Aggressive behavior in the Internet becomes more common among teenagers in Russia and abroad. Cyberbullying is one of the most new and dangerous risks faced by modern teenagers in terms of consequences. The article analyzes the experience of Russian teenagers ' meetings with episodes of harassment on the Internet as an aggressor, victim or witness: the frequency of such meetings, emotional and behavioral responses to them, age and gender differences, moral assessment. This study provides an opportunity to develop measures to prevent and prevent cyberbullying in the framework of psychological and pedagogical work based on empirical data collected in the Russian-language sample, which is extremely important for the effectiveness of the developed programs. Research and applied prospects of work in the sphere of Internet security of teenagers, in particular, raising their awareness and formation of their responsible user position are discussed.

Перспективы современных подростков в контексте жизненной траекторииВ статье рассматривается динамика теоретических и прикладных представлений о подростковом пери-оде с точки зрения выстраивания индивидуальной траектории в этом возрасте. Обсуждаются размывание границ подросткового возраста, откладывание жизненных выборов и затрудненный процесс сепарации от родителей как тренды современного проживания подросткового периода. Анализируются особенности современного общества (транзитивность и ее следствия), затрудняющие проектирование жизненного пути и способствующие тому, что стратегическое мышление в этой области сменяется тактическим. Рассматривается роль семьи, в частности, культура обсуждения будущего, с точки зрения вклада в под-держку проектирования жизненной траектории подростком.Ключевые слова: подростковый возраст, жизненная траектория, образ будущего, сопровождение под-росткового возраста. Foreign Psychology, 2016, vol. 5, no. 2. pp. 31-38. doi: 10.17759/jmfp.2016050204 (In Russ., Abstr. in Engl.). Journal of ModernВ различных концепциях возрастного развития подчеркивается значимость формирования образа будущего в подростковом возрасте. Говорится о зада-чах самоопределения, развитии идентичности, про-фессиональной ориентации, выстраивании жизнен-ной перспективы и т.п. Однако реализация этих задач в подростковом периоде остается мало изученной. Более того, судя по всему, с течением времени наблю-дается динамика откладывания как формирования представлений о себе в будущем, так и срока принятия конкретных решений. Британская психолог L. Antrobus предлагает продлить подростковый возраст до 24 лет, поскольку к 18 годам люди перестали успевать решить задачи по переходу к взрослой жизни в современном западном обществе (приобрести ясный образ себя и стабильную самооценку, завершить сепарацию от родителей, пережить шторм гормональной перестрой-ки и стать эмоционально зрелыми) [21].Очевидно, это связано с социальными процессами. Задача профессионального самоопределения и постро-ения индивидуальной жизненной траектории по-прежнему актуальна для подростка, но в современ-ном мире она отягощена неопределенностью окружа-ющей среды. Количество возможных способов прожи-вать свою жизнь, о которых становится известно под-ростку, возрастает; информация более доступна и открыта; однако подростковый возраст длится дольше. Подростки тяготеют к эскапизму и откладыванию зна-чимых решений. Родителям также сложно оказать им поддержку в принятии эффективного решения и осу-ществлении планирования, поскольку непредсказуе-мость развития общества, стремительное устаревание профессий, извилистость большинства профессио-нальных траекторий делает задачу выбора образова-тельного пути имеющей непонятный срок действия и в неизвестной степени оторванной от дальнейшей про-фессиональной реализации.В классических работах подростковый возраст рас-сматривается как переходный период между детством и взрослостью, своеобразный «мостик», по которому человек должен пройти, чтобы попасть из мира детей в мир взрослых. Соответственно, задачей подросткового

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Background. The school environment influences a child’s well-being in different ways, not only by education but also by forming social roles, habits, and stress responses. It provides the sources of stress as well as the sources of resilience. Objective. This study examines the variety of coping strategies of adolescents attending different educational institutions and the different trajectories in the adaptation process in different educational environments. Design. This paper examined the coping strategies, optimism, and subjective well-being of students in different educational environments. Three schools were represented, and 646 adolescents between 12–17 years old participated in the study. The measures included the Ways of Coping Checklist, The Life Orientation Test, and The Warwick-Edinburgh Mental Well-Being Scale. Results. Coping strategies used by students attending different schools significantly differ in their intensiveness of use and age distribution. However, optimism and subjective well-being are higher among older adolescents and do not depend on the educational environment. Conclusion. The differences in the coping strategies preferred by the adolescents in different types of schools reflect their adaptation to the different environmental demands, which is confirmed by the same level of subjective well-being and optimism in different environments. However, their repertoires of coping strategies are not analogous: the students in high-rated schools use more various and more constructive coping strategies than students in low-rated schools. We may assume that their resilience and ability to cope with stress outside of school may also differ, which, in turn, can influence their further life trajectories and ability to cope with difficulties in life, perpetuating existing social inequality. Early and middle adolescents in all types of schools show a lower level of well-being and optimism than older students, which may indicate their higher psychological vulnerability and need for adult attention and support compared to older adolescents.

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The theme of designing the future corresponds to the age tasks of older adolescents, but becomes a source of tension in families long before the children finish school. When children reach adolescence, communication is rebuilt in families, and dialogue between children and parents is often difficult. The article discusses the features of what parental statements about the future of adolescents sound in the presentation of adolescents themselves. There are described 20 typical forms of statements about the future faced by modern adolescents from their relatives, that have a different focuses — on the child, on his/her family and on the social environment. Their advantages and disadvantages and possible psychological effects are analyzed; the representation of categories of statements in groups of adolescents of different age and sex and students in different organizations is compared. The necessity of organization of constructive discussions of the future between the teenager and his social environment is proved.

Background. Despite the prevalence of school bullying in Russia and data on the severity of the consequences for its participants, the Russian-language scientifi c literature lacks a systematic understanding of the prerequisites for bullying, which could serve as the basis for practical developments aimed at preventing bullying in educational organizations. Th is article aims to fi ll this gap and systematize longitudinal, regression and meta-analytic studies of predictors of bullying, cyberbullying and victimization. Objective. Th e purpose of the article is to systematize data on predictors of school bullying and to model its escalation in school environment. To achieve this goal, a search, selection and theoretical analysis of a number of articles published over the past 5 years was carried out. Results. Th e performed theoretical analysis allows us to model the development of school bullying. Th e complex of individual-personal and environmental factors that increase the risk of bullying and victimization includes external behavioral and internal manifestations of schoolchildren, thoughts and judgements about themselves and others, social skills, personality traits, features of social contacts, perception of the school climate. Also, the risk factors can be attributed to a weak sense of belonging to school, a lack of support from peers and teachers, the peculiarity of social contacts and norms in the classroom. Th e peculiarities of upbringing and communication in the family and the attitude of parents of schoolchildren to aggression also play an important role in the emergence and escalation of bullying. Conclusion. Th e work carried out streamlines disparate ideas about the premises of bullying into a coherent picture that refl ects the complex nature of bullying predictors, and can be used as the basis for the development of preventive programs.