arguments in Protection of Legal Guarantees of Parents on Education of Children within the Limits of Traditional Values // Psychology and Psychotechnics. – 2015. – № 12. – P. 1270-1277. DOI: 10.7256/2070-8955.2015.12.16975.
Review: In article authors consider arguments in protection of legal guarantees of parents on education of children within the limits of traditional values, namely: cultural urological aspects of education and music education. The music education and education system acts today as the dynamical factor of modern geopolitical processes. Mass media, the Internet, radio and TV allow social players to throw the information in social networks and to form public opinion in the interests under "roof" of popular musical melodies. The special attention in article is given relations of parents, children and the state in an education sphere. Object of the given research was specificity of the right of parents on a choice of a trajectory of formation for children in the light of own traditional family values. The methodological basis of research includes general scientific methods of research, and also private scientific methods: methods of the system analysis, concrete sociological researches, methods of historical and comparative jurisprudence. Special research of the problems, family values concerning protection and traditions of parents on their option of an education system for the child, is spent for the first time. Features of the international protection of traditional family values of parents and the rights of the child as by one of the basic international legal forms of protection of human rights in an education sphere are developed and proved, recommendations about expansion of researches in this area, on a music education example are proved.
Borzova T.V.. Psychology of Understanding: the Program for Studying Personality in Terms of Its Attitude to the Environment // Psychology and Psychotechnics. – 2015. – № 8. – P. 839-847. DOI: 10.7256/2070-8955.2015.8.15844.
Review: The subject of the study are psychological conditions that determine the development of understanding of both the process and resuls of operatoins of the university students. The object of the study is the learning process of students. In her article Borzova has attempted to develop a diagnostic tool for studying the processes of student understanding himself, events and phenomena of the surrounding world, and other people. The author considers that the scientific text of Alexander Lazursky and Semyon Frank "The program for studying personality in terms of its attitude to the environment" does not only have a cultural value as a text written by the scientists of the 20th century. This text also has a powerful diagnostic potential of knowledge and understanding of the human being and his disharmony with himself and the othe world. Borzova attempts to adapt "The program for studying personality in terms of its attitude to the environment" to the process of teaching students. The main contribution of the author in the study of the problems of understanding the nature of the text and social sciences is the creation of the diagnostic tool that allows a modern student to interact with all kinds of signifiers that possess the meaning and are capable of creating new meanings. The first step towards this goal has been the publication of a modified version of Koseling's inventory "Overcoming Difficulties in Writing Texts" (published in the Psychology and Psychotechnics Journal, Issue 1, 2014).
Tolsteneva U.L. Sub'ektivnyy smysl lichnostnoy ekzistentsii // Pedagogika i prosveshchenie.-2013.-2.-C. 135-141. DOI: 10.7256/2306-434X.2013.2.9481.
Kharlov M.A. Praksiologo-pedagogicheskaya sistema razvitiya kolledzha malogo goroda: avtoref.diss. d-ra ped.n./M.A.Kharlov.Samara,2013.
Maksimov L.V. Chto takoe moral': problema opredeleniya // Filosofiya i kul'tura.-2012.-10.-C. 115-126.
Egorova I.V. Lichnostnyy aspekt obrazovaniya(«On chelovek byl v polnom smysle slova») // Pedagogika i prosveshchenie.-2012.-1.-C. 51-60.
Ryabikina Z.I. Sub'ektno-bytiynyy podkhod k lichnosti i ee so-bytiyu so znachimymi drugimi /Z.I. Ryabikina //Psikhologi sub'ekta i psikhologiya chelovecheskogo bytiya:monografiya /pod.red.V.V.Znakova,Z.I. Ryabikinoy, E.A. Sergienko. Krasnodar: Kubanskiy gos.un-t,2010.-371s.
Borzova T.V. Teoreticheskie osnovy ponimaniya v obuchenii: monografiya / T.V.Borzova.-Khabarovsk: Izd-vo Dal'nevostoch.gos.gumanit.un-ta, 2013.-340 s.
Lazurskiy A.F. Programma issledovaniya lichnosti v ee otnoshenii k srede /A.F.Lazurskiy, S.L.Frank //Ezhegodnik eksperimental'noy psikhologii.-Spb.,1912.S.1-40.
Mosunova L.A. Struktura i psikhologicheskie usloviya razvitiya smyslovogo ponimaniya khudozhestvennykh tekstov: dis.dokt.psikhol.n./L.A. Mosunova.-M.,2006.-S.3.
Borzova T.V. Modifikatsiya metodiki G.Kezeling (G.Keseling) "Preodolenie trudnostey napisaniya teksta" //Psikhologiya i psikhotekhnika.2014.№1(64).S.98-109.DOI:10.7256/2070-8955.2014.1.9232.
Borzova T.V. Psikhologiya ponimaniya v obuchenii studentov: monografiya / T.V. Borzova.-Khabarovsk: Izd-vo Dal'nevostoch. gos.gumanit.un-ta,2014.-288 s.
Flerov O.V.. Correlation Between Language, Speech and Communication in Language Education // Psychology and Psychotechnics. – 2015. – № 7. – P. 717-725. DOI: 10.7256/2070-8955.2015.7.15626.
Review: The object of the research is the teaching of foreign languages. The subject of the research is the correlation between language, speech and communication in this pedagogical process. The author of the article analyzes the views of linguistics and psychology on the correlation and relationship between these concepts and demonstrates how language, speech and communication determine the key components in the process of teaching foreign languages. Special attention is paid to the analysis of the methods of teaching not only in terms of the contemporary methodological issues but also in restrospective. The method of the research applied by the author of the article is the integrated linguistic, psychological and psycholinguistic analysis. The author also applies the empirical data from his own experience in teaching foreign languages. According to the author of the article, today's practice of teaching foreign languages lacks a clear understanding of what teaching languages, teaching to speak and to communicate actually mean. As a result, the methods of teaching become less efficient. The novelty of the article is caused by the fact that the author demonstrates how the aforesaid concepts manifest themselves in actual teaching practice and teaching foreign languages today and how these concepts have been changed as the part of didactics over years.
Potebnya A.A. Estetika i poetika. M.: Iskusstvo, 1976. 613 s.
Blonskiy P.P. Pamyat' i myshlenie. SPb.: Piter, 2001. 288 s.
Vygotskiy L.S. Myshlenie i rech'. M.: Labirint, 1999. 352 s.
Rubinshteyn S. L. Osnovy obshchey psikhologii: v 2-kh t. / Akad. ped. nauk SSSR. M.: Pedagogika, 1989.
Jacobson R Linguistics and Poetics II Style in Language I Ed by Th. Sebeok. Cambridge, Mass., 1960.
Smirnitskiy A.I. K voprosu o slove // Trudy Instituta yazykoznaniya AN SSSR. M., 1954.
Sossyur F. Kurs obshchey lingvistiki. M.: Librokom, 2011. 256.
Reformatskiy A.A. Vvedenie v yazykovedenie/Pod red. V.A. Vinogradova. M.: Aspekt Press, 1996. 536 s.
Alpatov V.M. «Marksizm i voprosy yazykoznaniya» I. V. Stalina: otvety na pis'ma chitateley // Kul'tura i iskusstvo.-2011.-5.-C. 48-53.
Levkova T.V.. The connection of sovereignty of psychological space of university students’ personalities with the peculiarities of their coping strategies // Psychology and Psychotechnics. – 2015. – № 3. – P. 289-294. DOI: 10.7256/2070-8955.2015.3.14539.
Review: In the article theoretical analysis of the characteristics of the sovereignty of the individual psychological space had submitted . The main side sovereignty of psychological space of personality: the physical body of sovereignty, territory, things, habits, social relations and values. Also theoretically analyzed the main coping strategies students.To study the sovereignty of psychological space and coping strategies of students experiment was carried out using a multi-factor questionnaire "The sovereignty of psychological space" developed S.K.Nartovoy-Bochaver; inquirer "Coping behavior in stressful situations" (N.S.Endlera, D.A.Perkera).In practical terms, the researches’ results of psychological space of sovereignty and coping strategies of university students had submitted, as well as one had studied the correlation the connection between the sovereignty of psychological space of university students and their coping strategies in the practical part of the article.Study on the sovereignty of psychological space of personality and coping strategies that she chooses, revealed the existence of different levels of connection between these indicators reflected that deprived the earlier specifications sovereignty of psychological space provoke consolidation of passive coping strategies of behavior. The experimental research was made in the framework of the psychological service of the university.
Kryukvova T.L. Kuftyak E.V. Oprosnik sovladayushchego povedeniya (adaptatsiya metodiki WCQ) // Zhurnal prakticheskogo psikhologa. №3. 2007. S. 93-113.
Kryukova T.L. Psikhologiya sovladayushchego povedeniya. Kostroma, 2004.
Levkova T.V. Suverennost' psikhologicheskogo prostranstva lichnosti kak indikator psikhologicheskogo zdorov'ya studentov vuza// Psikhologicheskoe zdorov'e lichnosti kak tsennost' obrazovatel'nogo prostranstva: kollektivnaya monografiya. M.: Izd-vo «Sputnik+», 2013. S.164-183.
Nartova-Bochaver S.K. Chelovek suverennyy: psikhologicheskoe issledovanie sub'ekta v ego bytii. SPb.: Piter, 2008.
Nartova-Bochaver S. K. Oprosnik «Suverennost' psikhologicheskogo prostranstva» – novyy metod diagnostiki lichnosti / S. K. Nartova-Bochaver // Psikhologicheskiy zhurnal. 2004. Tom 25. № 5.
Nartova-Bochaver S. K. «Coping behavior» v sisteme ponyatiy psikhologiya lichnosti//Psikhologicheskiy zhurnal. 1997. №5. S.20-31.
Pozdnyakova, U. S.. Developing a Standard Model of Entertaining Activity Arrangement in Sports and Health Centers for Children as Part of Measures Aimed at Prevention of Deviant and Delinquent Behavior of Children and Relevant Solution Approaches (the Case Study of the Krasnodar Krai) // Psychology and Psychotechnics. – 2014. – № 9. – P. 975-983. DOI: 10.7256/2070-8955.2014.9.12640.
Review: The present article is aimed at developing a standard model of entertaining activity arrangement in sports and health centers for children as part of measures aimed at prevention of deviant and delinquent behavior of children and associated solution approaches (based on the case study of the Krasnodar Krai). The author of the article analyzes solutions of modern issues arising when developing the aforesaid standard model. The author also makes proposals and elaborates recommendations as well as describes stages of developing a standard model of entertaining activity arrangement in sports and health centers for children as part of measures aimed at prevention of deviant and delinquent behavior of children and relevant solution approaches (based on the case study of the Krasnodar Krai). The author of the article uses several research methods, in particular, Aristotelian, historical and comparative approaches and methods of systematization, analysis, synthesis and statistical method. The author analyzes possible solutions of solving modern issues that may arise when we develop the aforesaid standard model. The author also makes proposals and elaborates recommendations as well as describes stages of developing a standard model of entertaining activity arrangement in sports and health centers for children as part of measures aimed at prevention of deviant and delinquent behavior of children and relevant solution approaches (based on the case study of the Krasnodar Krai).
Keywords: deviant behavior, delinquent behavior, standard model, behavior of children, arrangement, development, scope of preventive measures, entertaining activity, Krasnodar Krai, sports and health.
Contact information: Pozdnyakova Yliana Sergeevna, 350015, Russia, Krasnodar, Budennogo str. 161.
Beshelev S.D., Gurvich F.G. Matematiko-statisticheskie metody ekspertnykh otsenok.-M.: Statistika, 1974.
Burakov Yu.V. Sistema vospitatel'noy deyatel'nosti kruglogodichnogo pionerskogo lagerya (na opyte Vserossiyskogo pionerskogo lagerya TsK VLKSM «Orlenok»): Avtoref. dis. … kand. ped. nauk.-M., 1980.
Evsigneeva Yu.V. Mnogofaktornoe prognozirovanie sostoyaniya zdorov'ya detey doshkol'nogo vozrasta: Avtoref. dis. … kand. meditsinskikh nauk.-Stavropol', 2004.
Krasnodarskiy kray [Elektronnyy resurs] / Vikipediya. Otkrytaya entsiklopediya. – Rezhim dostupa: http://ru.wikipedia.org/wiki.
Konstitutsiya Rossiyskoy Federatsii (prinyata vsenarodnym golosovaniem 12 dekabrya 1993 goda) // Rossiyskaya gazeta.-19.12.1993.-№ 273.
Kriterii zdorov'ya rebenka [Elektronnyy resurs]-Rezhim dostupa: http://progimnasia63.ru/criteria.php.
Levchenko V.G. Metodika opredeleniya fizicheskogo sostoyaniya shkol'nikov.-Kropotkin, 1999.
Letniy otdykh: ideya proekt-voploshchenie: Iz opyta raboty detskikh ozdorovitel'no-obrazovatel'nykh tsentrov (lagerey) Nizhegorodskoy oblasti.-N. Novgorod: OOO «Pedagogicheskie tekhnologii», 2002.
Metodika opredeleniya fizicheskogo sostoyaniya shkol'nikov / Pod red. prof. K.D. Chermita.-Maykop: ATU. – 2004.-56 s.
O Pravitel'stve Rossiyskoy Federatsii: Federal'nyy konstitutsionnyy zakon ot 17.12.1997 № 2-FKZ // SZ RF.-22.12.1997.-№ 51.-St. 5712.
O samoreguliruemykh organizatsiyakh: Federal'nyy zakon ot 01.12.2007 № 315-FZ // Rossiyskaya gazeta.-06.12.1993.-№ 4536.
O gosudarstvennom regulirovanii deyatel'nosti po organizatsii i provedeniyu azartnykh igr i o vnesenii izmeneniy v nekotorye zakonodatel'nye akty Rossiyskoy Federatsii: Federal'nyy zakon ot 29.12.2006 № 244-FZ // Rossiyskaya gazeta.-31.12.2006.-№ 4263.
Semenova T.N. Dinamika pokazateley fizicheskogo razvitiya i umstvennoy rabotosposobnosti u detey mladshego shkol'nogo vozrasta v usloviyakh gorodskoy sredy: Avtoref. dis. … kand. biologicheskikh nauk.-M., 2006.
Shul'ga I.I. Pedagogicheskaya ekspertiza letnego detskogo otdykha: sbornik nauchno-metodicheskikh materialov / A.I. Sumnikova, N.N. Kiselev, I.I. Shul'ga i dr.-Novosibirsk: Izd. NGPU, 2007.-146 s.
Shul'ga I.I. Pedagogicheskaya model' organizatsii detskogo dosuga v regione // Mir nauki, kul'tury, obrazovaniya.-2011.-№ 6 (31).-S. 317-319.
[Elektronnyy resurs] – Rezhim dostupa: http://www.azovcity-kuban.ru.
[Elektronnyy resurs] – Rezhim dostupa: http://www.center-orlyonok.ru.
[Elektronnyy resurs] – Rezhim dostupa: http://krsdstat.gks.ru.
Gryaznova, E. V.,Krasnov, A. E.. Theoretical Bases of Rating Scale Evaluation of the Quality of Teaching at Higher School // Psychology and Psychotechnics. – 2014. – № 6. – P. 653-663. DOI: 10.7256/2070-8955.2014.6.12042.
Review: The subject under research of the present article is the rating scale system of evaluation of the quality of teaching at higher school. The authors focus on the problems which rise when implementing the foresaid evaluation system at Russian high schools not only at the qualitative but also at the quantitative levels. The importance of the research is dictated by the fact that in the age of information society it appears difficult to realize the high level of dynamic performance, availability, variability, differentiability and control over the educational process especially at the Bachelor’s level. Education process is viewed as a complex dynamic developing system. Research methodology is based on the rating method of evaluating the quality of functioning of complex systems including the quality of knowledge in the system of education. The author analyzes the two methods for evaluating the degree of complexity of didactic and expert modules — the method of heuristic judgments and the method of coordinated judgments. Rating evaluation method allows to reduce evaluation errors by rating the quality of education according to the many-point rating scale. The following rules for converting rating points to scoring points are applied by the authors when using a 5-point and 100-point evaluation scales with the level of error probability being equal to 0.0025 (no more than one error per four hundred cases): 2-point rating correspond to 48 scoring points and less, 3-point rating falls within the range from 52 to 68 scoring points, 4-point rating falls within the range from 72 to 88 scoring points and 5-piont rating lies in the range from 92 to 100 scoring points. There are no valid evaluations of the quality of the functioning of the system (for example, the system of education) in the ranges from 48 to 52, from 68 to 72 and from 88 to 92 with the level of error probability of 0.0025. According to the authors, when the rating falls within these ranges, it is necessary either to arrange for additional evaluation, for example, re-examination when a student wants to get a better grade or make a decision either to a student’s or a teacher’s benefit. Probability of evaluation error has the limits that are created by the justified choice of degrees of complexity of expert modules. These degrees of complexity, in their turn, depend on the degree of complexity of related system (or didactic, in case of education) modules.
Keywords: rating scale system, rating, competences, evaluation error, module rating evaluation, didactic module, expert module, method of heuristic judgments, method of coordinated judgments, complex system.
Contact information: Gryaznova Elena Vladimirovna, 140155, Russia, Moscow Region, Ramensky District, pos. Elektroizolyator 67.
Krasnov A.E., Kuznetsova Yu.G. i dr. Problemy kolichestvennogo otsenivaniya kachestva znaniy v vysshem obrazovanii//Standarty i kachestvo.-№11.-2007.
Krasnov A.E., Kuznetsova Yu.G. Informatsionnye tekhnologii otsenivaniya kompetentsiy studentov na osnove slozhnogo reytinga// Vestnik RUDN, seriya «Informatizatsiya obrazovaniya».-№ 2.-2009. 5.Krasnov A.E., Krasnikov S.A., Valentinov V.A., Valentinova N.I. i dr. Otchet po NIR: «Razrabotka printsipov metrologicheskogo obespecheniya menedzhmenta kachestva vuzov na osnove sovokupnosti bazovykh pokazateley uchebnoy, nauchnoy i innovatsionnoy deyatel'nosti».-M.: MGUTU, nomer gosudarstvennoy registratsii NIR: 3.4.1/6057, 2009-2010. – 60 s.
v informatsionnoy real'nosti // Psikhologiya i Psikhotekhnika. - 2013. - 4. - C. 371 - 379. DOI: 10.7256/2070-8955.2013.04.8.
Dolgopolova, I. V.. Methods for Evaluating the Style of Academic Activity: Experience of Research and Implementation // Psychology and Psychotechnics. – 2014. – № 5. – P. 530-537. DOI: 10.7256/2070-8955.2014.5.11904.
Review: The author of the article underlines the need for development of tools of evaluating universal educational actions in the conditions of introduction new Federal State Education Standards in elementary education. The author provides a summary of diagnostic tools for evaluating educational activity that are usually applied in psychology and teaching. Results of development and standardization of a special method aimed at evaluating a style of educational activity of younger school students – QSEA (questionnaire of style of educational activity) with use of the correlation and factorial analysis are presented. The advantage of the aforesaid questionnaire is in its coherence with meta-disciplinary results of educational activity: cognitive, regulatory and communicative actions. The method passed standardization according to standard procedures. Psychometric test of QSEA proves that it is possible to use the questionnaire at public schools for the complex assessment of style of educational activity as an indicator of educational activity. The method allows elementary school teachers to conduct independent monitoring of formation of universal educational actions of school students and to use the results in correction of their educational activity.
Keywords: Federal State Education Standards, universal educational actions, educational activity, style of educational activity, standardization of a method, meta-discipline results, cognitive actions, regulatory actions, communication actions, QSEA.
Baymetov A.K. Nekotorye obuslovlennye siloy vozbuzhdeniya faktory individual'nogo stilya v uchebnoy deyatel'nosti starsheklassnikov// Tipologicheskie issledovaniya po psikhologii lichnosti. – Perm', 1967. Vyp. 4. – S. 104 – 135.
Volochkov A.A. Vozrastnaya dinamika uchebnoy aktivnosti shkol'nikov (Longityud)// Innovatsii v obrazovanii. – 2005.-№ 2. – S. 85-89.
Volochkov A.A. Integrativnyy podkhod v diagnostike universal'nykh uchebnykh deystviy // Vestnik Yuzhno-ural'skogo gosudarstvennogo universiteta. – 2012.-№ 19. – S. 58-67.
Dolgopolova, I.V. Metaeffekty svyazi stilya deyatel'nosti pedagoga i stilya deyatel'nosti i individual'nosti uchashchikhsya//Vestnik Orlovskogo gosudarstvennogo universiteta. Seriya: Novye gumanitarnye issledovaniya. № 4 (18), 2011. – S. 132-136.
Il'ina E.V. Stil' adaptatsii shkol'nikov k novym usloviyam uchebnoy deyatel'nosti/ Materialy regional'noy nauchnoy konferentsii "XV Merlinskie chteniya".-Perm', 2000.-S. 35-37.
Kak proektirovat' universal'nye uchebnye deystviya v nachal'noy shkole: ot deystviya k mysli/ Pod red. A.G.Asmolova.-M.: Prosveshchenie, 2008. — 151 s.
Rozhok T.S. Stanovlenie professional'nogo masterstva i individual'nogo stilya deyatel'nosti uchitelya nachal'nykh klassov. – Avtoreferat dis. kand. psikhol. nauk. – Moskva, 2000. – 22 s.
Sambikina O.S. Polovye razlichiya v stilyakh uchebnoy deyatel'nosti shkol'nikov // Sibirskiy psikhologicheskiy zhurnal. – 2014. № 51. – s.100-110.
Prikaz Minobrnauki ot 06 oktyabrya 2009g. № 371 «Ob utverzhdenii i vvedenii v deystvie federal'nogo gosudarstvennogo obrazovatel'nogo standarta nachal'nogo obshchego obrazovaniya».
Venger L.A., Agaeva E.L., Bardina R.I. i dr. Psikholog v detskom sadu// Doshkol'noe vospitanie. – 2003.-№ 6. – S.16-19.
Gryaznova, E. V., Matyaeva, I. L.. Activity Approach to Studying Features of Distance Education // Psychology and Psychotechnics. – 2014. – № 3. – P. 304-311. DOI: 10.7256/2070-8955.2014.3.11095.
Review: The authors of the present article analyze whether it is possible to use the activity approach as one of the methods in researches of the phenomenon of distance education as the part of research area ‘Topical issues of distance education’. In order to create a complete and successive image of the aforesaid social phenomenon, it is necessary to apply not only methods from general and individual science, but also universal methods of philosophical analysis because we are talking about a complex social and technical object where the ‘Human Machine’ system plays a key role. The researchers use the activity approach as the element of the many-level concept of methodological knowledge that is usually related to the philosophical research methods. The activity approach allows to describe the structure of distance education and understand its special features. It is the activity approach that demonstrates distance education as a new social phenomenon, activity, special form of social relations and special social institution. This, in its turn, underlines how important it is for a researcher to take into account the complexity of all levels and elements of the phenomenon of distance education. Subject matter, terms, research methodology, nomology and praxiology of the science that studies topical issues of distance education must be formed on the basis of information- technological and social-humanitarian spheres of research where the activity approach must perform the integrating methodological function as the basic method of philosophical research.
Keywords: distant education, computer quasi-subject, tutor, eContent, information society, information interaction, activity approach, information educational environment, info environment, information activity.
Contact information: Gryaznova Elena Vladimirovna, 140155, Russia, Moscow Region, Ramensky District, p. Elektroisolyator 67.
T.V. Makhareva Formirovanie issledovatel'skikh umeniy starshikh shkol'nikov sredstvami informatsionnykh tekhnologiy kak uslovie vybora professii logista. // Psikhologiya i Psikhotekhnika.-2011.-7.-C. 70-78.
Khomeriki N. S. [Mesto zashchity: Vseros. tsentr ekstren. i radiats. meditsiny im. A.M. Nikiforova MChS Rossii] Sankt-Peterburg , 2013.
S. O. Sukhotin. Rekomendatsii po sovershenstvovaniyu osnov pravovogo regulirovaniya obrazovaniya s primeneniem distantsionnykh obrazovatel'nykh tekhnologiy. // Pravo i politika.-2011.-№ 12.-C. 2116-2125.
E. V. Sal'nikova. K voprosu o predystorii sovremennoy vizual'noy tekhnicheskoy kul'tury. // Kul'tura i iskusstvo.-2012.-№ 2.-C. 53-61.
A.A. Khakimova. Ispol'zovanie komp'yuternoy matematicheskoy sistemy MATHEMATICA pri distantsionnom obuchenii matematike v vuzakh ekonomicheskogo profilya. // Psikhologiya i Psikhotekhnika.-2011.-№ 6.-C. 99-106.
Tikhonov, O. V. Transformatsiya fenomena identichnosti v prostranstve seti Internet : dissertatsiya ... kandidata filosofskikh nauk : 09.00.11.
Tikhonov O. V. [Mesto zashchity: Kazan. (Privolzh.) feder. un-t] Kazan', 2013; Khomeriki, N. S. Individual'no-psikhologicheskie osobennosti podrostkov s internet-zavisimym povedeniem : dissertatsiya ... kandidata psikhologicheskikh nauk : 19.00.04.
«Aktual'nye problemy molodezhi v usloviyakh izmenyayushcheysya Rossii»// Mater. Vseros. (zaochnoy) nauch.-praktich. konf. /pod red. T.A. Yumashevoy.-Balashov: Nikolaev, 2010.
Sadykova, D.M. Stanovlenie i razvitie pedagogicheskikh tekhnologiy v sisteme vysshego zaochnogo obrazovaniya: Avtoreferat diss. na soisk. uch. step. doktora pedag. Nauk: 13.00.08. – Moskva, 2009. – S. 19.
Loskutova, V. A. Internet-zavisimost' kak forma nekhimicheskikh addiktivnykh rasstroystv: avtoreferat dissertatsii na soiskanie uchenoy stepeni kandidata meditsinskikh nauk: 13.04.04.
Sadykova, D.M. Stanovlenie i razvitie pedagogicheskikh tekhnologiy v sisteme vysshego zaochnogo obrazovaniya: Avtoreferat diss. na soisk. uch. step. doktora pedag. Nauk: 13.00.08. – Moskva, 2009. – S. 20.
Kagan, M.S. Mir obshcheniya / M.S. Kagan, M., 1988. – S. 92 – 97.
Kagan, M.S. Mir obshcheniya / M.S. Kagan, M., 1988. – S. 99.
Gryaznova, E.V. Informatsionnaya real'nost' i sotsium / E.V. Gryaznova. – N.N.: NNGASU, 2010.
Andreev, A.A. Vvedenie v distantsionnoe obuchenie /A.A. Andreev. – M.: Prosveshchenie, 1997; Gershunskiy, B.S. Komp'yuterizatsiya v sfere obrazovaniya: Problemy i perspektivy / B.S. Gershunskiy. – M.: Pedagogika, 1987.
Zelenov, L.A. Antroponomiya (Obshchaya teoriya cheloveka): Nizhegorodskiy filosofskiy klub / L.A. Zelenov. – N. Novgorod, 1991. – S. 36 – 48. Gryaznova, E.V. Informatsionnoe vzaimodeystvie v obrazovanii: progress ili regress? / E.V. Gryaznova // Filosofiya i kul'tura. – 7(55). – 2012. – S. 123 – 129.
Uddin, M. A.. Personal and Motivational Aspects of Students Studying in Traditional Face-to-Face System and Distance Education System // Psychology and Psychotechnics. – 2014. – № 2. – P. 192-200. DOI: 10.7256/2070-8955.2014.2.10932.
Review: Personal and motivational aspects of students studying in traditional face-to-face system and distance education system: As the popularity of distance higher education has been growing rapidly all over the world, the importance of understanding psycho-pedagogical issues of learners studying in distance education has been growing too. In this article an attempt has been made to present findings of a dissertation research on various psycho-pedagogical components like self-actualization, self-regulation, locus of control, achievement motivation, and academic performance. Research methodology: A number of scientific methods such as colligation, comparison, theoretical analysis of philosophy, pedagogical and psychological literature, regulation and guidance documents issued by the government of Russian Federation; empirical methods: observation, discussion, interview, test, questionnaire; psychological methods: test and questionnaire. Psychological tests: To reveal personal characteristics of students following tests, well-accepted and widely used in Russia and other countries, are used: Self-actualization Test (adapted and modified version of Personal Orientation Inventory developed by Everett Shostrom (Aloshina, Gozman, Jagik and Kruz); Locus of control (basedon Rotter but adapted and modified for using in Russia) (Bajhina, Golinika, Atkin); Self-regulated behavior by Marasanova. A test originally developed Ryan and Yakunin but modified by Badmaeva has been used to diagnose academic motivation of students. A test developed by А.А.Реана. “motivation to success or feature of failure” has been used for diagnosing achievement motivation level of students. The study reveals influence of the following psychological characteristics of students studying in the face-to face and distance education: the student of the both forms of education show a similar pattern of personal development for the following characteristics: self-esteem and self-actualization value; distance learners exhibit higher level of self-actualization and internal locus of control but no significant difference is found in the level of self-regulated behavior. Achievement motivation is higher for distance learners; significant correlation exists between achievement motivation and various indicators of personal development of students of the both forms of education.
Keywords: self-actualization, self-regulation, locus of control, achievement motivation, academic performance, distance education, face-to-face, academic motivation, psycho-pedagogical aspects, personal development characteristics.
Contact information: Uddin Md. Aktkher, 129226, Russia, Moscow, 2-y Selskokhozaystvenny proezd 4.
Nagoeva, R. A.. Substitute Family: Possibilities and Problems of Social, Psychological and Pedagogical Preparation // Psychology and Psychotechnics. – 2014. – № 1. – P. 91-97. DOI: 10.7256/2070-8955.2014.1.9439.
Review: The author of the article proves the need for and possibilities of social and psychological preparation and psychological and pedagogical accompanying of the institution of substitute family. This social trend is gaining importance in modern Russia. The main authorities dealing with the problems of substitute families are child protective services. The author of the article states that it is not enough for an efficient functioning of the institution of substitute family in the modern world. The author analyzes the current experience in preparation of both biological and substitute parents in Russia. Preparation of biological parents is usually local and depends on a situation. The author states that according to the new legal requirements, preparation of substitute parents is a mandatory and system measure. The author defines and describes the main problems in organization and functioning of the centers of preparation of substitute families and substitute parents.
Keywords: substitute, family, social, psychological, parenthood, preparation, experience, competence, center, efficiency.
Contact information: Nagoeva Ruzana Aslanovna, 350089, Russia, Krasnodar, ul. Bulvarnoe koltso 22.
Bol'shakova L.N. Sotsial'no-psikhologicheskaya adaptatsiya roditeley i detey v priemnoy sem'e [Tekst]: Avtoref. diss. …kand. psikhol. nauk / L.N. Bol'shakova. Yaroslavl'. 2004.-26s.
Ovcharova R.V. Roditel'stvo kak psikhologicheskiy fenomen. [Tekst] / uchebnoe posobie / R. V. Ovcharova.-M.: Moskovskiy psikhologo-sotsial'nyy institut, 2006.-496 s.
Oslon V.N. Zhizneustroystvo detey-sirot: professional'naya zameshchayushchaya sem'ya. [Tekst] / monografiya / V.N. Oslon.-M: Geneziz, 2006.-366s.
Pechnikova L.S. Priemnye sem'i v prostranstve detsko-roditel'skikh otnosheniy / L.S. Pechnikova, E.B. Zhuykova. – M.: Izd-vo MGU, 2008.
Shpakova V.V. Sotsial'no-psikhologicheskie kharakteristiki priemnykh roditeley, vzyavshikh na vospitanie detey, ostavshikhsya bez popecheniya. [Tekst]: V.V. Shpakova.-M.: Psikhologiya i pedagogika.-2008.-№6.
Shul'ga T.I. Sotsial'no-psikhologicheskie tekhnologi pomoshchi detyam i sem'yam grupp sotsіal'nogo riska. Monografiya. M.: Izd-vo MGOU, 2010. – 198 s.
Rozenova, M. I.. Institution of Adoptive Parenting in Russia: a Need in, Problems and Possibilities of System Analysis Studies // Psychology and Psychotechnics. – 2013. – № 12. – P. 1218-1223. DOI: 10.7256/2070-8955.2013.12.9493.
Review: The article is devoted to some really important issues and problems faced by the institution of adoptive parenting in Russia. Russian institution of adoptive parenting is developing as a social phenomenon based on legal grounds. The author of the article analyzes the current condition of social, psychological and pedagogical preparation of candidates who want to adopt a child. The author of the article underlines the need in serious scientific researches in this sphere. The author also stresses out that there is a certain need in a scientific review and analysis of this problem (the author demonstrates the results of a low competent, chaotic and non-systematized approach to this problem). The author also describes the main directions of scientific analysis and researches and offers particular methods of realization of the scientific and research project offered. The author proves that it is necessary to involve highly experienced scientists in these researches and it is impossible to carry out such a project at local centers preparing parents and families for adoption. There is also a need in official decrees granting researchers access to information held by social custody authorities and Centers for Preparation and Support of Adopting Families in different regions of Russia.
Keywords: adopting, families, system, scientific, research, analysis, efficiency, development, topical, independent.
Berezina T.N. Razvitie kognitivnykh sposobnostey kak problema prakticheskoy psikhologii [Tekst] //T.N. Berezina. Vestnik Moskovskogo gosudarstvennogo universiteta im. M.A. Sholokhova. 2009. № 4. S. 6-19.
Zakharova Zh.A. Sotsial'no-pedagogicheskoe soprovozhdenie protsessa vospitaniya priemnogo rebenka v zameshchayushchey sem'e [Tekst]: Avtoref.diss. ...na soisk.uchen.stepeni / Zh.A.Bol'shakova. Kostroma. 2009.-18s.
Nagoeva R.A. Zameshchayushchee roditel'stvo: problemy tipologii i motivatsii [Tekst] / R.A. Nagoeva. Materialy Mezhdunarodnoy nauchno-prakticheskoy konferentsii «Psikhologo-pedagogicheskoe soprovozhdenie lichnosti v obrazovatel'nom prostranstve». 14 dekabrya 2012 g.: v 2-kh ch. Ch. 2. FGBOU VPO «Solikamskiy gosudarstvennyy pedagogicheskiy institut»; sost. N.N. Egorova. – Solikamsk: SGPI, 2013. S.
Rozenova M.I. Neosoznavaemye ustanovki otnosheniya roditeley k detyam: Monografiya. [Tekst] / M.I. Rozenova; Mosk gos. gum. un-t im. M.A. Sholokhova. – Omsk: Izd-vo FGBOU VPO OmGAU im. P.A. Stolypina, 2011. – 160 s.
Rozenova M.I. Otnosheniya lyubvi v kontekste obydennogo soznaniya, razvitiya, obucheniya, vospitaniya i sotsializatsii lichnosti (teoreticheskoe i eksperimental'noe issledovanie problemy): Monografiya. [Tekst] / M.I.
Rozenova; Mosk gos. un-t pechati. – M.: MGUP, 2006. – 528 s. Rozenova M.I. Pozitivnaya psikhologiya v Rossii: nekotorye aktual'nye voprosy adaptatsii [Tekst]. / M.I. Rozenova. Psikhologiya i psikhotekhnika. 2012. № 1. S. 57-62.
Rozenova M.I. Semantika vospriyatiya molodezh'yu bazovykh otnosheniy lichnosti: psikhologicheskie paradoksy [Tekst] / M.I. Rozenova. Psikhologiya i psikhotekhnika. 2013. № 6. S.536-545.
Yaparova O.G. Osobennosti lichnostnykh kharakteristik detey i roditeley v effektivnykh i neeffektivnykh priemnykh sem'yakh/ E.I. Nikolaeva, O.G. Yaparova // Voprosy psikhologii. 2007. – №.6. S. 37-43.
Tkachenko, O. V.. Psychological Preparation of a Child to a Kindergarten Through Alternate Forms of Preschool Education // Psychology and Psychotechnics. – 2013. – № 11. – P. 1112-1119. DOI: 10.7256/2070-8955.2013.11.10018.
Review: The author of the article analyzes activity and psychological assistance provided at Centers of Child Play Development (CCPD) as structural subdivisions of state kindergartens. The author describes particular features of activities performed at CCPD. Performance of such centers is based on the principles of the theory of leading activity (this is the play activity at childhood) and the principles of cultural-historical psychology (in particular, the principle of the zone of proximal development). These principles were used during preparation for group lessons when a mother and a child were introduced to different forms of play activity (drawing and plasticine modeling) and physical activity (games and exercises). Special attention is paid at developing cognitive skills, curiosity, social skills, activity and encouragement of general creativity of a child. The author of the article uses practical methods for evaluation efficiency of such lessons, emotions and feelings of a child during a lessons and influence of these factors on adaption to a kindergarten in the future. The article proves CCPD to be quite efficient. Practically all children who attended such lessons at CCPD successfully adjust to their kindergartens and show a rather high level of cognitive development compared to children who never attended such centers.
Keywords: preschool psychology, play activity, structural subdivisions, alternate forms, socialization, adaptation, initiativity, emotional responsiveness, competent assistance, child adaptation.
Contact information: Tkachenko Oksana Viktorovna, 127051, Russia, Moscow, ul. Stretenka 29.
Samye malen'kie v detskom sadu. ( Iz opyta raboty moskovskikh pedagogov) / Avt.-sost. V. Sotnikova. M., LINKA-PRESS. 2005.
Pechora K.L. i dr. Deti rannego vozrasta v doshkol'nykh uchrezhdeniyakh: Kn. Dlya vospitatelya det. sada / K.L. Pechora, G.V. Pantyukhina, L.G. Golubeva. M.: Prosveshchenie, 1986.
Kreyn U.Boulbi i Eynsuort o chelovecheskoy privyazannosti. // Zhurnal prakticheskoy psikhologii i psikhoanaliza. 2002. №1.
Gurevich P.S. Deti i den'gi. // Psikhologiya i psikhotekhnika. 2011. № 2. S. 5-7.
Vygotskiy L.S. Voprosy detskoy psikhologii. SPb.: SOYuZ, 2007.
Vygotskiy L.S. Ped. soch. T. 4.
Byuler Sh. Skazka i fantaziya rebenka. M.-L., 1925.
Berezina T.N. Razvitie kognitivnykh sposobnostey kak problema prakticheskoy psikhologii. // Vestnik Moskovskogo gosudarstvennogo gumanitarnogo universiteta im. M.A. Sholokhova. Pedagogika i psikhologiya. 2009. № 4. S. 6-19.
Berezina T.N. Problema dobra v sovremennoy pedagogike i psikhologii // NB: Pedagogika i prosveshchenie. 2013. № 1. S. 126-139.
Berezina T.N. Vospitanie dobra kak psikhologo-pedagogicheskaya problema vysshey shkoly // Alma mater (Vestnik vysshey shkoly). 2013. № 2. S. 62-66.
Adaptatsiya detey rannego vozrasta k usloviyam DOU: Prakticheskoe posobie / Avt.-sost. Belkina L.V. Voronezh, “Uchitel'”, 2006.
Alyamovskaya V.G. Kak vospitat' zdorovogo rebenka. Moskva, izd. LINKA PRESS, 1993.
Baranova E.M. Psikhologicheskie aspekty razvitiya doshkol'nika v sisteme svobodnogo vospitaniya Montessori // NB: Pedagogika i prosveshchenie. 2013. № 2. S. 134-149.
Smirnova E.O. Materialy kursa “Deti rannego vozrasta v detskom sadu”. Lektsii 5-8. M.: Pedagogicheskiy universitet “Pervoe sentyabrya”, 2010.
Smirnova E.O. Materialy kursa «Deti rannego vozrasta v detskom sadu» Lektsii 1-4. M.: Pedagogicheskiy universitet «Pervoe sentyabrya», 2010.
Spirova E.M. Kak formirovalas' ideya vospitaniya? // Pedagogika i prosveshchenie. 2013. № 1. S. 53-59.
Alperovich, V. D.. Influence of Perception of Kalmyk and Russian Students of Others as ‘Friends’ on Formation of Discriminatory Attitude Towards Representatives of EthnoCultural Groups // Psychology and Psychotechnics. – 2013. – № 10. – P. 1005-1011. DOI: 10.7256/2070-8955.2013.10.9177.
Review: In today’s unstable social environment and escalation of ethnic conflicts researches of formation and development of ethnic identity supported by, inter alia, ethnic stereotypes and ethnic discrimination of other nations. Cognitive and emotional components of these phenomena create images of the Other from different points of view: Us — Them or Friend –Foe. Nevertheless, the influence of social and psychological aspects of us-them representations on formation of discriminatory attitude to members of other ethnic groups is understudied. The purpose of the present research is to define the interdependence between perceiving someone as the Friend (based on the example of Russian and Kalmyk students) and discriminatory attitude towards representatives of other ethnocultural groups. In this research the author used both quantitative and qualitative methods (subjective scaling, categorical, frequency and cluster analysis). It is shown that Russian and Kalmyk respondents who had different perceptions of the image of Friend had a different attitude to Slavic, Caucasian and Asian nations. This data proves the hypothesis about the influence of the perception of the Other as Friend on formation of discriminatory attitude to other nations. The results of the research can be used for preparation of trainings of interethnic and intercultural tolerance, conflict solution and creation of social and psychological technologies of anti-terrorist activities.
Keywords: beliefs, ‘friend or foe’, discriminatory attitude, ‘us or them’, ethnocultural group, discrimination, ethnic stereotype, ethnic identity.
Contact information: Alperovich Valeria Dmitrievna, 344038, Rostov-on-Don, prosp. im. Mikhaila Nagibina 13.
Gulevich O.A. Psikhologiya mezhgruppovykh otnosheniy. M.: NOU VPO Moskovskiy psikhologo-sotsial'nyy institut, 2008. 432 s.
Emel'yanova T.P. Konstruirovanie sotsial'nykh predstavleniy v usloviyakh transformatsii rossiyskogo obshchestva. M.: IP RAN, 2006. 400 s.
Kon I.S. Druzhba. Etiko-psikhologicheskiy ocherk. M.: Politizdat, 1980. 255 s.
Labunskaya V.A. Vneshniy oblik v strukture predstavleniy o Vrage i Druge na razlichnykh etapakh zhiznennogo puti // Psikhologiya cheloveka v sovremennom mire. M.: IP RAN, 2009. T. 2. S. 220-228.
Lebedeva N.M., Tatarko A.N. Sotsial'no-psikhologicheskie faktory etnicheskoy tolerantnosti i strategii mezhgruppovogo vzaimodeystviya v polikul'turnykh regionakh Rossii // Psikhologicheskiy zhurnal. 2003. T. 24. № 5. S. 31-44.
Levin M.I., Shilova N.V. Diskriminatsiya po etnicheskomu priznaku kak sledstvie ksenofobii: osnovnye napravleniya issledovaniya // Ekonomicheskaya politika. 2012. № 6. S. 171-179.
Platonov Yu.P. Osnovy etnicheskoy psikhologii: Uchebnoe posobie. SPb.: Rech', 2003. 452 s.
Skripkina T.P. Ustanovki tolerantnogo soznaniya, doveriya i ksenofobii u molodezhi, prozhivayushchey v yuzhno-rossiyskom regione RF // Sotsial'naya psikhologiya i obshchestvo. 2010. № 1. S. 136-151.
Stefanenko T.G. Etnopsikhologiya: Uchebnik dlya vuzov. M.: Aspekt-Press, 2006. 368 s.
Maisonneuve J. Psychologie de l’amitié. Paris: Presses Universitaires de France, 2004. 128 p.
Seca J.-M. Les représentations sociales. Paris: Armand Colin, 2001. 192 p.
Beznosov D.S., Pochebut L.G. Psikhologicheskie aspekty ekstremizma i terrorizma // Vestnik Sankt-Peterburgskogo universiteta. Ser. 12. Psikhologiya, sotsiologiya, pedagogika. 2010. № 1. S. 287-299.
Berezina, T. N.. Concerning Emotional Safety of Educational Environment // Psychology and Psychotechnics. – 2013. – № 9. – P. 897-902. DOI: 10.7256/2070-8955.2013.9.9375.
Review: The article is devoted to the problem of emotional safety of educational environment. Educational environment is viewed as a holistic, dynamic system enabling translation of socio-cultural experience from generation to another. Emotional safety is viewed as a part of psychological safety of educational environment. The purpose of psychological safety is to protect physical and mental health of all participants of the educational process. Emotional stability of educational environment is viewed as certain conditions under which the quality and quantity of positive emotions are increased and negative emotions are minimized. Based on that provision, the author outlines the two elements of emotional safety: negative emotions and positive emotions. As a source of negative emotions, the author describes the following situations of educational environment: frustration from failures and personal relations, academic anxiety and anxiety before exams, fears and difficulties in communication. As a source of original positive emotions, the author describes achievements, success in studying, sport and other activities, creative work, positive interpersonal relations. It has been affirmed that some emotions can be considered ‘original’ because they influence the physiology. At the same time, original negative emotions create the danger of psychosomatic disorders while original positive emotions decrease danger for one’s physical and mental health in the future. The author of the article describes how emotional safety of educational environment can be studied further.
Keywords: psychology, psychological safety, educational environment, emotional safety, motions, original emotions, psychosomatic illnesses, fear, joy, psychophysiology.
Contact information: Berezina Tatiana Nikolaevna, 127051, Russia, Moscow, ul. Stretanka 29.
zdorov'e shkol'nikov // Izvestiya RGPU im. A.I. Gertsena. 2005. № 12.
NB: Pedagogika i prosveshchenie. 2013. № 2. S. 134-149.
3. Berezhnova L.N. Polietnicheskaya obrazovatel'naya sreda. SPb, 2003.
4. Berezina T.N. Veroyatnostnaya model' prodolzhitel'nosti zhizni // Psikhologiya i psikhotekhnika. 2013. № 4.
5. Berezina T.N. Vzaimosvyaz' bazovykh zapakhov i bazovykh emotsiy // Voprosy psikhologii. 2012. № 4. S. 106-116.
Voprosy psikhologii. 2009. № 4. S. 80-90.
skogo gosudarstvennogo gumanitarnogo universiteta im. M.A. Sholokhova. Pedagogika i psikhologiya. 2012.
stareniya // Mir psikhologii. 2010. № 4. S. 130-141.
«myslenno» poslat' signal ob opasnosti) // Mir psikhologii. 2008. № 4. S. 148-160.
10. Gurevich P.S. Otchego umerlo vashe telo? // Psikhologiya i psikhotekhnika. 2012. № 3. S. 37-45.
sledovaniya obraza g. Permi u zhiteley zarubezhnykh stran) // Gumanitarnyy vektor. 2011. № 2. S. 181-184.
Vyatskogo gosudarstvennogo gumanitarnogo universiteta. 2010. № 4. S. 149-158.
riska pervogo poryadka // Kardiologiya. 2007. № 2. S. 65-74.
i sostavitel' G.M. Kodzhaspirova. M., Ekon-Inform, 2008.
versiteta. Seriya 12: Psikhologiya. Sotsiologiya. Pedagogika. 2009. № 2-1. S. 198-205.
razlichnym urovnem uspevaemosti // NB: Pedagogika i prosveshchenie. 2013. № 1.
NB: Natsional'naya bezopasnost'. 2012. № 1. C. 81-159.
19. Chernik B.P. Effektivnoe uchastie v obrazovatel'nykh vystavkakh. Novosibirsk, 2001.
20. Griffiths, P.E. Basic Emotions, Complex Emotions, Machiavellian Emotions. In Philosophy and the Emotions A.
Hatzimoysis (Ed.), 2003, Cambridge, CUP: 39-67.
22. Ruys K, Stapel D. The Secret Life of Emotions // Psychological Science, Volume 19, Number 4, April 2008.

References: V. 
 V. 
 V. 
 V. 
 V. 
 V. 
 V. 
 V. 
 V. 
 V. 
 V. 
 V. 
 V. 
 V. 
 V. 
 V. 
 V. 
 V.