The article examines the protective and the provocative family factors of aggressive behavior in children and adolescents. The negative influence of aggression on the process of socialization is described as well as possible ways of preventive influence to even out the negative influence. During the analysis of scientific literature, including empirical studies of family factors and their influence on the manifestation of aggressive behavior in children and adolescents, two significant clusters are identified: a family’s socio-demographic factors and intrafamily psychological factors as well as social attitudes. In this article, the authors describe a family’s psychological factors, and social attitudes in terms of their protective or provocative influence on the manifestation of aggressive behavior in children and adolescents, as well as in terms of a possible preventive and/or corrective effect on these factors. The frequent manifestation of acts of aggression, as well as the high level of aggressiveness and hostility of children and adolescents relative to the average indicators of their society, is considered as a consequence of deviations in the process of their socialization. The relationship between aggressive behavior and socialization allow the authors to state the importance of a complex integrated approach to the prevention and correction of the aggressive behavior of children and adolescents from the “risk group” from such “agents” of socialization as family and school. The work also examines current examples of complex preventive impact on the personality of a student with the help of positive psychological interventions (PPI), based on the example of foreign experience in the use of PPI. In addition, it substantiates the need for coordinated interaction between the institution of the family and the educational institution for an effective positive impact on the processes of socialization, as well as for the prevention and/or correction of aggressive behavior of minors.
This article examines the “predictive model of personal well-being of a teacher in the professional sphere” developed by the authors based on a study conducted on a wide sample of teachers in the Russian Federation (N=7946). The presented model is based on the VIA (Values in Action) model, one of the key measures in the scientific direction of positive psychology. In the course of the study, 14 personal strengths out of 24 in the original model, which have the greatest multiplier effect of usefulness for personal well-being in the professional sphere of education were identified. Personal well-being in the professional sphere is described as a set of personal factors, including, first of all, high self-efficacy of the individual and the absence of professional burnout, and secondly, the individual’s general psychological well-being represented by life satisfaction and self-esteem. The authors believe that the resulting model can become an effective tool for the practical application of the concepts of positive psychology. On the one hand, it can be applied in the field of vocational guidance of young people. On the other hand, the model can be used as a tool for the development of professional competence of teachers in the field of personal well-being in the professional sphere, for example, in the form of selecting the most effective positive psychological interventions (PPI). The authors con clude that in the future, it is possible to scale the presented concept to other professional areas.
Today Russian schools face the need of involving the upbringing process as controlled socialization in their educational program, in order to both increase psychological well-being of students and invest in building a prosocial model of future adults' behavior. This article examines the possibilities of practical application for the concepts of positive psychology as a tool for controlled socialization of school-age children. The problem field of challenges is viewed in general, as educational process in school and within the framework of direct educational communication between teacher and student. The main goal of the article is to outline the challenges related with socialization during educational process of school-aged children in Russia and show the efficiency of positive psychology approach and tools. We managed to perform a brief review of positive psychological interventions (PPI), in form of educational programs implemented all over the world with empirically proven effectiveness, such as “The Penn Resiliency Program” (PRP), “The SPARK Resiliency Program”, “Bounce Back!”, “Going for the goal”, “Personal Synthesis Program” (PSP), etc. Furthermore, we try to outline main strategic concepts of implementing positive psychology as a tool for controlled socialization of school-age children in Russia, as well as state the efficiency of using PPI in schools, matching their outcome effects with the challenges of socialization process of students in schools. We suppose that practical implementation of PPI will effectively influence not only psychological well-being and social skills of students, but professional skills of teachers too. We call scientists working in a field of education and psychology in Russia to put more attention on developing PPI methodological materials for schools. Keeping in mind, that the form of these practical materials should be done in a way, which will allow teacher, even with no special expertise in psychology, to be able to perform positive psychological intervention in a classroom. Moreover, we do believe that well-constructed PPI presented in a form of methodological materials for teachers and school administration will have the positive multiplication effect on every significant aspect, which we outline as main strategic concepts of implementing positive psychology as a tool for controlled socialization of school-age children.
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