Objectives: Our goal is to study the effect of the phenomenon of cyberbullying on teenagers and teenagers at the physiological, psychological and medical level, as well as to determine the content of medical and psychological prevention of cyberbullying. The goal of the study determined our objectives: to determine the theoretical approaches to the substantiation of the phenomenon of "cyberbullying"; to identify methods and means of assistance to a teenager who has become a victim of cyberbullying at the physiological, psychological and medical level; to describe the activities of a specialist to provide assistance and follow-up for a teenager who has become a victim of cyberbullying. Materials: In solving these tasks, the following research methods were used: system analysis and synthesis of international and domestic literature on the research problem; systematization of facts; the analysis of regulations; psychophysiological diagnostics (tеpping-test, kopping-test, Dot cancellation test), psychological research methods (survey in the form of questioning, testing). Results: We can draw a conclusion about the causal interdependence of psychological, physiological and clinical and the consequences of cyberbullying for teenagers. Most teenagers who were victims of cyberbullying have a high and medium level of anxiety (which indicates their inherent increased anxiety, which may be accompanied by depression, isolation, unwillingness to maintain existing social contacts and make new ones); a decrease in activity and, as a result, a decrease in school performance; a high level of frustration (which is accompanied by such negative emotions as disappointment, irritation, a teenager has a general sense of wreck); high and medium level of constriction (teenagers with a high level of constriction have significant difficulties in the process of adaptation, which significantly affects the social side of their lives and significantly affects the resolution of emerging problems). Conclusions: When providing assistance to teenagers clinical psychologist need to rely on the following principles: systemic; subject-subjectivity, or communication; adaptation and endurance; safety and reliability. These principles will work successfully if the following individual and group methods of psychotherapy are used: creating a new cognitive model of life activity; affective reassessment of traumatic experience; restoration of a sense of self-esteem and the ability to exist in the world; colloquial psychotherapy (logotherapy, which involves the coincidence of verbal argumentation and the internal state of a teenager, leading to self-realization, when a teenager focuses on personal experiences, thoughts, feelings, desires); game therapy, art therapy, music therapy (through the perception of music), vocal therapy (through singing); kinesitherapy and psychodrama.
The urgency of the study is determined by the need to train modern specialists in the field of social work, designated to solve serious social problems in various negative phenomena prevention in public life. The paper is aimed at developing a strategy for the pedagogical universities students training in the field of social work, which allows not only master modern technologies and techniques, but also overcome emotional burnout, professional deformation, and be professionally stable specialists. A special course structure and content "The social pedagogue activity in the modern conditions" is developed; a diagnostic toolkit is defined: pedagogical portrait of students professional growth, the competences map are revealed; the main conditions for this special course effective approbation and the directions for assessing its impact on increasing the students professional competence in the field of teachers social work are examined. The paper also presents the results of experimental work on the special course implementation "The activities of the social pedagogue in modern conditions", its features are shown and recommendations for its implementation in the framework of educational projects are given. The paper is intended for researchers, educators, Methodists dealing with the problems of social pedagogy.
Ç îãëÿäó íà íåïðèéíÿòí³ñòü êîðèñòóâàííÿ â ñâ³òîâ³é ïðàêòèö³ âèçíà÷åííÿì ³íâàë³ä ñòî ñîâíî ëþäèíè ÿê òàêèì, ùî ïðèíèaeóº ¿¿ ã³äí³ñòü, àâòîðè çàñòîñîâóþòü ñëîâîñïîëó÷åííÿ ëþäèíà ç ôóíêö³îíàëüíèìè îáìåaeåííÿìè, îêð³ì âèïàäê³â ïîñèëàííÿ íà îô³ö³éí³ äaeåðåëà, äå çàçíà÷åíî ³íàêøå. Öå â³ëüíèé ïåðåêëàä çàãàëüíîïðèéíÿòîãî ó ì³aeíàðîäíîìó îá³ãó àíãë³éñüêîãî âèç-íà÷åííÿ people with disabilities (â íàóêîâ³é ë³òåðàòóð³ çóñòð³÷àþòüñÿ òàêîae é ³íø³ âèçíà-÷åííÿ, çîêðåìà ëþäèíà ç îáìåaeåíèìè ìîaeëèâîñòÿìè, ... ç îñîáëèâèìè ïîòðåáàìè òîùî).
The article deals with the activities of Diaspora organizations as a potential subject of adaptation of children from migrant families in the Russian socio-cultural environment. The work is based on the materials of Diaspora organizations and schools with ethno-cultural component. Migration strategies are correlated with the four main models of migration policy – assimilation, segregation, marginalization and integration. According to the authors ' findings, the priority for Diaspora organizations is to establish the preservation of the ethnic identity of migrant children, rather than their adaptation to the Russian civil society. There is also a priority orientation to the States of immigration departure in educational and educational work with young people, while the orientation to the Russian Federation is secondary, and in some cases – the attitude to it is built through latent hostility. The authors associate the way out of the conflict with the integration model of migration policy, which implies the formation of a two-level identity system for migrants. Despite the obvious role potential of Diaspora organizations in the adaptation of migrant children as an independent research problem, this topic has not been directly raised in the national scientific literature, which necessitates scientific work in this area.
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