The article analyzes foreign data on the characteristics of the psychological profile of the digital generation and counter-actions of employers, as representatives of previous generations, in order to understand and develop a common language in contacts. The authors consider this multi-level interconnectedness in a space-time structure that combines the educational system and the labour market. For the first time, it is proposed to apply the term of the forward request to the interpretation of the work of this design on the principle of feedback. The material proposed for discussion is differentiated into blocks: a general idea of the psychological portrait of teenagers and youth of the generation; forwarding requests to the educational system from employers and professionals (in the sought-after areas of professional sports, business, tourism, medical and social services); resources to shape the competencies of the generation Z; certain aspects of the topic. The article reveals a number of topical points (assistant ego, prenosological diagnostics, status assessment tools). In conclusion, it is intended to recognize the need to "refine" personal socio-psychological deficits in order to alleviate the difficulties of integrating young people into the workforce.
This analytical review provides a broad outline of the historically significant process of consolidating the global scientific community in the face of the threat posed to the psyche of children and young people by the COVID-19 pandemic. The formation of vector data arrays, revealing aspects and prevalence of mental disorders of children, provoked by a pandemic, is shown. In the majority of students, the additional neuro-psychological load led to increased anxiety, depressive states, post-traumatic stress, decreased learning capacity. There are studies of the psyche of students in families in connection with the phenomenon of screen-time (time spent at the computer screen), the presence of comorbid disorders, narrowing of communication, closing schools. The importance of adequate parenthood for children's mental well-being, educational strategy for parents, volunteers, nurses is shown. The direction of telepsychiatry as a remote care tool has been demonstrated. Pilots of the concept of mental disorders of students against the background of the pandemic are presented. The questions about the delayed cumulative effect of mental disorders in students and the continuing incompleteness of knowledge about it are also raised.
The article reviews the array of English-language publications (dated 2014-2018) on psychological resilience of schoolchildren. It discloses three main areas of research. Firstly it presents an innovative and multi-system model of psychological stability – Multi-System Model of Resilience (MSRM) developed in 2017 in Ryerson University (Toronto, Canada). The review introduces a fundamental theoretical and empirical "cluster" of studies focused on a particular aspect of this issue in the global scientometric space of psychological resilience in students of all ages. It also gives an indication of the relevance of psychological resilience for secondary special education. We also tried to show some innovative approaches to strengthening the psychological resilience in children, adolescents and young people both connected and not connected with the educational environment, as well as examples of intersectoral and interdisciplinary cooperation in the study of this problem
Analysis of information space parameters is necessary to understand the specificity of scientific interests, in response to events in the world. The submitted review shows the content of information space in foreign higher school studies, within the framework of preschool age psychology and the focus of such researches in 2021—2022. A tendency to shift scientific interests towards the problems of preschooler psychological safety, under the influence of destructive factors and cumulative risks, has been revealed here too. At the same time, traditional studies that continue to study details of preschooler s psychological portrait, can be assimilated to one degree or another by security block and used by it. The basic information blocks inside concentrate the problems of ill-treatment, which remain acutely relevant, as well as behavioral problems as a result of psychological pressure, and other destructive moments. Adjacent blocks focus on the issues of psychophysiology of perception, educational expectations of parents, and others.
Introduction. The use of "end-to-end" digital technologies to solve the problem of providing equal access to quality, in particular, foreign-language education, as one of the key goals of inclusive education, is one of the main problems of our time. However, in the absence of research interest of representatives of the academic community in this topic, the launch of the process of developing and approving such practices can be postponed for a long time. The purpose of this article is to determine the possibilities of using digital technologies in teaching children with special adaptive opportunities in a foreign (English) language. Materials and Methods. To achieve the goal, the following research methods were used: general scientific (dialectical, analysis and synthesis, comparison and analogy, annotation, scheduling and summarization), special (systemic, comparative analysis, etc.), research (analysis of Russian and international literature on the problem of research, results of experiments and practical activities of scientists and teachers, etc.). Results. The authors, firstly, have proven that neurotechnologies can act as an integral element of the educational instrumental complex, in particular, a teacher of foreign languages, in working with children with special adaptive capabilities; secondly, it is argued that by now the use of such technologies, in particular, immersive (virtual reality) in teaching both healthy children and children with special educational needs, is effective and subject to the key psychological and educational conditions recommended for implementing. Conclusions. The study has identified the possibilities of using digital technologies, namely virtual reality, in teaching a foreign (English) language to children with special educational needs. The effects produced by such technologies prove not only the possibility of using immersive experience of learning a foreign (English) language by children with special educational needs, but also the need for their integration into the pedagogical instrumental complex of inclusive foreign-language education, regardless of the level of education, the level of foreign language proficiency, teacher competence, teaching and learning facilities, etc.
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