Социально-Психологическая Безопасность Подростков С Интеллектуальными Нарушениями В Образовательных Организациях Различных Типов

Kislyakov, Pavel A.; Feofanov, V.N.; Shmeleva, Elena A.; Silaeva, Olga Aleksandrovna

doi:10.12731/2218-7405-2017-8-85-98

Cited by 5 publications

(2 citation statements)

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“…Целевыми функциями являются: социальная и психологиче-ская адаптация, личностно-развивающая, функция социальной под-держки и психолого-педагогической помощи, профилактическая и коррекционная функция. Психолого-педагогическими задачами яв-ляются формирование умений и навыков безопасного поведения и противостояния опасностям за счет развития соответствующих со-циальных навыков, психических, физических и когнитивных спо-собностей, установления реального и более комфортного контакта с социальной (в том числе городской и образовательной) средой, что способствует обеспечению индивидуальной защищенности и психосоциального благополучия, поддержке душевного равно-весия, развитию гармоничной личности, облегчению адаптации к социальной среде, коррекции факторов риска дизонтогенеза [1,2,3]. К инструментальным функциям относятся: диагностическая и организаторская.…”

Section: в статье представлено описание авторской программы сопро-вожunclassified

Программа Сопровождения Обеспечения Социально-Психологической Безопасности Детей С Нарушениями Интеллекта

Kislyakov¹,

Udodov²,

Dubrovinskaya³

et al. 2018

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Section: в статье представлено описание авторской программы сопро-вожunclassified

Программа Сопровождения Обеспечения Социально-Психологической Безопасности Детей С Нарушениями Интеллекта

Kislyakov¹,

Udodov²,

Dubrovinskaya³

et al. 2018

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“…The aim of this study is to study the problem of the formation of trust as the basis of psychological security of a teenager's personality in a difficult life situation. Psychological security of the personality of an adolescent developing in favorable social conditions that allow satisfying basic natural and, in particular, social needs, an adequate perception of life, an adequate picture of the world associated with the present and the future are formed, which allows them to successfully adapt in society [7].…”

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Techniques for building trust as a factor of psychological security of a person

2020

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Purpose of the study: The scientific objective of the study is to study the problem of building trust as the basis of psychological security of a person, to develop a model of “the formation of trusting relationships as the basis of psychological security of a person” and define its components. Research methods: ascertaining and formative experiment, questionnaires, testing, method of content analysis of essays, methods of mathematical statistics, Student's t-test and Wilcoxon's t-test. Methods that determine the characteristics of trust in oneself and in others were used, as well as methods that diagnose the psychological safety of the personality of adolescents. The paper examines the theoretical aspects of psychological security of a person in domestic and foreign psychology; concepts that reflect the role of trust and trusting relationships of a person in social interaction and personality development; the concept of deprivation symptoms and modern studies on the problem of raising children and adolescents in a difficult life situation. Research results. The paper presents the results of a study of the peculiarities of the emotional and personal development of adolescents who find themselves in a difficult life situation, which are manifested in a low level of confidence in themselves and in the world, the severity of aggressive reactions and high anxiety. Based on the results of the empirical study, technologies for the formation of trust and psychological safety of a person have been developed, which are the author's model of "the formation of trusting relationships as the basis of psychological security of a person" and a complex of psychocorrectional measures. As components of the psychological security of a person, the following are distinguished: affective-personal, cognitive, behavioral and value-semantic components. Key findings and their significance. Comparative analysis of the obtained results of the empirical study of the experimental and control groups made it possible to confirm the reliability of the identified components of psychological security and the criteria of trust/distrust in the author's model. An innovative approach is defined, in which confidence in oneself and in the world is highlighted as a significant factor of psychological security of a person for the first time. The introduction of a psychocorrectional program made it possible to optimize trusting relationships among adolescents.

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Differences in the Structure of the Emotional Component of Safe Behavior Regulation in Students with Intact and Impaired Intelligence

Fatikhova

Sayfutdiyarova

2021

Psychological-Educational Studies

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The article is devoted to the problem of studying mechanisms of responding to danger and recognizing emotional states of participants in dangerous situations in the process of regulating safe behavior in students of adolescent and youthful age with intact and impaired intelligence. It was assumed that there are differences in the emotional component structure of psychological safety among students, due to age-related characteristics (adolescence and youth) and the presence (absence) of intellectual disabilities in these students. The study involved students of adolescent and youthful age with intact and impaired intelligence. To achieve the goal of the study, the authors used a questionnaire test by V.G. Maralov to identify types of attitude towards danger, the methodology “Emotional attitude of adolescents to dangerous situations”, and the methodology “Adolescents in dangerous situations”, designed to study the ability to recognize emotional states of people in dangerous situations. Through correlation analysis, the authors revealed the relationships between the elements of the emotional component in the students' perception of a dangerous situation, namely, between the parameters of emotional attitude to dangerous situations, and the ability to recognize the emotional states of participants in dangerous situation. Such relationships are more represented in adolescents with impaired intelligence than in their peers without intellectual disabilities. The results of the study allow us to state the differences in the mechanisms of formation of psychological safety in students of adolescent and youthful age with impaired and intact intelligence. The data obtained can be used in the development of programs for formation of psychological mechanisms that allow students to avoid dangerous situations.

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Социально-Психологическая Безопасность Подростков С Интеллектуальными Нарушениями В Образовательных Организациях Различных Типов

Cited by 5 publications

References 0 publications

Программа Сопровождения Обеспечения Социально-Психологической Безопасности Детей С Нарушениями Интеллекта

Программа Сопровождения Обеспечения Социально-Психологической Безопасности Детей С Нарушениями Интеллекта

Techniques for building trust as a factor of psychological security of a person

Differences in the Structure of the Emotional Component of Safe Behavior Regulation in Students with Intact and Impaired Intelligence

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