Program for high school students "School of a young psychologist" (for working with children and adolescents in need of psychological and pedagogical support)

The origins of the creation of the program for high school students "School of a young psychologist"
It has long been no secret that psychology is increasingly penetrating the life of modern man. Now various psychological services are being created everywhere to help children and adults. Therefore, on the basis of the Station of Young Technicians No. 2 in Taganrog, in 2016, the “School of a Young Psychologist” was created to implement the program for high school students and provide psychological and pedagogical support to children and adolescents.
How important and relevant work with adolescents is, in our time, only the lazy will not notice, and the creation of children's groups in which students can realize their social potential and experience gained has probably become necessary for a long time, since it is a priority in the development of the state as an effective community of people.
The program for high school students "School of a Young Psychologist" implements several areas of work with children:
1. Training exercises of the psychological and pedagogical cycle.
2. Organization and conduct of parliamentary debates
3. Scientific, research psychological and organizational foundations for the formation and functioning of teenage clubs.
4. Psychological and pedagogical support for children and adolescents.
5. Psychological and pedagogical counseling for teachers and parents of children and adolescents.
Each direction in the content of the theoretical and practical material contains an educational component (moral and moral side of society); educational component (knowledge of human psychology and the formation of one's own personality); creative and developing component (realization of one's personal potential).
H. Remschmidt adds the following points to this: “A number of factors contribute to this: past anxiety associated with somatic and mental changes, dreams and ideals that now seem unrealistic, crisis encounters with oneself and with the family, feelings of loneliness and loss of a stable childhood environment , feelings of inferiority and the desire to achieve the status of an adult as soon as possible.
In the course of the activity of the program of high school students, the following goals are realized:
Firstly, it is the creation of conditions for students of general education schools to solve age-related developmental problems, support, and, if necessary, assistance in solving these problems, for example:
- development and implementation of a set of thematic psychological and pedagogical training exercises, each of which is aimed at supporting in solving a specific developmental task, focusing on a list of age-related tasks, classes can be both regular and one-time in the form of seminars, field trips, intellectual games, etc. P.;
- improving the overall psychological culture of students;
- enable teenagers to receive an initial, practically oriented psychological and pedagogical education;
- providing assistance and support to adolescents and their families.
- organization of productive interaction between the leaders of the "School of the Young Psychologist" with students of secondary schools;
- creating conditions for productive and harmonious communication with peers and adults;
- creation of conditions for the vigorous activity of adolescents in the learning process;
- organization and holding of exhibitions, competitions, quizzes, reviews, festivals, charity lotteries and marathons, as well as participation in them.
Secondly, the creation of conditions for the implementation and development of programs of psychological and pedagogical work with adolescents and involved school psychologists, as well as the solution of the following tasks:
- development of methods and forms of psychological and pedagogical work with adolescents;
- study of the possibilities of psychological and pedagogical work with adolescents;
- study of the effectiveness of psychological and pedagogical work with adolescents;
- professional development of teachers additional education involved in the implementation of the program for high school students;
- collection, compilation and dissemination of the necessary information on children's and adolescent issues, adolescent services and organizations;
- organizing the exchange of practical and scientific information in the form of current meetings, permanent and one-time seminars, schools, trainings, games of various directions.
These areas of psychology pedagogical activity are organically combined with each other, allowing you to create an integrated approach to teaching students. We believe that the integrated form of education is the most effective of all existing ones, as it allows you to combine the assimilation of knowledge, skills and abilities, as well as the development and deepening of these skills in the practical activities of students. In this we provide innovativeness of our program.
Teachers and a teacher-psychologist of the Station for Young Technicians No. 2 A.V. work with schoolchildren. Boldyrev-Varaksin.
The program "School of the Young Psychologist" was developed by the teacher of additional education of the Station of Young Technicians No. 2, Professor of the Russian Academy of Natural Sciences V.N. Varaksin and associate professor, teacher-psychologist of the Station of young technicians No. 2 A.V. Boldyreva-Varaksina.

1. Introduction
The program for high school students - "School of a Young Psychologist" helps students to get to know themselves better, helps to learn more about such a profession as a teacher-psychologist. Meet the teachers of the Station of Young Technicians No. 2 and the teachers of the Faculty of Psychology and Social Pedagogy of the Taganrog Institute named after A.P. Chekhov (branch) of the Rostov State Economic University (RINH) and students studying in the specialty "Pedagogy and Psychology". Also, within the framework of this program, teachers and psychologists of the Station of Young Technicians No. 2 and the Faculty of the Department of Pedagogy and Psychology of Personality conduct with high school students theoretical classes in the disciplines of the psychological and pedagogical cycle and training exercises in the psychological and pedagogical direction.
In the process of studying at the “School of a Young Psychologist”, high school students must acquire the knowledge and skills of positive application of certain methods and technologies; complete the process of self-determination in relation to the profession and society; develop the ability for reflection and self-improvement; develop the ability to take responsibility, independently set goals and find ways to achieve them.
“Problem Solving in the Process of Performing Planning Modeling Exercises personal actions is one of the most important, and lies in the fact that a person can believe in himself, and his strength, in his ability to achieve the desired results.
The team of authors of the program for high school students "School of a Young Psychologist" reveals in theoretical, and fills in practical exercises with specific content, the model of the activity of a teacher-psychologist in real practice. Gives an opportunity for students who have chosen the profession of a teacher-psychologist to evaluate its merits and try their hand at some simple methods and techniques of psychological and pedagogical activity, such as elements of training, psychological games, psychodiagnostic techniques, consultations, dialogues, disputes, relaxation, scientific and research activities . In the process of communicating with younger students, the students of the “School ...” try, under the guidance of teachers, to provide psychological and pedagogical support for children who need such support.
Based on the theory of the outstanding Russian psychologist S.L. Rubinshtein, we supplement the understanding of children and adolescents in that “Awareness of attraction occurs, thus, indirectly through the connection with the object of attraction. In the same way, to become aware of your feeling is not just
experience the excitement associated with it, it is not known what caused it and that
signifier, but to correlate it appropriately with the object or person to which it is directed.
Thus, we are trying to identify the range of problems to be solved, which the participants of the "School of a Young Psychologist" project will be able to reflect in their creative, scientific and research work.
The final stage of training will be the defense of written creative assignments.
1.1. Justification of the relevance of the program implementation.
- The connection of the program of high school students with the social order of society.
- The need to prepare high school students, as well as children and adolescents in this area of ​​study.
1.2. The subject of study and its educational concept.
1.3. Comparative analysis with existing training programs.
- Difference from the basic program of comprehensive schools.
- The content of the program as an addition to the school curriculum.
- A significant difference from existing programs in this area.
1.4. Requirements for high school students entering the "School of Young Psychologist".
- The age of the students.
- Criteria for selecting students according to the curriculum in the program for high school students.
2. Goals, objectives and learning outcomes in the "School of the Young Psychologist".
2.1. Setting program goals.
- The volume of new knowledge acquired by high school students.
- The acquisition of intellectual skills and creative abilities in the process of joint activities.
2.2. Forms of organization of training in the "School of a young psychologist".
- Types of main directions for teaching high school students.
2.3. Qualification requirements for attestation of students.
- Methods for carrying out certification within the framework of the “School of a Young Psychologist”.
- Criteria apparatus for evaluating knowledge, skills and abilities acquired in the learning process.
3. Educational and thematic plan of the “School of a young psychologist”.
3.1. The content of the program for teenagers aged 14-17.
a). Curriculum.
b). Plan of additional activities.
c). Programs for teenagers aged 14-17:
- "PSYCHOLOGY OF THE LIFE WAY"
- "PSYCHOPLASTICS"
- "HE AND SHE: GENDER RELATIONSHIPS"
- "TECHNIQUE OF COMMUNICATION"
- "PSYCHOLOGY OF SUCCESS"
- "PSYCHOLOGY OF THE FAMILY"
4. Planned result of the program.
5. Material and technical base for the implementation of the program "School of a young psychologist."
6. References
2. The connection of the program of high school students with the social order of society
Modern society is going through an acute crisis. Its signs are palpable not only in the economic, political, but also in the socio-cultural sphere. The crisis manifests itself here in the general lack of spirituality, the loss of clear moral guidelines by people, the blurring of the lines between good and evil. Crisis processes are especially reflected in the younger generation. This part of our society is not covered by such care as children, does not have the same opportunities for active work as adults. At the same time, adolescents are especially sensitive to the state of society, because they themselves are at the age when a person is going through a natural crisis of development.
Adolescence, to joy or regret, is the time of personal maturation, life self-determination, the search for oneself in this life.
R.A. Akhmerov, recommending approaching the search for life with the help of a kind of program: “A life program, as a product of the subject of life, presupposes a conscious attitude to life, i.e., the level of arbitrary regulation. Accordingly, it includes a system of life plans that take into account life circumstances.
The general instability of modern life has a strong influence on adolescents, the dominance of "material culture" has already led to the loss of moral ideals, devalued manual and mental labor, and created the conditions for the youth to have the illusion of "easy money" due to the "buy - sell" principle. Of course, all this is reflected in the worldview processes of children and adolescents, and getting an education ceases to be a value for them. They lose the meaning of life, they cannot distinguish between a procedure and a ritual, which are not properly reflected in their minds.
E. Bern writes that: "The procedure and ritual differ depending on what predetermines their course: procedures are planned by the Adult, and rituals follow the schemes set by the Parent" .
It is known that E. Bern offers for consideration the role positions that people play in their lives, they can take the roles of Adult, Parent and Child. This happens depending on the circumstances in which they fall, or the living conditions that the world creates.
In recent years, the uncontrolled flow of information of various kinds only increases the passivity and disunity of young people, fences them off from the pressing problems of the "adult" world. Increasingly, teenagers turn to psychologists with a feeling of loneliness and despair, loss of the meaning of life and dissatisfaction in communication.
A.V. Boldyreva-Varaksina, noting the interest of adolescents in research activities, recommends that a plan of scientific activity be drawn up in advance. “In the plan, it is important, based on the total amount of work and the importance of individual issues, to outline the volume of each chapter and paragraph. This will help maintain the proportionality of the parts and prevent an increase in the volume of the whole work.
Passion for research activity smooths out in some aspect the loss of emotional connection with parents and close relatives, allows in the process of such activity to equalize the personality problems of a teenager.
The loss of a deep emotional connection with parents, brothers and sisters, the dissatisfaction with the need for love, trust, emotional warmth and care is the tragedy of modern children and adolescents, in general, a growing person.
A. Maslow, offering for consideration the humanistic meaning of his concept, regarding all people, also paid attention to the fact that “People living at the level of higher needs are happier, more efficient at work, have higher health and longevity. However, higher needs are perceived by people as less urgent and urgent than lower ones, and develop later.
The general distrust of the world, the lack of spirituality entail many social and personal problems. It is obvious that children, adolescents and young people need organized, long-term, professional psychological support and support, since the current adolescent environment is a model of our society in 15-20 years.
K.A. Abulkhanova-Slavskaya notes that “Most people live life as if it does not have any remarkable features, but, nevertheless, it is interesting and fascinating, because people lead their life search, constantly discover something new for themselves” .
The importance and relevance of working with children and adolescents in our time is undeniable, but the creation of children's groups, where children can realize their social potential and experience gained, is becoming a screaming necessity, because it is a priority in the formation of the future state.
For this purpose, the "School of the Young Psychologist" was created on the basis of the Station of Young Technicians No. 2 in collaboration with the Faculty of "Psychology and Social Pedagogy" of the Taganrog Institute named after A.P. Chekhov (branch) of the Rostov State University of Economics (RINH) and some secondary schools in the city of Taganrog. To do this, it was necessary to combine the efforts of the City methodological office under the Taganrog Education Department, the administrations of some rural schools and the Youth Policy Committee under the Taganrog Administration. All of the listed institutions met our requests, since the demands of society to improve the cultural, leisure and spiritual life of children and adolescents lie on the surface of interpersonal relationships and require an immediate solution of the tasks set.

3. The subject of study and its educational concept
The program for high school students is based on the tasks that each teenager solves while being at his age stage. The subject of training is various development tasks.
L.S. Vygotsky in 1930 formulated the idea of ​​a social situation of development. The system of relations between a child of a given age and social reality as a "starting point" for all dynamic changes that occur in development during a given period and determine wholly and completely those forms, and the path, following which the child acquires new and new personality traits.
Of course, the idea of ​​a social situation of development is also relevant today, since the society provides the necessary skills of interpersonal communication, promotes spiritual development and cultural development.
L.I. Bozhovich, using the thesis of L.S. Vygotsky about the social situation of development, further transformed it as the most important theoretical postulate of the concept of personality development. In pedagogical and developmental psychology, not only has it never been refuted, but it has also been constantly used as a fundamental one.
Personal development occurs at all stages of education, upbringing and socialization.
D.B. Elkonin, V.V. Davydov et al., argued that next to it, and later in fact and instead of it, the principle of "leading type of activity" appears as a starting point for explaining dynamic changes in development. Further A.N. Leontiev, said "As the experience of the development of psychology testifies, many theoretical difficulties arise along this path."
Indeed, the difficulties that arise on the path of personal development must be overcome either independently or with the help of specialists who will help to comprehend and choose the necessary path.
V.V. Davydov believes that the "social situation of development" is, first of all, the child's attitude to social reality. But it is precisely this attitude that is realized through human activity. Therefore, it is quite legitimate in this case to use the term "leading activity" as a synonym for the term "social situation of development".
At any given time, an individual may be involved in solving several tasks. The challenge is link between the individual and his social environment.
D.B. Elkonin defined this concept as "Social development" - this is the implementation of a certain choice, the solution of a certain problem over various age stages. Each age has its own developmental tasks.
The educational concept of the high school program is that it is based and operates at the intersection of several areas.
First, from a substantive point of view, it provides for the study and study of social problems with the help of a complex psychological methods: socio-psychological training, personal growth groups, group meetings and consultations. We accompany teenagers in their development, help to pass the age crisis with a favorable outcome, both for them and for society as a whole.
Secondly, according to the intended purpose, the program for high school students functions at the intersection of education and leisure of children. Getting certain skills in the process of studying, teenagers have the opportunity to expand and deepen their knowledge in the process of specialized leisure activities.
4. Comparative analysis with existing training programs
Difference from the basic program of general education schools
The basic school curriculum is just beginning to include such a subject as psychology, while this is a rarity. When compared with those school programs that still function in schools, the difference is obvious.
1. Children in schools are practically not given the necessary knowledge and skills that would allow them to successfully overcome age-related crises and correctly solve age-related problems.
2. The school curriculum of a modern educational institution is more built on teaching academic knowledge, rather than focusing on the study of practical tasks available to children and adolescents.
A school psychologist works with children and adolescents only on an individual basis and with a certain established problem, and cannot cover all the children of the school, he is practically inaccessible to the general mass of children, therefore teachers, sometimes parents, turn to him more often, which is extremely a rare occurrence.

The program for high school students "School of a Young Psychologist" combines elements practical psychology and allows adolescents to solve problems and gain knowledge on issues that are relevant to them.
E.I. Golovakha, speaking about the life prospects and professional self-determination of young people, notes the following: “Thanks to the transition to market relations, the circle of choice of profession has expanded. However, due to lack of awareness, schoolchildren have a misconception about many of them. It happens that some kind of occupation can captivate with a more detailed acquaintance with it. Therefore, one of the main tasks is to draw the attention of high school students to those professions for which there are vacancies, to tell as much as possible about them.
Due to the fact that school programs in psychology are not sufficiently developed and focused on a different result, the proposed program will become a necessary addition to basic school education as part of organizing early career guidance and improving the general culture of both high school students and younger students, the development of a harmonious and stable teenage community.
Significant difference from existing programs
Since this program for high school students is just beginning to enter the field of pre-profile education, there are practically no such programs in this area, therefore the profile of the program for high school students "School of a Young Psychologist" is innovative.
The existing programs of the "School of the Young Psychologist" are more aimed at preparing applicants for admission to psychological faculties, their self-determination in this profession. Our program is aimed at high school students, children and teenagers. It was developed by the creative team of teachers of the Station of Young Technicians No. 2, together with the Department of Pedagogy and Personality Psychology, the Faculty of Psychology and Social Pedagogy of the Taganrog Institute named after A.P. Chekhov (branch) of the Rostov State University of Economics (RINH) and is mainly not subject, but developing. It is valid for students in the ninth and eleventh grades, as well as in the fifth and sixth grades.
K. Rudestam, one of the leading Western psychotherapists, recommends taking into account the influence of the group on the personal behavior of participants in order to conduct group classes. He says that “Psychoanalytically oriented practitioners administering individual therapy in a group setting largely ignore group influences and do not take into account the relevance of the literature on group dynamics studies. They argue that the psychotherapy group is not a laboratory problem-solving group.
However, it is in group classes that sometimes personal problems are solved, and children and adolescents acquire certain skills and courage in interpersonal relationships.

5. Requirements for high school students entering the "School of Young Psychologist"
Age of students
Pupils from rural and urban general education schools aged 14 to 17 are accepted for training.
E. Erickson, says - “No matter how much the psychotherapist would like to use biological and physical analogies, he deals, first of all, with human anxiety. And about her he can say very, little, almost nothing.
Children and adolescents, seeking help, as a rule, complain of general anxiety, which they cannot give an unambiguous assessment of, and only after participating in the activities of the "School of a Young Psychologist" do they forget about the fears and anxiety that visited them constantly.

Criteria for the selection of students in the profile program of high school students
1. Methodological rooms of the city and rural areas form groups of students in the following areas:

Name of direction Content part Number of participants Age of participants
"School of a young psychologist" The first meeting on September 1, acquaintance and distribution in the areas of work of the school.
24-48 Students in grades 9-11
Training exercises of the psychological and pedagogical cycle Acquaintance with the main types of psychological and pedagogical trainings, participation in individual exercises.
12 Pupils of the 11th form.
Organization and holding of parliamentary debates Acquaintance with psychological and pedagogical teaching technologies: "Debates", "Positional-role training". Conducting games in a group, then a final game meeting with first-year students of the specialty "Pedagogy and Psychology". 12 Students in grades 9-11
Scientific, psychological and organizational foundations for the formation and functioning of youth and teenage clubs Achievements in the field of formation and functioning of teenage clubs. Organizational principles, forms and methods of work of adolescent communities. 24 Students
5-9 cells
2. The organizers conduct testing of students sent for training, determining the personal priorities of each.
3. Depending on this, we place him in one or another group.

6. The volume of new knowledge acquired by high school students
The program for high school students "School of a Young Psychologist" implements several areas of work with children:
-Training exercises of the psychological and pedagogical cycle
- Organization and holding of parliamentary debates
- Scientific, psychological and organizational foundations for the formation and functioning of teenage clubs and communities
Each direction in the content of the theoretical and practical material contains an educational component (moral and moral side of society); educational component (knowledge about the psychology of a person and oneself); creative and developmental component (realization of one's own potential)
S.V. Krivtsova, emphasizing the external influence of the media on the psyche of adolescents, says: “In addition, the difference in the conditions for the development of modern adolescents lies, firstly, in the amount of information that falls on their heads through various media (these are radio, telephones, televisions, computers). This "technological" reality gives teenagers a connection with the world, and gives the world the opportunity to influence them. And so the modern teenager is under the influence of as many cultural stimuli as his parents could not even imagine.
The difference of parental influence on today's teenagers turns into the conflict "Fathers and Sons", which in most cases the family cannot solve on its own, therefore our program is focused on providing such assistance to both the teenager and his parents.

6.1. Acquisition of intellectual skills and creativity in the process of joint activities
1. Development of cognitive interest and creative approach to solving psychological and pedagogical problems.
2. Development of self-awareness, ideas about one's abilities and capabilities.
3. The ability to independently acquire knowledge (the formation of research activities of students).
4. The need for further self-development and realization of one's own personal potential.
5. Formation of leadership abilities
I.S. Kohn, revealing the content of the life path of young people, notes that “the formation of the personality of a young person depends on social environment, the nature of the activity and the individual typological characteristics of boys and girls. Youth is considered by the author as a stage in the life path and as a stage in the socialization of the individual.
Our program provides an opportunity to acquire intellectual skills and creative abilities in the process of joint activities with teachers and educational psychologists, who orient them to independently acquire knowledge, to present their abilities and gain confidence in their abilities.
N.S. Pryazhnikov, supplements our statement with the fact that: “those students whose training profile coincides with professional intentions adapt more successfully, adaptation is less successful for those students who have no intentions to engage in activities related to the training profile in the future” .
We make every effort to ensure that the self-determination of children and adolescents finds its application in various associations offered by the Station of Young Technicians No. 2 in Taganrog.

6.2. Forms of organization of training in the "School of a young psychologist"
Types of main directions for teaching high school students
The high school program cultivates three areas of activity:
1. Psychological direction:
-Psychological and pedagogical exercises within the framework of this direction are implemented in most thematic exercises of the program of high school students. Thematic psychological and pedagogical exercises are one of the components of a specialized thematic course, a subprogram to an existing program. The main training exercises of the program are: “Communication Technique”, “Psychology of the Life Path”, “Conflictology”, “World of Emotions”, “Psychological Theater”, “Family Psychology”, “Self-Knowledge”, “Cinema Psychology”, “Psychology of Success”, “ He and She: the relationship of the sexes”, “Psychoplastics”. Also other areas, including:
- groups of personal growth, in which the leading areas are: psychodrama, fairy tale therapy;
- visiting seminars;
- consultations.
2. Organization and holding of parliamentary debates.
- structure and content of parliamentary debates:
- organization and holding of intellectual games in the city's schools;
- parental lectures - discussions between parents and children on socially significant issues.
3. Scientific, psychological and organizational foundations for the formation and functioning of teenage clubs.
- club activity on interests: KVN, youth council; studios: issue of the teenage newspaper "BABILITY", photo, video, theater;
- interaction with the Committee on Youth Policy under the Administration of Taganrog;
- interaction with leading youth organizations;
- Interaction with activists of school and student self-government.
Such activity creates an opportunity to develop the creative potential and intellectual abilities of students, to carry out creative search activities, as well as independently acquire knowledge. Creative search activity is a creative search for oneself and the realization of oneself as a person. This activity provides for a creative component - the creation of a creative society:
- Mind games;
- tours;
- organization of holidays.
These three areas are organically combined with each other, allowing you to create an integrated approach to learning. An integrated form of education is the most effective of all existing ones, since it allows you to combine the assimilation of knowledge and skills, as well as the development and deepening of these skills in the practical activities of students. In this we provide innovativeness of our program.
6.3. Qualification requirements for attestation of students
Methods for conducting certification within the framework of the "School of a Young Psychologist"
The knowledge gained while studying in the program of high school students cannot be subjected to rigorous certification, since it is aimed at developing in students the desire for further self-knowledge, to search for new opportunities to realize their potential, that is, to develop their personality.
V.V. Davydov states that: “Pedagogical activity is the teaching and educating influence of the teacher on the student, aimed at his personal, intellectual and activity development. At the same time, the pedagogical activity of the teacher lays the foundation for further self-development and self-improvement of the student. This activity arose in the history of mankind with the advent of culture, when the solution of the problem of creating, storing and transferring to new generations of samples (standards) of production skills and norms social behavior has become a real necessity.
The program of high school students launches, in fact, the process of creative and intellectual activity, which is the engine of human activity throughout his life.

6.4. Criteria Apparatus for Evaluating Knowledge, Skills and Skills Obtained in the Learning Process
Despite the absence of strict certification in the content of the program for high school students, we have provided criteria for assessing knowledge and skills. This is not only testing, with which you can trace changes in the personality of students, but also writing reports, essays, which are provided at the end of each module, participation in project and research activities. At the end of the entire program, which is designed for a year, two and three years (for adolescents aged 14-17), an exam will be held. Tests and exams are held in a creative, free form, which allows you to systematize and structure the acquired knowledge, skills and abilities.

7. Educational and thematic plan "School of a young psychologist"
At the moment, the content of the program for high school students includes and adapted psychological and pedagogical training exercises for adolescents aged 14-17, such as:
- Communication technique
- Psychology of life path
- Psychology of success
- Family psychology
- He and she: the relationship of the sexes
- Psychoplastic
- Conflictology
- World of emotions
- Psychological theater
- Self-knowledge
- Psychology of management
- Club activities
K.G. Jung suggested that: “The forerunner of all analytic treatment of the soul is confession. However, since such a confession is determined not by causal, but by irrational, mental connections, it is difficult for an outsider to immediately correlate the foundations of psychoanalysis with the religious institution of confession.
In our program, we gradually involve children and adolescents in personal confession, because by opening up and speaking out loud, they quickly recognize their own and others' mistakes and miscalculations that need to be corrected immediately. This is where we help them.

7.1. Content of the program for teenagers aged 14-17
The program for high school students is designed for groups of variable composition in the amount of 8 to 12 people. The full course is calculated depending on the age of the students and lasts three, two and one year.
V.L. Danilova proposes to focus the activities of children and adolescents on scientific activities, morality and other problems related to personal development, she “... reveals a person’s ability to know himself: his inner world, his potentialities. Depending on the attitude in life - the desire to experiment with oneself, acquiring new abilities and new experience, or to think about the scientific, philosophical and moral problems associated with the development of individuality.
Psychological and pedagogical training exercises are chosen by teachers responsible for this area. It depends on the relevance at the moment of a particular module for a teenager or group.
N.N. Tolstykh says that: “A high degree of instability and uncertainty of life, the vagueness of the prospects for the social development of society, material difficulties lead to the fact that many people, and young people in particular, look to the future with great anxiety and apprehension, do not want or cannot decide for themselves what they want out of life.
It should be noted that training exercises allow you to get rid of such anxiety, they are constantly supplemented, developed, new ones appear that can improve the quality of children's and adolescents' perception of the world around them.
D.B. Elkonin, states that: “In the life of every higher being there is childhood, that is, a period of development and growth, parental care. The purpose of childhood is the acquisition of adaptations necessary for life, but not developed directly from innate reactions. Strive to imitate elders. Where the individual, from an inner impulse and without an external goal, manifests, strengthens and develops his inclinations, we are dealing with the original phenomena of the game.
We agree with this statement, because in the game children and adolescents acquire the necessary skills, abilities and knowledge that allow them to freely use them in their later life. The more professional the teacher will work, the better the result will be at the output of joint activities.
The number of teaching hours for three years is 260 hours (1 year = 70 hours, 2 years = 78 hours, 3 years = 72 hours).

Academic plan

№№
n/n Name of training exercises Quantity
hours Number of lessons
1 year (students of the 9th grade)
1. COMMUNICATION TECHNIQUE 24 hours 8
2. PSYCHOLOGY OF LIFE WAY 24 hours 8
3. PSYCHOLOGY OF SUCCESS 20 hours 5
4. General debriefing of the year 2 hours 1
TOTAL for 1 year: 70 hours 22
Year 2 (10th grade students)
5. FAMILY PSYCHOLOGY 28 hours 9
6. HE and SHE: gender relations 20 hours 5
7. PSYCHOPLASTY 28 hours 9
8. General debriefing of the year 2 hours 1
TOTAL for year 2: 78 hours 27
Year 3 (students of the 11th grade)
9. FAIRY TALE THERAPY 24 hours 6
10. GROUP DYNAMICS 24 hours 6
11. COMMUNICATION TRAINING FOR TEENAGERS 20 hours 5
12. General debriefing of the year 2 hours 1
TOTAL for 3 years: 70 hours: 18
TOTAL for three years: 218 hours 67

Plan of additional activities for the academic year for teenagers aged 14-17:
№№
n / n Events Time
1. Beginning of classes in study groups, the first test September
2. Training exercises and activities according to curriculum individual areas, position-role training October - November
3. Intergroup interaction, training exercises, work with parents December - January
4. Debates within the age groups, training exercises, meeting with local government leaders. February March
5. Debates between groups of different ages, training exercises, meetings with leaders of youth clubs, youth media, individual consultations April
6. Final classes, completing the starting stage of the School of the Young Psychologist, the creative report of the students of the School, the presentation of certificates to the graduates of the School of the Young Psychologist May

Thus, students of the "School of Young Psychologist" high school students will complete the starting stage. They will be able to take part in the “Parliamentary Debates”. Create your own teams and, using the methods studied, organize such intellectual games in your schools. Graduates of secondary schools participating in the Program will be able to receive a "CERTIFICATE" on graduation from the "School of a Young Psychologist", which will be taken into account when entering the Taganrog Institute named after A.P. Chekhov (branch) of the Rostov State Economic University (RINH) to the Faculty of Psychology and Social Pedagogy, specializing in Pedagogy and Psychology.

Programs for teenagers 14-17 years old
"PSYCHOLOGY OF THE LIFE WAY"
"PSYCHOPLASTICS"
"HE AND SHE: GENDER RELATIONSHIPS"
"TECHNIQUE OF COMMUNICATION"
"PSYCHOLOGY OF SUCCESS"
"PSYCHOLOGY OF THE FAMILY"
"Fairytale Therapy"
"GROUP DYNAMICS"
"COMMUNICATIONAL TRAINING FOR TEENAGERS"
"POSITIONAL-ROLE TRAINING"
In parallel with classes with children and adolescents, work is carried out with parents and individual advisory assistance is provided. In addition, there is an additional educational work with teenagers.
M. James, D. Jongward convince those involved in the upbringing and psychology of children and adolescents in the following: “However, one should not think that all problems human relations are purely psychological. Moreover, many psychological problems are generated by completely non-psychological reasons (for example, economic or political) and cannot be resolved with the help of psychology.
Therefore, in addition to psychology, it is necessary to connect pedagogy and education, exactly what many parents forget when they plunge into the economy.
The main tasks that psychological and pedagogical training exercises set for themselves:
1. Give the teenager confidence in himself and his abilities;
2. Give the teenager an idea of ​​himself and his environment;
3. Develop a sense of responsibility, sensitivity, attentiveness;
4. Help to gain a confident position in life: an understanding of what happened to him, what is happening to him now and form an image of the future;
5. Provide support during a difficult period;
6. Help in solving age-related problems;
7. Help to become a harmonious personality.
I.S. Kohn wrote, “The study of the life path is one of the central, key problems of modern human knowledge, in which the fundamental interests of philosophy, sociology, demography and many other sciences are focused. This topic is very multifaceted and involves many different questions.
Therefore, we consider our program as an innovative aspect of the personal development of children and adolescents.

8. Planned result of the program
1. Creation and testing of an integrated program consisting of thematic psychological and pedagogical training exercises, each of which is aimed at supporting in solving a specific developmental task, focusing on a list of age-related tasks.
2. Increasing the general psychological culture of adolescents.
3. Obtaining by students of primary, practically oriented psychological and pedagogical education.
4. Creation of conditions for the vigorous activity of adolescents, for productive and harmonious communication with peers and adults.
5. Development of new methods and forms of psychological and pedagogical work with children and adolescents.
6. Study of the effectiveness of psychological and pedagogical work with adolescents.
7. Generalization and dissemination of the necessary information on adolescent and youth issues, adolescent and youth clubs and organizations.
8. Development creative people striving to reveal their personal potential, aimed at finding their place in society.
9. Successful passage of the crisis stages of life in children and adolescents.
The program can be implemented both for one group of students and for several groups.
I.V. Dubrovina, offers close interaction with colleagues and recommends - “It is important for a school psychologist to establish partnerships with a teacher. One of the methods of involving the teacher in joint activities with a practical psychologist can be the preparation by the teacher of characteristics for his students and their analysis together with the psychologist. At the same time, the psychologist can draw certain conclusions about the teacher himself.
Classes are held twice a week in three training groups at the initial stage, in the future it is possible to increase the groups. The total number of students involved in the school "Young Psychologist" can be from 24 to 48 people.
9. SCHOOL OF YOUNG PSYCHOLOGIST (for schoolchildren)
No. Subject Full name Teacher Date Clock
1. Introduction to the psychological and pedagogical profession "Who is a teacher-psychologist and social pedagogue?". Acquaintance exercise. Articulation marathon. Teachers involved in the activities of the "School of the Young Psychologist". 2
2. Questionnaire "Personal and social identity" Articulation marathon.
Exercise "My coat of arms". Heads of the “School…” 2
3. Open day:
-Video presentation about the profession, "Adaptation camp"
-Distribute into teams, the exercise "Acquaintance"
-Exercise "Trust"
-Quiz
-Exercise "Personal qualities" choice of mother-in-law and mother-in-law
-Give booklets and the newspaper "Equilibrium"
-The final word of the organizers Teachers and leaders of the "School ..." 2
4. Articulation marathon. Psychological diagnostics. "My psychological portrait". Teachers of the “School…” 2
5. Meeting with representatives of the Faculty of Psychology and Social Pedagogy "What is student life?" Teachers of the “School…” 2
6. Articulation marathon. Psychological training exercise "Personal growth" Teachers of the "School ..." 2
7. Articulation marathon. Career space. Your prospects for professional and career growth. Teachers of the “School…” 2
8. Articulation marathon. Excursion to the Faculty of "Psychology and Social Pedagogy" Teachers of the "Schools ..." 2
9. Articulation marathon. Training exercise "Secrets effective communication» Teachers of “School…” 2
10. Articulation marathon. Exercise "Trust", Quiz Teachers "Schools ..." 2
11. Articulation marathon. Secrets of thinking. Technology "Positional-role study of the material." Teachers of the “School…” 2
12. Articulation marathon. Attention and memory. Exercise "Memorizing 10 words." Teachers of the “School…” 2
13. Articulation marathon. Speech and communication. Teachers of the “School…” 2
14. Articulation marathon. Psychology of management. Exercise "Fairy tale in six frames." Teachers of the “School…” 2
15. Articulation marathon.
Psychological counseling.
Exercise "Formula of success", "Creating an expressive image of I", "Posture and
smile". Teachers of the “School…” 2
16. Articulation marathon. Technology parliamentary debates Teachers of “School…” 2
17. Articulation marathon. "What is student life?" Students and young teachers of the Faculty of "Psychology and Social Pedagogy" Teachers of the "Schools ..." 2
18. Articulation marathon. Jeff exercise. Teachers of the “School…” 2
19. Articulation marathon. Exercise "Overcoming conflicts", "Questions and answers". Teachers of the “School…” 2
20. Articulation marathon. Exercise "Discussion on the Aquarium Method". Teachers of the “School…” 2
21. Final meeting. Socio-psychological training. Teachers of the “School…” 2
TOTAL: 42 hours

SCHOOL OF YOUNG PSYCHOLOGIST
Lesson #2
ARTICULATION MARATHON(ictionbook.ru)
Learning to speak can only be done by speaking.
Goals:
a) conduct articulatory gymnastics to improve speech technique, eliminate speech clips;
b) relieve the tension of the training participants by involving them in a group physical action.
Group size: not important.
Resources: not required.
Time: depending on the "sports passion of the participants" and the tasks facing the coach.
Exercise progress
Breathing exercises:
"Candle"
Imagine a candle in front of your face that you must extinguish, blow out. To control breathing, put your hands on the ribs (fingers towards the abdomen). Calmly and smoothly fill the lungs with air (we control the movement of the lower ribs from the sides and towards the back), and then send an air stream outward with a directed stream. Now you have not one, but three candles at once. We take in air, hold our breath for only a second, and then three slightly sharper directed exhalations. Now - six candles ...
Let's count Egorov
We will draw (smoothly, without jerks) air to the natural limit of inhalation, and then, in one breath, without interruption and monotonously, we will begin to count Egorov: one Egor, two Egor, three Egor, four Egor. How long did Yegorov have enough breath? Let's try again!
dash
We inhale quickly and sharply. A deep breath through the nose (quick and energetic, concentrated - like a jerk of a barbell from a weightlifter!). Lower ribs parted to the sides? We control their movement. We make sure that the shoulders do not rise. Secondary transition - switching from inhalation to exhalation and. sharp exhalation through the mouth!
Mu Mu
Deep breath through the mouth. And then a sharp exhalation through the nose with a “voice” similar to the snorting of a horse in a stall or a cow in a barn. Inhale deep through your mouth. Exhaling, you need to hum the sound “M” for a long time. The lips are slightly closed, not compressed. Hands follow the movement of the ribs and resonance. The sound should resonate in the chest, in the head, “fill” you with its volume. The throat is wide, connecting two resonators: head and chest. The sound is long. Then replace the sound "M" with "H", "B", "Z".
Charging for the tongue and lips
- Injections of the tongue in the right - left cheeks. Fast, energetic. Short rest, and repeat the exercise again.
- Let's relax the tongue and imagine that it is a piece of meat that we are trying to chew. We “chew” the tongue with appetite, brightly.
- Tongue to the upper hard palate - vigorously to the lower row of teeth. So several times.
- Vigorous repeated repetition of sounds td, td, td, td.
- Circular movements of the tongue with the mouth closed.
- Open your lips, fold your tongue into a tube - straighten it. Fold - straighten ...
- Fast energetic labial pronunciation p-b sounds, pb, pb, pb. "Chewing" lips.
- Connect the lips into a tube and “draw” circles with them.
- Lips in a tube tense - in a wide smile.
- Grimaces lips - left, right, left, right.
- Get the nose with the upper lip (repeat several times).
- Relax your lips and say “whoa” a dozen and a half times and the same sound combination similar to “pr-pr…”, achieving a free and energetic vibration of the lips.
Jaw Clamp Removal Exercises:
- Squeeze the jaws tightly - sharply loosen, “roll off” the lower jaw. Repeat the same movement several times.
- Closing your mouth, move the lower jaw to the right and left.
- The same, but with the mouth open and much more active, so that the work of the jaw muscles is clearly felt.
- "Miss" by controlling the work of the jaw muscles.
Pronunciation of tongue twisters:
The pronunciation of tongue twisters should not be started at a very fast pace:
- From the clatter of hooves, dust flies across the field.
Karl stole corals from Clara. And Clara stole the clarinet from Karl.
- Buy a pile of spades!
- A pair of drums, a pair of drums, a pair of drums beat a storm. A couple of drums, a couple of drums, a couple of drums beat the beat!
- Thirty-three ships tacked, tacked, but did not catch. They didn't fish it out.
- Prokop came - dill boiled, Prokop left - dill boiled. As dill boiled under Prokop, so dill boiled without Prokop ...
- Sasha walked along the highway and sucked dry.
- The revolvers were adjusted in the laboratory.
- Grass in the yard, firewood on the grass. Do not cut wood on the grass of the yard. One firewood, two firewood, three firewood!
- The cap is sewn, but not in a cap style. A bell is poured out, but not in a bell-like manner. It is necessary to re-cap, re-cap. We must re-bell the bell, re-bell it!
Having worked out the intelligibility of pronunciation at the initial stage and, having achieved a decent speed, the coach can offer to diversify the articulation training with tasks for acting filling: the pronunciation of tongue twisters in a circle with changing intonation, changing from low to high (and vice versa) speed, with an increase or decrease in sound ...
EXERCISE "My coat of arms"
Exercise number "My coat of arms".
Participants are given a blank in the form of a classic coat of arms and are invited to create their own, personal coat of arms. In the upper, left part of it, it is necessary to depict what is dedicated to the past: “My main achievements”, in the upper right part, what relates to the future: “My main goals in life”. The lower part reflects the "Motto of my life" (see Fig. 2).

Fig.2.
One of the main tasks will also be inventing symbols that reflect the most accurate answers to questions and adding them to the part of the coat of arms, this can be an image in color or in a graphic style.
Discussion:
The host, after making the coats of arms, organizes a discussion in the following algorithm:
1. What is shown on the coat of arms?
2. Why was such a motto chosen?
3. How can it be useful for the coat of arms owner?
4. In what situations can it be useless or even limit the capabilities of the coat of arms owner?
5. What is similar in coats of arms?
6.What are the differences?
Lesson #3
Articulation marathon
PSYCHOLOGICAL PORTRAIT OF A PERSON
Academician Boris Gerasimovich Ananiev, who created the Leningrad school of psychologists, he said that every person has a bright personality that combines his natural and personal characteristics.
B.G. Ananiev, a follower of Vladimir Mikhailovich Bekhterev, represented individuality in the unity and interconnection of the properties of a person as an individual, subject of activity and personality.
Therefore, based on the assessment of personality traits, it is possible to compile her psychological portrait, which includes the following components:
1. temperament;
2. character;
3. ability;
4. orientation;
5. intelligence;
6. emotionality;
7. strong-willed qualities;
8. ability to communicate;
9. self-esteem;
10. level of self-control;
11. ability to group interaction.
Yu.I. Frolov notes - "The maturation phase is also found in a person in a number of special kinds of mental phenomena that stand in a biologically meaningful, that is, teleological connection with bodily maturation."
Personality development continues throughout life. With age, only the position of a person changes - from an object of education in the family, school, university, he turns into a subject of education and must actively engage in self-education.
E. Erickson, speaking about identity, writes the following: “Identity is, first of all, an indicator of a mature (adult) personality, the origins and secrets, whose organizations are hidden, however, at the previous stages of ontogenesis, E. Erickson describes the formation of identity as a developing configuration , which gradually takes shape in childhood through successive "I-synthesis" and recrystallization.
Thus, the maturation of the personality passes through the stages of acquiring individuality and identity with the society surrounding the person.
Types of temperaments:
1. Sanguine is the owner of a strong type of nervous system (that is, nervous processes such a person has strength and duration), balance, mobility (excitation is easily replaced by inhibition and vice versa);
2. Choleric is the owner of an unbalanced type of nervous system (with a predominance of excitation over inhibition);
3. Phlegmatic - with a strong, balanced, but inert, immobile type of nervous system;
4. Melancholic - has a weak unbalanced type of nervous system.
To determine your psychological type, you need to answer four main questions, or in other words, you need to determine who you are:
- extrovert or introvert
- touch or intuitive
- logician or ethicist
- rational or irrational.
In the test, after a general description of these features, so-called keywords are given that characterize each feature. Try, without thinking too much, in each pair of words to choose the one that suits you best, to which, as it were, "the soul lies." In which column you choose more words, such a sign prevails in you.
Test for determining your psychological type
Subject ___________________ date __________
Extrovert Introvert
talk listen
oriented to the outside world oriented inward
express yourself out loud
sociability concentration
talkative reserved
lively calm
latitude depth
noisy quiet
energy consumption energy conservation
Touch Intuitive
work inspiration
present future
stability new opportunities
concrete abstract
practical dreamer
literal figurative figurative
actual theoretical
application in practice search for hidden meaning
realist idealist
Thinking (logic) Feeling (ethicist)
thoughts feelings
logical sentimental
analyze empathize
objective subjective
fair humane
clarity harmony
benevolent and critical
hard softhearted
head heart
Decisive (rac.) Perceiving (irrational)
discipline emancipation
improvisation plan
organized impulsive
decide to wait
structure flow
schedule freedom of action
certain indicative
manage adapt
finish start
In the "School of the Young Psychologist" at the initial stage there are 48 people.
The number of study groups can be increased at the request of schools, or parents, teenagers and other interested parties.

10. Material and technical base for the implementation of the program for high school students "School of a young psychologist"
The following material and technical base is necessary for the implementation of the program for high school students "School of a Young Psychologist". In accordance with the optimal occupancy in the "School of the Young Psychologist" 3 study groups - two of 12 and one - 20 people. To schedule study groups, you need at least 3 free classrooms, which have chairs, a board (preferably) and technical equipment:
- Computers - 2 pcs.
- Printer - 1 pc.
- Scanner - 1 pc.
- Xerox - 1 pc.
- Music center - 1 pc.
- Tape recorders - 2 pcs.
- Video camera - 1 pc.
- TV - 1 pc.
- VCR - 1 pc.
Equipment necessary for holding additional events in the hall: intellectual games, training exercises, debates, lectures, holidays.
With an increase in the number of groups and modules, the material and technical base also changes.
1. At the end of the course, students of the “School of a Young Psychologist” take an exam or write a creative work, report or essay. Based on the results of passing the exams, students are issued a "CERTIFICATE" on the completion of the "School of a Young Psychologist".
2. "CERTIFICATE" can be presented upon admission to the faculty of "Psychology and Social Pedagogy" and counted in the results of creative work. With the same passing score at the stage of enrolling in a university, preference is given to students of the “School of a Young Psychologist”.
Literature:
1. Abulkhanova-Slavskaya K.A. Life strategy. Thought. M.: 1991. - 299s.
2. Tolstykh N.N. Psychological technology for the development of time perspective and personal organization of time. Active Methods in the work of a school psychologist. Kirov. 1991.
3. Akhmerov R.A. Experience in the formation of the future time perspective. // Conflict in constructive psychology. Abstracts of reports. - Krasnoyarsk: Krasnoyarsk University. 1990.
4.Bern E. People who play games. Games People Play. L.: 1992.
5. Bozhovich L.I. Personality and its formation in childhood. Moscow. 1968.
6. Boldyreva-Varaksina A.V. and others. Organization of independent work of future teachers as a condition for their professional development. Monograph. Taganrog. 2009. - 224p.
7. Varaksin V.N. Socio-psychological workshop. Taganrog. 2009. - 188s.
8. Vachkov I.V. Fundamentals of urban training technology. Psychotechnics. M.: 2000.
9.Vygotsky L.S. Sobr. op. in 6 t. M.: 1982
10. Golovakha E.I. life perspective and professional self-determination youth. Kyiv. Science thought. 2008.
11. Davydov V.V. Problems of developing education. M.: 1986.
12. Danilova V.L. How to become yourself, psychotechnics of individuality. M.: 1994. - 128s.
13. James M., Jongward D. Born to win. Transactional Analysis with Gestalt Exercises. M.: 1993.
14. Dubrovina I.V. Practical psychologist's guide. "Academy". M.: 1995. - 119p.
15.Kon I.S. Life path as a subject of interdisciplinary research // Man in the system of sciences. M.: 1989
16.Kon I.S. Psychology of adolescence. M.: 1979. - 90s.
17.Leontiev A.N. Activity. Consciousness. Personality. Politizdat. M.: 1975. 130s.
18. Maslow A. Psychology of life. M.: 1997
19. Krivtsova S.V. A teenager at the crossroads of eras. "Genesis". M.: 1997. - 288s.
20. Pryazhnikov N.S. Professional and personal self-determination. "Academy". M.: 2008. - 320s.
21. Remshmidt H. Teenage and youthful age. Problems of personality formation, M.: 1994
22. Rubinshtein S.L. Fundamentals of General Psychology. "Peter". St. Petersburg: 2005. 620s.
23. Rudestam K. Group psychotherapy, M .: 2001. - 368s. Sample Educational Curriculum for an Elective Subject: Exploration of Wind and Noise Folk

Part 2.

Conflicts between teachers and students.

The process of training and education, like any development, is impossible without contradictions and conflicts. Confrontation with children, whose living conditions today cannot be called favorable, is a common phenomenon. According to M. Rybakova, conflicts between a teacher and a student can be classified as follows:

1. actions related to the student's progress, the fulfillment of extracurricular tasks;
2. the behavior (actions) of the teacher as a reaction to the student's violation of the rules of conduct at school and outside it;
3. relationships arising in the sphere of emotional-personal relations of students and teachers.

Activity conflicts.

They arise between the teacher and the student and are manifested in the student's refusal to complete the educational task or its poor performance. This can happen for various reasons: fatigue, difficulty in digestion educational material, and sometimes an unsuccessful remark by the teacher instead of specific help to the student. Such conflicts often occur with students who have difficulty learning the material, and also when the teacher teaches in the classroom for a short time and the relationship between him and the students is limited academic work. There are fewer such conflicts in the lessons of class teachers and in the primary grades, when the lesson is determined by the nature of the relations that have developed with students in a different setting. AT recent times there has been an increase in school conflicts due to the fact that the teacher often makes excessive demands on students, and marks are used as a means of punishment for those who violate discipline. These situations often cause capable, independent students to leave the school, while the rest have a reduced interest in learning in general.

Action conflicts.

The pedagogical situation can lead to conflict if the teacher made a mistake when analyzing the student's act, did not find out his motives, or made an unreasonable conclusion. After all, the same act can be dictated by different motives. The teacher is trying to correct the behavior of students, tailoring their actions with insufficient information about the reasons that caused them. Sometimes he only guesses about the motives of actions, does not delve into the relationship between children

• in such cases, errors in the assessment of behavior are possible. Consequently
• quite justified disagreement of the students with such a situation.

Relationship conflicts often arise as a result of the teacher's inept resolution of problem situations and, as a rule, are of a protracted nature. These conflicts acquire a personal coloring, give rise to a student's long-term dislike for the teacher, and disrupt their interaction for a long time.

Causes and components of pedagogical conflicts:

1. insufficient responsibility of the teacher for the pedagogically correct resolution of problem situations, because the school is a model of society where students learn the norms of relations between people;
2. participants in conflicts have different social status (teacher - student), which determines their behavior in the conflict;
3. the difference in the life experience of the participants also determines the different degree of responsibility for mistakes in conflict resolution;
4. different understanding of events and their causes (conflict "through the eyes of the teacher" and "the eyes of the student" is seen differently), so the teacher is not always able to understand the child's experiences, and the student is unable to cope with emotions;
5. the presence of other students makes them participants from observers, and the conflict acquires an educational meaning for them as well; the teacher always has to remember this;
6. the professional position of the teacher in the conflict obliges him to take the initiative in resolving it, since the interests of the student as an emerging personality always remain a priority;
7. the teacher's mistake in resolving the conflict gives rise to new problems and conflicts, which include other students;
8. conflict in pedagogical activity is easier to prevent than to resolve (A.I. Shipilov)

The current situation in the country, the plight of the school, insufficient training of teachers, especially young ones, to constructively resolve conflicts with students lead to significant destructive consequences. According to psychological research in 1996, 35-40% of childhood neuroses are didactogenic in nature. Studies also show that in the interpersonal conflict between a teacher and a student, there is a high proportion of negative consequences (83%) compared to positive influence (S. Khapaeva).

It is important that the teacher knows how to correctly determine his position in the conflict, and if the class team is on his side, then it is easier for him to find the best way out of this situation. If the class begins to have fun with the violator of discipline or takes an ambivalent position, this is fraught with negative consequences (for example, conflicts can become a chronic phenomenon).

For a constructive way out of the conflict, the relationship between the teacher and the parents of a teenager is important.

Often the teacher's communication with matured students is based on the same principles as with students. primary school. This type of relationship does not correspond to the age characteristics of a teenager, primarily to his self-image - the desire to occupy an equal position in relation to adults. A successful conflict resolution is impossible without the psychological readiness of the teacher to move on to a new type of relationship with maturing children. The initiator of building such relationships should be an adult.

A survey of schoolchildren conducted under the guidance of Professor V.I. Zhuravlev showed that about 80% of students felt hatred towards certain teachers. Students cite the following as the main reasons for this attitude:

1. teachers do not like children - 70%;
2. negative personal qualities of a teacher - 56%;
3. unfair evaluation of their knowledge by the teacher - 28%;
4. the teacher does not know his specialty well - 12%.

It is not uncommon for a student's negative attitude towards a teacher to be transferred to the subject he teaches. So, 11% of schoolchildren say that they hated certain disciplines studied at school. At the heart of conflict relations between a student and a teacher is often a negative assessment by students of professional or personal qualities teacher. The higher the student evaluates the professionalism and personality of the teacher, the more authoritative he is for him, the less often conflicts arise between them. Often good contact with students can be established by teachers of elementary grades. Senior schoolchildren, remembering training in primary school, assessed their teachers who worked without conflict as follows:

1. the first teacher was perfect;
2. she is a model, a teacher that you remember all your life;
3. no flaws, my first teacher is the ideal;
4. an exceptionally experienced teacher, a master of his craft;
5. in four years, seven teachers were replaced, all were wonderful people;
6. I can't say anything negative about the primary school teacher;
7. the teacher was like a mother to us, she was very loved;
8. there were no conflicts, the authority of the teacher was so high that her every word was law for us;
9. there were no conflicts, our teacher was an indisputable authority not only for students, but also for their parents.

Adolescents (10-15 years old), and even more so boys and girls (16-18 years old) are more critical in evaluating their teachers than younger students. However, a trained and skillful teacher can always establish good relations with high school students. In this case, conflicts between the teacher and students are rare or completely excluded. Evaluating subject teachers, high school students often express their attitude towards them in this way (V.I. Zhuravlev).

1. Knows his subject well, knows how to present it, comprehensively developed person - 75%.
2. Applies a new teaching methodology, individually approaches each student - 13%.
3. Organizes extracurricular activities well - 7%.
4. Has no favorites - 1%.
5. Does not know his subject well, does not have pedagogical skills - 79%.
6. Shows rudeness towards students - 31%.
7. Does not like his profession, children - 9%.
8. Cannot lead a classroom - 7%.
9. There is no coherence in the teaching staff, since mostly teachers are women - 16%.
10. The school needs more young teachers, including men - 11%.
11. Insufficient training of teachers at the university - 6%.

An analysis of the evaluations of subject teachers by high school students shows that almost half of them formed a more negative than positive opinion about teachers. If this state of affairs had been proven as a result of a larger study, then it would be possible to conclude that the relationship between high school students and teachers in schools is unfavorable. The above data were obtained on the basis of a local study in schools in the Moscow region and cannot be extended to the entire general education school. Nevertheless, it is obvious that with this state of affairs in one region, there is a high probability of conflicts between teachers and students. Long before the emergence of conflictology as a science, smart people, based on everyday experience, formulated the rule: “When two people are in conflict, the one who is smarter is wrong.” Smart should be able to protect their interests and the interests of the cause without conflict. Based on this, in conflicts between students and teachers, the latter are most often wrong. The everyday experience of the student, the amount of his knowledge, worldview, communication skills with the outside world is much less than that of the teacher. The teacher must learn to stay above conflict and resolve natural and inevitable problems in relationships with students without negative (better - with humor).

At the same time, it would be completely wrong to place all responsibility for conflicts between the student and the teacher on the latter.

Firstly, today's schoolchildren are noticeably different from those who went to school in 1982. Moreover, often not for the better. Twenty years ago, in a nightmare, it was impossible to imagine that the situation with the use of alcohol, drugs, and toxic substances would become so aggravated at school. And now it's a reality.

Secondly, the socio-economic situation in the school itself has noticeably worsened, which, in turn, contributes to the emergence of conflicts between students and teachers.

Third, the quality of teacher training has obviously declined. In one of the schools in the Novonikolaevsky district of the Volgograd region, a conflict between a student and a teacher of the Russian language arose in the spring of 2001 due to the fact that the teacher demonstrated insufficient knowledge of grammar rules and, having written a word with a mistake, insisted that she was right.

Fourth, the low standard of living provokes tension in the relationship between students and teachers. Stress in teachers, caused by the hardships of life, stress in schoolchildren, which is a consequence of material problems in their families, causes increased aggressiveness in both.

MBOU "ZSOSH №1 ZAVYALOVSKY DISTRICT OF ALTAI TERRITORY"

Cool Parent meeting in 8th grade

“Teaching work of a teenager. Help parents in the teaching of high school students.

Prepared and conducted by Ya. A. Vlasova (class teacher).

Target: analyze the current state of educational activity of eighth-graders, prepare recommendations for the joint activities of the class teacher and parents regarding the positive dynamics of the educational process: the formation of a strong motivation for learning and optimizing the attitude to homework in particular.

Implementation plan.

1. Report of the class teacher on the topic.

2. The results of the survey of students in grade 8 (the speech of the class teacher).

3. Parent testing

5. Joint exchange of experience between parents and class teacher.

How to prepare homework;

Rules of mental labor;

How to listen to the teacher in the classroom;

How to work with a book

Class teacher report.

Teaching is the leading activity of schoolchildren; its central task is the assimilation

knowledge, skills and abilities, promotion of versatile education and development

students. Without active learning, it is quite difficult to master other types of human activity - productive labor, artistic creativity, sports. Therefore, all parents really want their children to study successfully, grow up inquisitive, read a lot, and persevere in their studies. But in the family it is necessary to help the teenager in the assimilation and application of the skills and abilities of educational work.

The requirements for the skills of educational work are reflected in the core curriculum. In the upper grades, where the volume and complexity of the content of education increases greatly, more complex skills and abilities of educational activity are needed.

Learning activity depends on the views of schoolchildren on the role of learning in their lives, on the level of development of motivation. What motivates kids to go to school today

hometasks? The answer to this question is also interesting because it makes it possible

much to understand in the personality of a modern teenager. Based on the study of motives

there was a desire to get a good profession in the future, to serve the Motherland,

responsibly carry out the assigned work ("I study in order to be needed

Motherland". “I have to study well in order to become a real scientist in the future”), then such motives are extremely rare among modern teenagers. They are most characterized by motives of self-affirmation and self-improvement that are atypical for schoolchildren of past years (“I don’t want to be the worst”, “The better the grades, the more confident and calm you feel”, “I want to learn to delve deeply into everything”, “You need to be able to keep pace to be in good shape).

These data speak for themselves: 30-40 years ago, a schoolboy felt himself first of all

a member of society, putting his interests above his own; for the modern teenager

the main value is himself, and therefore even in the motivation of the teaching, the desire for self-development, self-realization is in the first place. Today, students and parents are oriented towards ideals that have traditionally been considered individualistic. They are characterized by the desire for prosperity, practicality, sobriety of views, the desire to be a good family man. From my own experience, I can say that today a student goes to a lesson primarily for an assessment, or because it is customary to go.

The task of adults is not to extinguish the adolescent's desire for knowledge,

so that throughout the period schooling create favorable conditions for its development, supplement it with new motives coming from the content of education, from the style of communication between the teacher and students. The formation of a positive motivation for learning is not a spontaneous process, and it would be reckless to rely here only on the natural inclinations of children. The motives of learning must be specially brought up, developed, stimulated, and, what is especially important, schoolchildren must be taught to "self-stimulate" their motives.

Schoolchildren are more actively engaged in self-education of educational motives, if this process interests both teachers and parents, when they are supported when difficulties arise, they create a kind of "success situation".

If we talk, for example, about schoolchildren of the fourth and fifth grades, then the transfer of sympathy for the personality of the teacher to the subject taught occurs in almost 80% of the cases we studied.

Naturally, this determines the attitude of the student to the homework of his beloved.

teachers and assignments are desirable.

Further, adolescents become closest to subjects that are associated not so much with the personality of the teacher, with his ability to captivate (although this remains a serious factor), but with their own interests.

To no lesser extent, but rather to a greater extent, interest in certain disciplines and activities is formed in the family. For example, when a son, following the example of his father, wants to become a programmer and spends a lot of time at the computer. Or when parents inspire children that in order to succeed in any professional activity, it is necessary to master foreign language and sign it up with a tutor.

The development of interests among schoolchildren who are in favorable conditions is facilitated by a phenomenon that arises in adolescence and named"sensory craving". sensory thirst - this is the need for new sensations - the desire to see, hear, try, feel something new. The desire for novelty is especially characteristic of adolescents. On the one hand, sensory thirst pushes teenagers to search for something new, and contributes to the development of curiosity. But on the other hand, especially when they do not receive the support of adults, it can also be the reason that, having not really figured out the essence of any matter, they leave it and switch to another. Approximately 70-75% of schoolchildren show interest in certain academic disciplines and types of activities. At the same time, only a small number of students develop these interests into persistent hobbies, when in the process of classes the children form cognitive motives, which they begin to be guided by during the period of professional self-determination.

In practice, it is often possible to meet with the fact that parents do not contribute to the development of persistent interests in children. They tease them when they fail at something, and instead of building their confidence, they give the kids the wrong idea of ​​ability. The fact is that many people believe that if a person has abilities, they will quickly manifest themselves without much effort on his part. Of course, this sometimes happens, but in the vast majority of cases significant results a person achieves only through hard and long work. The above view of parents brings only harm, prevents the formation of both healthy interests and strong-willed qualities in children.

For a long time, the scattered, situational nature of adolescent interests was considered as a typical problem of age, and in textbooks and popular science books much attention was paid to the formation of sustainable interests in adolescents. To a large extent, this problem remains relevant today. Recently, however, the number of complaints of the exact opposite nature has begun to grow catastrophically, to the fact that teenagers are not interested in anything, that they don’t care about anything.

Parents complain:

My husband and I made a list best books world literature, distributed according to

I myself enrolled him in the archaeological circle, and he sits around all day,

does not want to go anywhere.

Bought her an aquarium. Such beautiful fish! Everything was arranged: both lighting and

air circulation, and a constant temperature, but she looked at them all day and no longer fits, now we don’t know where to put this aquarium.

It is striking that they are usually concerned about the lack of interests of their children.

parents are active, sparing no time and effort in order to compile a list of the best books, get an aquarium, enroll a child in a hard-to-reach circle. Such

hyperactivity of parents, paradoxically, is often one of the main reasons for the lack of genuine interests in children.

Parents can help a teenager develop oral and written language. It is very good when a family from time to time acquires either a spelling dictionary of the Russian language, or a dictionary of foreign words, or some other dictionary or reference book, and children are taught to use them. These books are essential for a person's life.

Pupils who in the 5th-7th grade get used to independently look for answers to emerging questions, at an older age usually go to the library for additional literature without any pressure from adults. Speed ​​of perception educational information largely determined by the pace of reading. Accelerated reading allows you to understand the text without feeling its sound symbolism; it also helps to highlight the main thoughts in the text, since the almost simultaneous perception of a number of words makes it possible to quickly compare them, to isolate the most important ones. For an 8th grade student, the reading norm is 120-140 words per minute. Parents can make sure that students do not perceive individual letters, but whole words and phrases, develop their peripheral vision, the ability to see neighboring words, preparing for their quick perception. The speed of perception of educational information largely depends on the speed of its written fixation. In the family, they can give children tasks to copy the text with independent recording of the time spent, combine the development of the pace of reading and writing with the formation of students' ability to fit into the norms allotted for homework

time.

There are many mental devices by which a person produces

active mental processing of the material. The task of parents is to

the student understood the very possibility of memorizing the material in the course of its active processing. If he understands this and begins to independently look for such techniques, then everything is in order, our main goal has been achieved. How to teach children to producesemantic grouping? First of all, we must begin with the selection of a fairly well grouped material. The task of "breaking the text into pieces" should be for the child for now independent work, you should not combine it with the task of "learning". Practice shows that many children who do not use semantic grouping when preparing lessons are able to cope with it when it is offered to them as an independent task. Such students need only regular training, and when an adult sees that the semantic grouping is already carried out by them easily and quickly, it should be transferred to the preparation of lessons. If the children are not able to cope with the semantic grouping even as a separate task, then the adult on each selected text should show the child what the general idea is contained in the phrases combined together, ensuring that he sees that although each of them says different things, but together they describe some one phenomenon or develop one thought. Demonstrating this on well-structured texts and demanding that the next time the child does it all himself, the adult gradually leads him to the ability to divide the text into separate semantic pieces.

The next method of active mental processing of the material

is the consolidation of the parts selected by semantic grouping. This can be achieved by coming up with names for them. It is necessary that the title be generalized in relation to the entire selected section. A good way to work might be to use a hint. When the child has reached a dead end, you can offer him a choice of 2-3 titles, and one of them does not satisfy the requirement to be generalizing to the entire selected section. Let the student think, compare them with each other and decide for himself which is better. In the course of such work, the student gradually learns and makes correctly composed titles. The totality of the titles of the sections allocated to the semantic grouping forms a plan of the studied material. Drawing up a plan is a necessary skill for a student. And if parents notice that the student is having difficulty in drawing up the plan or the plan is not used by him when reproducing the material, they should immediately pay attention to this.

An important skill that should be qualitatively improved along with changes in the methods of the student's mental work is the ability to consciously regulate the process of learning and fairly correctly evaluate its results. So, over time, retelling aloud or to oneself becomes predominantly a method of self-control and should help the student figure out whether he has learned the lesson or not, and as for the material itself, then different types active work on it. Then the full, detailed control begins to gradually decrease, and the student increasingly checks the strength of memorization, reproducing only the structural, basic scheme of the material. If the student mentally imagines the answer scheme, then he remembers the content of the educational material well. What now comes to the fore is the need to ensure that self-assessment reflects the true state of affairs and is as sustainable as possible. In adolescence, very often deep self-doubt is bizarrely combined with a kind of arrogance, with an exorbitantly high assessment of one's achievements. Control and self-esteem are the most convenient for any extraneous influences.

The problem of the objectivity of the school mark arises in cases where

there is a discrepancy between how the student evaluates his own knowledge, i.e., self-esteem, and how the teacher evaluates them, which, accordingly, is expressed in the marks he gives. It is important to emphasize that the student should not be suspected of systematic deception. He, as a rule, is sincerely convinced that he is underestimated. Not reproaches, not punishment, but painstaking persuasion should be the ally of parents. First of all, you need to go to school, establish contact with the teacher (or teachers), with the class teacher. Do not forget about the need for particularly high tact when talking about this topic. One way to find out the true state of affairs is to talk to their schoolmates. Of course, with those of the comrades with whom you have good enough contact. Known material for judging on the subject can be given to you by a random check of the lessons. The reason for the appearance of opinions in a student that he is being lowered in grades may be, first of all, his character traits: suspiciousness, a tendency to fix attention on unpleasant events and phenomena. But sometimes the opinion about the systematic underestimation of grades arises among schoolchildren as a result of defects in the formation of educational activities. If your son or daughter claims that they are underestimated in school, then, trying to understand and help your children, be sure to ask yourself the question: “Is this opinion the result of mistakes in education?”, try to critically reflect on your own attitude towards the child . If in the process of upbringing a child learns the idea that he is good, and everything he does is also good, and if someone is dissatisfied with him, then this is just nitpicking and nothing more, in this case, start rebuilding your relationship with the child and pay special attention to developing his skills of control and proper self-esteem.

The conversation is based on the previously conducted among children and parents

parallel survey.

Questionnaire for children.

Features of teaching the subject by the teacher: speaks very quickly, little

visibility, repetition;

doing homework;

Weak development of some personality traits (for example, you cannot

persistently seek a solution to the problem - that is, the will,

attention - you can not listen to the teacher's explanations with concentration, quickly

get distracted);

Features of thinking (you find it difficult to compare phenomena, if necessary

draw conclusions), memory (it is difficult to remember what you read, you have to read more

two times).

Questionnaire for parents.

Does not have perseverance, perseverance when performing a task, in a hurry

ask for help;

Poorly owns the skills of educational work (reading, writing, counting, sketching, working with

book, rational memorization, etc.);

You make sure that the student finds an error in the solution or you yourself point out to him

this error;

VII. What kind of help from teachers should be given to your son (daughter) to improve his academic performance?

Memo No. 1 How to prepare homework.

Daily and carefully write down all your homework in your diary.

Accustom yourself to prepare lessons every day at the same time (if you study and the first shift,

then from 16-17 hours, and if on the second - then from 8-9 hours)

Prepare lessons always in the same place

Properly organize your workplace, remove everything unnecessary from the table, turn off the radio and TV.

Start preparing lessons with subjects of medium difficulty, then move on to more

difficult for you and in the end do the easy things.

After 30-40 minutes of classes, take a break for rest for 10-15 minutes

During the preparation of lessons, do not be distracted, do not listen to conversations.

Use dictionaries and reference books.

After completing the written work, carefully check it. It’s better to use a draft first, and then rewrite it as a draft.

If you come across an incomprehensible word, do not understand the task, ask your parents, comrades, teacher about it.

Daily repeat the material of past lessons, especially rules, formulas, theorems, laws.

After preparing the lessons, take a rest, take a walk in the air, and helped in household work.

Memo No. 2 Rules of mental labor

1) Periods of study should alternate with periods of rest.

2) Do not exercise for more than 1.5-2 hours in a row.

3) Set aside the same time every day for classes, preferably in the daytime.

Avoid learning lessons late in the evening or at night, and also in a state of strong

fatigue.

4) Properly equip your workplace. Books, notebooks, textbooks, various

accessories - everything should have its place.

5) Clean air, moderate temperature, proper lighting are the key to good

performance.

6) Work calmly, without running to the phone, without playing with a cat or dog. Remove all noise interference (radio, TV, computer).

7) Follow the “less is more” rule. Do it thoroughly and completely

one lesson and only then take on another.

8) Alternate passive and active rest. You can also use "physiological

stimulants” (cold showers, exercise, sugar, candy, sweet tea, etc.

Memo No. 3 How to listen to the teacher in the lesson

1) Look at the teacher and what he shows. With visual memory

90% of knowledge is acquired. Information obtained using both vision and

hearing, are better remembered.

2) Learn to think with the teacher. Self-thought usually occurs when

contact with the thoughts of others. The student is able to think 4 times faster than

the teacher says.

3) No question or doubt should be left unanswered. Your questions speak of active thinking. Don't be afraid to contact your teacher. Ask modestly, tactfully.

4) It is useful to write down the main provisions of the lesson and new words in a notebook. Who writes, he reads twice, and therefore remembers better.

5) Homework must be written down accurately and legibly, and on that day, on

which it is given.

Memo No. 4 How to work with a book

When reading the text, you need to solve 4 problems.

1) Familiarize yourself with the content. Find out what or who you are talking about.

2) Think over what you read, that is, divide the educational material into semantic parts,

find the main idea inside each such part.

3) Make the necessary extracts from the text for memory: find out the meaning of difficult

words and expressions, draw up a plan, theses, abstract, understand the syntactic construction and the logical structure of sentences.

4) Give yourself an account: what the article or book you read taught you something new. Did

any new knowledge, did you teach any new methods of work, classes? Has it aroused new thoughts, moods, desires?

STUDENT QUESTIONNAIRE ___ CLASS

WHY AM I STUDYING?

because

It's easy for me to: because

to me don't care / don't care

to me

My parents always/sometimes/never (not)

Parents control/not control

My parents interested / not interested my study.

I going/not going go to 9th grade.

My parents think that Igoing/not going go to 9th grade.

Today the school is

STUDENT QUESTIONNAIRE ___ CLASS

WHY AM I STUDYING?

Complete the statement: I am learning to

I have to study well

I am having trouble with the following subjects: because

It's easy for me to: because

I am interested in learning because

I'm not interested in studying because

to me don't care / don't carethat I study poorly (emphasize).

to me want / sometimes want / don't wantdo homework (underline).

My parents always/sometimes/never (not)help me with my homework.

Parents control/not controldoing homework.

My parents interested / not interested my study.

I going/not going go to 9th grade.

My parents think that Igoing/not going go to 9th grade.

Today the school is

Questionnaire for children.

I. In what subjects do you have learning difficulties? What exactly do you think makes learning difficult:

The state of health, you quickly get tired in the lesson;

You don’t have your own workplace at home, some benefits and supplies, none of the elders help you, your peers negatively influence you, etc.;

Do you have gaps in the previously covered material, in theory, in solving problems;

Features of teaching the subject by the teacher: speaks very quickly, there is little visibility, repetition;

No interest in studying these subjects;

Weak development of some personality traits (for example, you cannot search for a solution to a problem for a long time and persistently - that is, will, attention - you cannot listen to the teacher's explanations with concentration, you quickly get distracted);

Features of thinking (you find it difficult to compare phenomena, if necessary, draw conclusions), memory (it is difficult to remember what you read, you have to read it more than twice).

Questionnaire for parents.

I. In what subjects does your son (daughter) most often turn to you for help and can you help him?

II. What is the nature of the difficulties they experience when doing homework:

Has factual gaps in knowledge on previous topics;

Does not focus on mastering the main goals of the topic and rules; knows the rules, but does not know how to apply them when solving problems;

Mechanically adjusts the solution to the answer or stencilly applies the order of solving previous problems;

Does not have perseverance, perseverance in the performance of the task, in a hurry to seek help;

Weakly owns the skills of educational work (reading, writing, counting, sketching, working with a book, rational memorization, etc.);

Don't know the homework requirements?

III. How much time per day does your son/daughter do homework?

IV. How do you help him complete the tasks:

Strengthen the exactingness to it, check the quality of work;

Focus on solid memorization of the rules by repeating them many times;

Make you repeat the content of the topic necessary to solve the problem;

In the most difficult places, you suggest the order of solution;

You make sure that the student finds an error in the solution or you yourself point out this error to him;

Help to understand the meaning of the problem through comparisons, illustrative examples, etc.

V. Do you regularly force your son (daughter) to do homework or does he start doing it himself?

VI. How do you encourage learning success?

VII. What kind of help from teachers should be given to your son (daughter) for

improve his performance?

With all the obviousness and even triviality of this statement, it is necessary to clarify that in this context the problem is understood not in the sense of an educational task, but in the sense of a life situation that affects the interests of the individual and is perceived by her as unsatisfactory and requiring resolution. Research methods - conversation, questioning, the use of techniques that stimulate the debatable coloring of the dialogue, revealing the individual positions of adolescents The novelty of the study lies in the fact that until now no thorough ...

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Course work on the topic: "Understanding by teachers of the experiences of high school students"

Introduction

In life, every person faces many problems. With all the obviousness and even triviality of this statement, it is necessary to clarify that in this context the “problem” is understood not in the sense of an educational task, but in the sense of a life situation that affects the interests of the individual and is perceived by him as unsatisfactory and requiring resolution. In other words, the definition of a situation as problematic means that this situation is colored by negative experiences, which can be more or less long and intense. Therefore, the diagnosis of such situations is impossible without an assessment of experiences.

Of course, we can talk not only about the individual problems of specific individuals, but also about more or less typical problems for different gender, age and status categories of people (for example, applicants, newlyweds, parents of young men of military age, high school students, etc.). Both for an individual and for a certain social category, in principle, a whole problem field and a fragment of the world of experiences associated with it can be built.

The experiences of high school students deserve special attention, which are aggravated by age-related tension, instability of mental states.

In view of this, the topic of our work was chosen"Teachers' understanding of the experiences of high school students."

The relevance of researchdue to the need to use an integrated approach to the perception and correction of the experiences of high school students on the part of teachers.

Object of study- the emotional sphere and experiences of high school students.

Subject of study- features of teachers' understanding of the experiences of high school students.

Objective – to consider the peculiarities of teachers' understanding of the experiences of high school students.

tasks of our research are the following:

Consider the problem field of high school students;

Explore theoretical problems in the study of experiences;

Describe the specifics of conflicts between teachers and students;

Conduct a practical analysis of teachers' understanding of the experiences of high school students.

Research hypothesisis that teachers' understanding of the experiences of high school students will be facilitated by joint activities, joint activities aimed at establishing a dialogue between students and teachers.

Theoretical basis workL.I. Bozhovich, V.S. Mukhina, E.I. Rogov and others concerning psychological characteristics adolescent children and the specifics of adult communication with them.

Research methods- conversation, questioning, the use of techniques that stimulate the debatable coloring of the dialogue, revealing the individual positions of adolescents

Novelty research lies in the fact that until now there have been no thorough studies on the issues of mutual understanding between high school students and teachers. Most of the existing research is devoted to the relationship between children and parents.

Theoretical significanceresearch is to systematize theoretical knowledge in the field of psychology of adolescents and their relationships with others.

Practical significanceresearch consists in the possibility of using the materials of our work as a practical guide for teachers in their work with high school students.

Research structure.The work consists of an introduction, two chapters - theoretical and practical, conclusions, conclusion, list of references.

Chapter 1. Theoretical aspects of the emotional-problem sphere of high school students

1. Problem field of high school students

According to a long tradition, it is schoolchildren, including high school students, who act as reference, or normative, objects of research, whose characteristics are considered as common properties the entire age category. In this regard, in relation to the data cited in the literature, in most cases, the unwritten rule “by default” is fulfilled: if we are talking about teenagers and early adolescence, then first of all, schoolchildren are meant. This gives us the right to apply to high school students General characteristics corresponding age periods. However, there is no complete unity in the terminology and chronology of age periods. The same age can refer to both early adolescence and older adolescence. In addition, if we take the 16th birthday as a conditional boundary between adolescence and youth, then some high school students should be attributed to teenagers, and some to young men. Therefore, data on the experiences and problems of both older teenagers and younger boys are relevant to our topic. Based on literary data, we will try to find out the texture of their problem field, everything that causes them painful thoughts, worries, worries, worries, and frightens.

Interest in problems in adolescence and youth did not arise today or even yesterday. In the 20-30s. 20th century much attention was paid to this topic by pedologists and psychologists, from whose works one can draw at least one conclusion: young people had a lot of experiences. It is also easy to see that the authors of the first third of the century combined a scientific approach and a literary style of presentation, leaving descriptions that deserve our attention and at the same time require a critical attitude, additions and clarifications. Note character traits similar descriptions. As a rule, they rely on data obtained from diaries and observations; have a qualitative, phenomenological nature, they lack accurate quantitative information about the frequency, duration, intensity of experiences; characteristics are clearly dominant emotional states and the subject content of the problem field is not clearly indicated; many authors limit themselves to one general scheme of age-related features, at best making attempts to detail it by sex.

Let us highlight the key words from S. Buhler’s description of the negative phase of the “pubertal period” (this phase also captures the late adolescence in the modern sense): displeasure, anxiety, physical and mental malaise, arrogance, lethargy, whims, anemia, fatigue, hypersensitivity and irritability , restless and easily excitable state, internal dissatisfaction, rudeness, stubbornness and callousness, deep despair about one's weakness and worthlessness, disbelief in oneself, self-hatred, melancholy, disgust for life, guilt, the first movement of secret desires. The conclusion is completely logical: "This time is bleak for a ripening person." S. Buhler characterizes the experiences during the next, positive phase in this way: not the anxiety of despair, but the joy of growing power, mental and bodily creative energy; the joy of youth and growth; vital and mental well-being; extraordinary liveliness and a sense of inner freedom. With the relativity of “positivity” and “negativity” of the phases of adolescence, a teenager suffers more than rejoices, and a young man has much to affirm life (as the poet said, “they feed hopes on a young man”).

It is appropriate to ask the question: how random and how typical are these experiences? Based on the analysis of youthful diaries and retrospective autobiographical records of 129 people, conducted by M.M. Rubinshtein, feelings of loneliness, abandonment should be attributed to the main experiences, feelings and states; lamentations: “no one loves me”, “no one understands me”; longing; horror; fear; apathy violent mood swings; the need to comprehend everything, "an influx of thoughts"; experiences of injustice; self-doubt; faith in one's strength; struggle with oneself; fear of losing one's mind ("sometimes I feel like I'm going crazy"); contempt for people; resentment towards others; ambitious dreams; desire to serve humanity; the need for a friend; need for love; shame .

Let us also note the variety of directions of spiritual searches, in their totality demonstrating what we mean by worldview self-determination: "... searches go along several large lines, namely philosophical interest, religious fluctuations and socio-political interest", while the term "philosophical interest” combines everything related to the problem of direct philosophizing about the world, the search for meaning, the problem of good and evil, the problem of eternity, etc. . They are not reduced only to the satisfaction of theoretical requests, which are also important; it is a kind of practical philosophy, and the center of gravity "lies in solving the problems of practical behavior, in determining one's practical attitude towards the world and people", in the search for criteria for one's behavior.

V.E. Smirnov characterizes mental changes and experiences in youth as “life in shocks”, impulses: “How much suffering is in these impulses, but how much happiness is in them. Sometimes it outweighs one or the other. For some, they lead to disappointment, despair, thoughts of suicide, crimes, for others, which happens more often, self-affirmation prevails, sometimes pouring out into magnificent forms. The inconsistency of the inner life is also noted by M.M. Rubinstein: in a person there are (not coexisting, but alternating and opposing) interest in the outside world and focus on oneself; the desire for solitude and the thirst for communication; assertion of independence, self-confidence and doubt, helplessness, desire to gain support; idealism and practicality, as a result of which desires, ideals and actual behavior often mutually exclude each other, which is often not felt and reflected.

The presented pictures of experiences are of a qualitative (not quantitative) nature, but they can be used as an indicative basis for research using modern quantitative methods.

In order to understand the further fate of domestic studies of the inner world of a person in adolescence and youth, we turn to the symptomatic work of I.A. Aryamova "Features of the behavior of a modern teenager." It is symptomatic in that it expresses a directly opposite attitude to the experiences and the inner world of a developing personality in general, and also in the fact that “working teenagers and young men” (students of FZU) acted as “modern teenagers”. As a result, the features of the new standard of personality, and at the same time the sciences that study it, were clearly drawn. The data of "a survey of 2000 people of various specialties indicate realism, practicality, a healthy, critical attitude towards reality, and not fantasizing and avoiding real life"; "Our working teenager is usually a collectivist, frank and inclined in any case to coordinate his actions with the will of the collective." Of course, this teenager is not characterized by either increased irritability and excitability, or isolation and a tendency to solitude, to withdraw from the surrounding social environment. The brightest of those cited by I.A. Aryamov’s evidence of the realism of “our teenager and young man” as opposed to “bourgeois-intellectual” was this: “only in one case out of 2,000 respondents did we receive the answer: “I like to dream in my free time.”

In Russian science, the era of ideological exile and ignoring the problem of the experiences of the emerging personality began. Experiences on long time were forced into the reservation of psychopathology, and the process of their complete "rehabilitation" was too long, and we are now reaping the fruits of the violation of the traditions of their study.

Modern writers also write about adolescence experiences, but their blacklists are shorter and more fragmented, and their descriptions less vivid. Interesting information about the problems of adolescents and young men can be found in the works of various authors; many aspects of experiences have been studied quite deeply, for example, relationships with parents, but the general structure of the problem field is not only absent yet, but is not being sought. Let's take one example. The authors of the collective monograph "The Teenager at the Crossroads of Epochs" [ 12 ] formulate the goals of the study as "expanding ideas about the typical difficulties of modern adolescents, about what they consider their problems", as well as identifying the characteristics of adolescents' attitudes towards themselves, the world and their problems and the formation of some communication skills. Have the goals been achieved? Using well-established methodologies, interesting and up-to-date data were obtained on what values ​​respondents consider important for themselves and which are achievable; about the level of anxiety; about the perception and evaluation of the style of parental behavior, etc. However, it cannot be said that our ideas about what adolescents consider their problems have "expanded" in any way, since the methods used do not allow us to count on "expansion".

The interpretation of the concept of “problem” is not entirely clear: “speaking of a problem, we emphasize that a psychological problem arises when, for one reason or another, the natural course of life is interrupted, that is, the state when life flows as if by itself” . Moreover, the content of this concept subtly changes in the monograph. If in the formulation of the purpose of the study the problem is understood as a "difficulty" perceived by the adolescent himself, then further it imperceptibly narrows down to a psychological problem (the illegitimacy of this is obvious) and, finally, when discussing the results, the understanding of the problem is manifested not as a "difficulty" for the adolescent, but rather as a problem for society and, in particular, for the school. From the fact that the respondent chooses not the best (from the point of view of a certain test) option of responding in a communicative situation, it does not follow that the inability to behave in a certain way is his problem, but rather a problem with him. In order to become a problem (in the understanding that is inherent in the purpose of the study), one's own failure must be reflected and / or experienced (and moreover, the problem is not always associated with "objective" failure). Thus, out of the array of results obtained, only two relate to the actual problems of the respondents: experiencing relationships with parents and a surge of personal anxiety when thinking about the future. The chosen scheme of the study, in which life prospects were studied in one group, relationships with parents in the other, loneliness motives in the third, etc., does not allow comparing the results, assessing the relative severity of even identified problems and reconstructing the problem field.

The above example is no exception: the compliance of high school students with the requirements placed on them by society, of course, can be discussed in the future. But for understanding high school students, it is important to look “from the inside” - to identify how they themselves relate to these requirements, what problems they have on the verge of entering adulthood and how they experience them. MM. Rubinstein rightly believed that youth, first of all, presents the main problem for itself and is helpless in front of it; the fact that, from the position of an external observer, these experiences of youth are not quite adequate to the real state of things, only strengthens the need for their scientific study.

Thanks to the efforts modern psychologists and sociologists, you can find out how high school students relate to sex, alcohol, drugs, how they evaluate representatives of their own and other ethnic groups, what they see as the reasons for their conflicts with their parents, etc., but all this is a look through narrow slits, fragments of a mosaic, gathering in a holistic image, as a result of which we are not even able to approximately estimate what the entire problem field is and what is the specific weight of each component of its problem.

But we also cannot unequivocally decide whether the modern Russian teenager differs from his German counterpart of the beginning of the century (described by S. Buhler), and if different, then in what way. We do not know what experiences of a teenager or young man are invariant, for example, for modern times (Russia, the center and the provinces, boys and girls, etc.). There is some evidence that changes have taken place. Based on a comparative study of the motivational sphere of adolescents in the 40s–60s and 80s. D.I. Feldstein states that “a modern young man differs from his peer not only 50 years ago, but also 15 years ago” . A teenager in the early 90s revealed, on the one hand, the strengthening of the pragmatic orientation and the "crumpled" manifestations of self-affirmation, on the other hand, a pronounced tendency to self-affirmation in socially significant forms. In the latter, the author even sees "a radically new mental state." In addition, 10–15-year-olds began to be perceived by their parents as more mature, and adolescents themselves “became not only more relaxed in relation to adults, more confident, but often condescending and contemptuous” . Another example. U.F. Dolto, who has worked with adolescents for many years, had the impression that the very problems of adolescents have changed: complaints about conflicts with parents, typical of past years, have become rare, and “everyone was worried about one essential question: “What to do if you want to combine two mutually exclusive things? » .

Note that the facts on the basis of which the problem field is reconstructed are largely determined by a methodology that depends on the general theoretical and ideological attitudes of the researcher, which, in turn, are influenced by the actual scientific and cultural-historical time. For example, L.I. Bozovic, for obvious reasons, reduced the whole worldview to "scientific and systematic." Now it is clear to almost everyone that a worldview is rarely only scientific, but more often it somehow combines different worldviews - scientific, religious, philosophical, etc. The previous generation of psychologists was wary of talking about ideological self-determination and preferred to reduce the problem of self-determination to professional choice.

The age position of the researcher also has a perturbing effect on the understanding and interpretation of facts about youth. Although "adults' ideas about adolescence rarely become the subject of a special study," it was found that they are associated with the image of their own youth. The latter is most often far from reality, since it has undergone either a lyrical or a dramatic transformation. Even their own children represent terra incognita for adults. While the vast majority of high school students painfully pondered the choice of profession and the style of their future, after school life, almost half of their parents were sure that children do not think about it.

1.2. Theoretical problems in the study of experiences

A.G. Asmolov lists three meanings in which psychologists use the term "experience":

1. Experience is interpreted as "any emotionally colored phenomenon of reality, directly represented in the mind of the subject and acting for him as an event of his own individual life" . Ignoring the difference between experiencing and what is experienced, the author specifies that experiencing is not limited to an affective state, but represents a kind of synthesis of knowledge - a relationship. “An experience becomes for a person what turns out to be personally significant for him.”

2. Understanding of experiences as aspirations, desires and desires, which directly represent in the individual consciousness the process of choosing the motives and goals of his activity carried out by the subject and thereby participating in the determination of the processes of activity. Aspirations, desires, wants - as forms of experience - reflect in the mind the dynamics of the struggle of motives, the choice and rejection of the goals that the subject strives for. According to A.N. Leontiev, experiences act as internal signals through which the personal meanings of ongoing events are realized.

3. Experience as a special form of activity that arises in a critical situation where the subject cannot achieve the leading motives and plans of his life, the collapse of ideals and values. The result of this activity is the transformation of mental reality.

These three meanings of the term "experience" can be tried to connect with each other, based on the concept of the development of higher mental functions, developed by L.S. Vygotsky. Theoretically, experience can be approached, as well as any other mental function, which develops in ontogeny from involuntary and direct forms to higher forms that have the status of action or activity (which L.S. Vygotsky called “higher mental function”). Such a formulation of the question opens up wide possibilities for distinguishing several genetic forms of experience, as well as for the search for cultural means of mastering experience both in ontogenesis and in historical phylogenesis. Some of these possibilities have already been discussed by a number of authors [ 17 ].

Unfortunately, L.S. Vygotsky did not consider experience in this way, since in his cultural-historical theory he limited himself to the traditional list of cognitive processes in which experience "did not fit." However, no one denies that experiences have a cognitive function, which is why the very opposition of experiences and cognitive processes is without foundation. Moreover, the cognitive significance of experiences is present in the definition offered by L.S. Vygotsky: “Experiencing is a unit in which, on the one hand, the environment, that which is experienced, is represented in an indecomposable form ... on the other hand, how I experience it is represented, i.e. all the features of the personality and all the features of the environment are represented in the experience, what is selected from the environment, all those moments that are related to the given personality and selected from the personality, all those traits of her character, constitutional traits that are relevant to this event. Thus, in experiencing, we are always dealing with an indissoluble unity of the characteristics of the personality and the characteristics of the situation that is represented in the experience.

Of particular interest is the stage of the transition of experience to its highest form. Obviously, this stage is associated with the development of reflection and conceptual thinking. Recall that L.S. Vygotsky noted several consequences of the development of conceptual thinking: “understanding reality, understanding others, and understanding oneself – this is what thinking in concepts brings with it” and “only with the formation of concepts does a teenager begin to truly understand himself, his inner world.” Obviously, there is a basis for the conclusion, which L.S. Vygotsky did not explicitly do so: the development of experiences in ontogeny follows the general path, the main one for higher mental functions. At a certain stage, experiences are intellectualized (i.e., reflexive awareness and mastery of them), and as a result, the subject gets the opportunity to more or less successfully carry out conscious self-regulation of experiences.

Thus, there is new world own experiences, which can be regarded as one of the new formations of adolescence, and only at this age (thanks to the mastery of concepts) does their systematization, ordering and cognition become possible. The emergence of intellectualized experiences makes possible the further development of the personality. However, for a teenager, the formation of concepts - a young and unstable acquisition of intellect - is rather the beginning of a long journey; his thinking is by no means “permeated” with concepts. Obviously, with normal development, this process should take root and become stronger already at the next age stage of development, in adolescence.

It makes sense to pay attention to another change in adolescence: a person stops playing. At the same time, the game does not disappear without a trace, but turns into an imaginary plan, the child’s game turns into a teenager’s fantasy. The game and fantasy have in common that they are means of cognition and mastery of the outside world and oneself. Fantasize not from happiness; in fantasy they fulfill their desires, get rid of painful experiences, generally make adjustments and unsatisfactory reality. A teenager or a young man, who does not have too many means at his disposal to solve his problems in reality, does this in an imaginary way, modeling certain future situations, trying on certain social roles. According to L.S. Vygotsky, in fantasy, a teenager experiences an “unexpired life,” and it is in fantasies that he first gropes for his life plan. The impetus for such a fantasy living of the "unexperienced life" gives dissatisfaction with the existing situation, i.e. experiences. The role that L.S. Vygotsky assigned experiences becomes even more obvious if we recall his idea that at critical ages there are changes in the child’s basic experiences and the definition of the crisis itself as the moment of transition from one way of experiencing the environment to another.

It is long overdue for a systematic study of experiences that are typical not only for critical, but also stable ages, to identify the structure of the problem field and to establish trends in its age-related dynamics. We will try to determine by what methods this goal can be achieved.

Methods for studying experiences

Despite the “immediate givenness” of experiences to consciousness, they are by no means a simple subject of study. The use of the method of external observation is already complicated by the fact that it is difficult to "catch" the moment of experiences, and in addition, the likelihood of a distorted interpretation by the researcher. In addition to the technical aspect, there is also an ethical aspect to the application of the method of observation: every person has the right to the privacy of his, in any case, inner life. As noted by F.V. Bassin, a laboratory experiment is not very suitable for studying “meaningful”, life (“ecologically valid”) experiences.

It is known that the experiences of adolescence are well reflected in personal diaries, and many researchers have used this source of information. In the study of experiences, the often criticized "subjectivity" of the diaries appears as an advantage. One might get the impression that today's teenagers are so absorbed in their technical amusements that they have no time for diaries: our observations indicate the opposite. At the same time, the limitations of the diary method were not a big secret either.

Diaries are "hard to reach" for a researcher (M.M. Rubinshtein noted: when a diary fulfills its role, it is destroyed); keeping a diary depends on fashion (some times more than others); far from all people keep them (a certain education, cultural environment, leisure, personal qualities of the author, etc. are required, while girls resort to a diary more often than boys). The diary method also has significant drawbacks: it does not give a complete picture of the problem field; does not allow assessing the significance of some problems in comparison with others; does not fit well with the requirement of representativeness of the sample.

Partially, the limitations and shortcomings of the diary method were overcome in the method of retrospective autobiographical notes, which was used by M.M. Rubinstein. At his request, 129 young people of both sexes and different social backgrounds "for the sake of youth, science and life" tried to remember their youth in detail and honestly. Directions for retrospection were determined by the researcher, but the answers were given in free form, in connection with which M.M. Rubinstein insisted on a significant difference between this method and the questioning. P.P. Blonsky, who also used retrospection, nevertheless noted that it creates a distorted picture, since "adults' memories of their childhood are subject to various memory errors," which is also confirmed by psychoanalysts. Consequently, the retrospective method in studying the problem field of high school students cannot fully satisfy us and should be used rather as an auxiliary one.

In the arsenal of the researcher there is still such a way of obtaining information as a mass survey. Its possibilities are obvious: it allows you to use a representative sample and examine it with the help of a questionnaire specially prepared for the purposes of the study. It is important that it is this method that removes the acute ethical problem of studying other people's experiences: a person has a choice whether to participate in the survey or not. It is curious to note that over the past 10 years SOCIS has not published a single work that would comprehensively study the experiences of any groups of young people, and, accordingly, there is no description of suitable methods.

To identify the structure of the problem field of high school students, together with B.G. Meshcheryakov developed a questionnaire, which was called the "World of Experiences". At the same time, we relied on the idea of ​​a personal worldview, according to which its core is a rationalized self-concept and, accordingly, worldview self-determination includes the process of forming this self-concept. The concept of the questionnaire, its structure, methods of processing will be covered in more detail in a separate publication, but here we will dwell on one of the initial stages of developing the questionnaire.

In order to compile the widest possible list of the difficulties that high school students may experience (i.e., what elements of their life and what elements of the social situation of development act as problematic for them), we decided to turn to a group of school psychologists who are familiar with this age group. category firsthand, and conduct a special practical lesson with them. The group members were asked what, in their opinion, problems exist for high school students - what worries them, worries, worries. First, everyone wrote down their answers on a piece of paper. In cases of difficulty, it was proposed to activate one's memories: to remember oneself, one's friends, children or other relatives, acquaintances at this age. The first thing that attracts attention is the small number of answers: more often 2-3 (one person could not come up with anything at all). The second peculiarity: certain aspects of educational, financial and communication problems were usually recorded. The third feature: despite the small number of these problems, as a rule, they were rather local, specific, for example, they were called “bad relations with teachers” or “misunderstanding by parents”. With the deduction of repetitions, in total, there were a dozen and a half problems that were recorded on the board. Then each wording was discussed, supplemented, illustrated. There was a very lively exchange of opinions, during which the participants became extremely active: the list of problems turned out to be so long that it did not fit on a large blackboard. After that, the structuring of the problems was carried out - their generalization and grouping, and the participants were asked to rank the formed large blocks of problems in order of importance, and to do this from the position of not an adult, but a high school student.

As a result of the group work carried out, school psychologists unexpectedly discovered the vastness of the problem field of high school students and were sincerely amazed at its scale. One gets the impression that before they simply did not have to think about what serves as the subject of experiences for high school students and, no doubt, for all other schoolchildren. This kind of age-related egocentrism is dangerous due to its unobtrusive unconsciousness, but meanwhile it is completely overcome, it is enough just to create the appropriate conditions. The obvious difficulties that the group experienced at the beginning of the work, as well as the obvious and rapid progress in understanding the vastness of the problem field, achieved in the process of group discussion, suggested the possibility of using this approach in practical work with adults dealing with high school students. As a result, the original methodology "Panorama of Problems" was developed, which is a group discussion in the form of a Socratic conversation aimed at identifying adults' ideas about the content and structure of the problem field of high school students (or other age categories). The essential points of the methodology are, firstly, the well-known path from the concrete to the generalized, secondly, the obligatory spatially-reified presentation of ideas about the problem field, and, finally, the group effect, which manifests itself in the mutual influence of participants, stimulating them creative activity. Note that the "Panorama of Problems" technique can be used in scientific (to identify adults' ideas about the experiences of children), practical (as a psychotechnical exercise that facilitates the decentration of an adult and provides a better understanding of the difficulties facing students) and teaching (when working with students - educators and psychologists) purposes. We have repeatedly seen that the methodology is useful when working not only with students, but also with teachers and parents. The results unambiguously indicate that the initial, rather meager and not entirely adequate, ideas of adults about the experiences of high school students become more complete and correspond to reality.

We were convinced of the inadequacy of adults' ideas about the problematic field of high school students on the basis of preliminary data obtained by questioning a small group of 11th grade students (18 people) using the World of Experiences questionnaire. The main goal was to “run in” the questionnaire, to find out what causes difficulties and ambiguous interpretation in it, however, at the same time, rather curious facts were revealed, which, in addition to everything, turned out to be a serious help in psychological work with students of this class and their parents. About the questionnaire itself, we can say that it did not cause any particular difficulties. Moreover, despite the significant number of questions, high school students willingly worked with the questionnaire and understood perfectly well that it helps them to understand themselves.

The surveyed young men identified the following group of leading private problems (before structuring): “I don’t get enough sleep”; "I'm lazy"; “how will my life turn out”; "Will I find a good job?" For girls, the group of the most disturbing problems is wider: “I don’t get enough sleep”; “Will I find a good job”; "headaches"; “what happens to a person after death”; “Will I be able to choose the right profession”; “how will my life turn out”; “I get irritated for a variety of reasons”; "I'm lazy"; "I don't have time to read." After filling out the questionnaires, we asked the respondents what, in their opinion, the problem came out on top, and without hesitation, they answered in chorus: “Everything that is connected with school and study.” This small touch suggests that the generalized assessment of one's own experiences is largely influenced by the stereotype of "due". A group session was held with teachers and parents, during which it turned out that, in their opinion, as the most acute problems, the interviewed schoolchildren (i.e. their students and children) named first of all educational, then problems related to the future and communication . In fact, the first place is occupied (with the exception of the complaint of lack of sleep, which is relevant for all graduates), not educational and communicative, but the problems of the "I-future". In addition, both teachers and parents clearly underestimate the acuteness of the experiences of high school students related to the general "I-concept", "I-psychic" and the perception of the world around them (worldview problems). It is superfluous to explain that it is this range of problems that constitutes the content of worldview self-determination and affects the personal growth of high school students. The “falling out” of these problems from the adult view that surrounds children at school and at home is both symptomatic and disturbing. The data presented are preliminary and need to be verified on a larger sample.

1. The specifics of conflicts between teachers and students

The process of training and education, like any development, is impossible without contradictions and conflicts. Confrontation with children, whose living conditions today cannot be called favorable, is a common phenomenon. According to M. Rybakova, conflicts between a teacher and a student can be classified as follows:

Actions related to academic performance, fulfillment by him outside of educational tasks;

Behavior (deeds) of the teacher as a reaction to the student's violation of the rules of conduct at school and outside it;

Relations arising in the sphere of emotional-personal relations of students and teachers.

Activity conflicts. They arise between the teacher and the student and are manifested in the student's refusal to complete the educational task or its poor performance. This can happen for various reasons: fatigue, difficulty in mastering the educational material, and sometimes an unsuccessful remark by the teacher instead of specific assistance to the student. Such conflicts often occur with students who have difficulty learning the material, and also when the teacher teaches in the classroom for a short time and the relationship between him and the students is limited to academic work. There are fewer such conflicts in the lessons of class teachers and primary school teachers, when communication in the lesson is determined by the nature of the existing relationship with students in a different setting. Recently, there has been an increase in school conflicts due to the fact that the teacher often makes excessive demands on students, and uses grades as a means of punishment for those who violate discipline. These situations often cause capable, independent students to leave the school, while the rest have a reduced interest in learning in general.

Action conflicts. The pedagogical situation can lead to conflict if the teacher made a mistake when analyzing the student's act, did not find out his motives, or made an unreasonable conclusion. After all, the same act can be dictated by different motives. The teacher tries to correct the behavior of students, sometimes evaluating their actions with insufficient information about the reasons that caused them. Sometimes he only guesses about the motives of actions, does not delve into the relationship between children - in such cases, errors in assessing behavior are possible. As a result, there is a completely justified disagreement of the students with such a situation.

Relationship conflicts often arise as a result of the teacher's inept resolution of problem situations and, as a rule, are of a protracted nature. These conflicts acquire a personal coloring, give rise to a student's long-term dislike for the teacher, and disrupt interaction for a long time.

Causes and components of pedagogical conflicts:

Insufficient responsibility of the teacher for the pedagogically correct resolution of problem situations: after all, the school is a model of society where students learn the norms of relations between people;

Participants in conflicts have different social status (teacher-student), which determines their behavior in the conflict;

The difference in the life experience of the participants also determines the different degree of responsibility for mistakes in conflict resolution;

Different understanding of events and their causes (the conflict “through the eyes of the teacher” and “the eyes of the student” is seen in different ways), so the teacher is not always able to understand the child’s experiences, and the student is not able to cope with emotions;

The presence of other students turns them from observers into participants, and the conflict acquires an educational meaning for them as well; this should always be remembered by the teacher;

The professional position of the teacher in the conflict obliges him to take the initiative in resolving it, since the interests of the student as an emerging personality always remain a priority;

Any teacher's mistake in resolving the conflict gives rise to new problems and conflicts, which include other students;

Conflict in pedagogical activity is easier to prevent than to resolve.

The current situation in the country, the plight of the school, insufficient training of teachers, especially young ones, for the constructive resolution of conflicts with students leads to significant destructive consequences. According to psychological studies in 1996, 35-40% of childhood neuroses are didactogenic in nature. Research also shows that in the interpersonal conflict between teacher and student, there is a high proportion of negative consequences (83%) compared to positive ones.

It is important that the teacher knows how to correctly determine his position in the conflict; and if the team of the class is on his side, then it is easier for him to find the best way out of the current situation. If the class begins to have fun with the violator of discipline or takes an ambivalent position, this is fraught with negative consequences (for example, conflicts can become a chronic phenomenon).

For a constructive way out of the conflict, the relationship between the teacher and the parents of a teenager is important.

Often the teacher's communication with matured students is based on the same principles as with students. elementary school. This type of relationship does not correspond to the age characteristics of a teenager, first of all, his self-image - the desire to occupy an equal position in relation to adults. A successful conflict resolution is impossible without the psychological readiness of the teacher to move on to a new type of relationship with maturing children. The initiator of building such relationships should be an adult.

A survey of schoolchildren conducted under the guidance of Professor V.I. Zhuravlev showed that about 80% of students felt hatred towards certain teachers. Students cite the following as the main reasons for this attitude:

Teachers do not like children - 70%;

Negative personal qualities of a teacher - 56%;

Direct assessment of their knowledge by the teacher - 28%;

The teacher does not know his specialty well - 12%.

There are frequent cases when the negative attitude of students towards the teacher is transferred to the subject that he teaches. So, 11% of schoolchildren say that they hated certain disciplines studied at school.

At the heart of conflict relations between a student and a teacher lies a negative assessment by students of the professional or personal qualities of a teacher. The higher the student evaluates the professionalism and personality of the teacher, the more authoritative he is for him, the less often conflicts arise between them. Often good contact with students can be established by teachers of elementary grades. Senior schoolchildren, recalling their education in the primary grades, assessed their teachers, who worked without conflict, as follows:

* the first teacher was perfect;

* she is a model teacher, which you remember all your life;

* an exceptionally experienced teacher, a master of his craft;

* in four years, seven teachers were replaced, they were all wonderful people;

* I can not say anything negative about the primary school teacher;

* there were no conflicts, our teacher was an indisputable authority not only for students, but also for their parents;

Long before the emergence of conflictology as a science, smart people, based on everyday experience, formulated the rule: “When two people are in conflict, the one who is smarter is wrong.” Smart should be able to protect their interests and the interests of the cause without conflict. Based on this, in conflicts between students and teachers, the latter are most often wrong. The everyday experience of the student, the amount of his knowledge, worldview, communication skills with the outside world is much less than that of the teacher. The teacher must learn to stay above conflicts and resolve natural and inevitable problems in relationships with students without negative emotions (preferably with humor).

At the same time, it would be completely wrong to place all responsibility for conflicts between the student and the teacher on the latter.

First, today's students are markedly different from those who studied at school in 1982. And often not for the better. Twenty years ago, in a nightmare, it was impossible to imagine that the situation with the use of alcohol, drugs, and toxic substances would become so aggravated at school. And now it's a reality.

Secondly, the socio-economic situation in the school itself has noticeably worsened, which, in turn, contributes to the emergence of conflicts between the student and the teacher.

Third, the quality of teacher training has obviously declined.

Fourth, the low standard of living provokes tension in the relationship between students and teachers. Stress in teachers, caused by the hardships of life, stress in schoolchildren, which is a consequence of material problems in their families, causes increased aggressiveness in both.

Chapter 2

2.1. The ascertaining stage of experimental work

To study this problem, a psychologist, we conducted a study during which students of grade 11 were examined. The purpose of this study was to identify individual psychological and personal characteristics of high school students in a situation of uncertainty.

The results of the study are as follows.

In 20% of high school students, an internal conflict was observed, the presence of a contradictory combination of a high level of claims with self-doubt, which, under adverse conditions, in a situation of energy exhaustion and uncertainty, can serve as a breeding ground for alcoholism, the development of some psychosomatic disorders as a form of response to this situation. There was also a high level of consciousness control over behavior and the inability to relax.

In 30% there was a "capture" of the dominant idea, relating, as a rule, to a conflict interpersonal situation, a feeling of jealousy or rivalry. Increased irritability, feelings of resentment were noted.

In the course of the study of anxiety, it was found that personal anxiety in senior school age in a significant part of the students it is expressed quite strongly. This indicates a tendency to anxiety in high school students in a situation of assessing their competence, about the perception of many situations as threatening.

Psychological correction and assistance to such students should include psychological support with an emphasis on the strengths of the individual, the formation of adequate self-esteem, teaching self-regulation and relaxation techniques, constructive expression of negative experiences. Assistance in choosing the form of training should correspond to the individual level of preparedness.

Situations of instability, uncertainty, stress also affect the relationship of high school students with other people - adults and peers. They can be described as contradictory (people around are annoying, do not inspire confidence or cause interest, or care little; peers are either good friends or carriers of negative qualities).

Often, unstable and negative mental manifestations of high school students lead to conflicts with teachers. At the same time, teenagers believe that teachers do not understand them, and teachers, in turn, often talk about the difficult age of high school students and the inability to find approaches to them.

Adolescents (10-15 years old), and even more so boys and girls (15-18 years old) are more critical in evaluating their teachers than younger students. However, a trained and skillful teacher can always establish good relations with high school students. In this case, conflicts between the teacher and students are rare or completely excluded.

Evaluating subject teachers, high school students most often express their attitude towards them as follows:

1. He knows his subject well, knows how to present it, a comprehensively developed person - 75%.

2. Applies a new teaching methodology, individually approaches each student - 13%.

3. Organizes extracurricular activities well - 7%.

4. Has no favorites - 1%.

5. Does not know his subject well, does not have pedagogical skills - 79%.

6. Shows rudeness towards students - 31%.

7. Does not like the profession, children - 9%.

8. Unable to lead a classroom - 7%.

9. There is no coherence in the teaching staff in the same way as mostly female teachers - 16%.

10. The school needs more young teachers, including men - 11%.

11. Insufficient training of teachers at the university - 6%.

An analysis of the evaluations of subject teachers by high school students shows that almost half of them formed a more negative than positive opinion about teachers. If this state of affairs had been proven as a result of a larger study, then it would be possible to conclude that the relationship between high school students and teachers at school is unfavorable. The given data was obtained on the basis of a local study and cannot be extended to the entire general education school. Nevertheless, it is obvious that in this state of affairs there is a high probability of conflicts between teachers and students.

The above data from the ascertaining stage of the experimental work indicate the need for effective dialogue between high school students and teachers in order to optimize the understanding of the latter's problems and experiences of adolescents.

2.2. Psychological and pedagogical technology of ethical dialogue as a means of establishing mutual understanding between high school students and teachers

The educational process of the school is a system-forming factor in organizing the life of children, and ethical education should become one of the mandatory components of this process. After all, the school as a social organism can and should become for the child in this crisis period that adaptive environment, the moral atmosphere of which will determine its value orientations. Therefore, it is important that the educational ethical system not only interact with all the constituent components of school life: a lesson, a change as a thoughtful organization of the space between classes, extracurricular activities- but also provided them with ethical content.

At the center of any education, be it ecological, patriotic, family, civil or any other, is the moral formation of the personality. Thus, the formation of the ethical culture of the individual is the foundation of any educational process.

These positions form the basis of the system of educating the foundations of the ethical culture of high school students used by us in pedagogical practice.

It is based on the logical relationship of the following structural components:

• ethical lesson as a specialized academic subject, built according to an innovative methodology with a plot-game basis;
• everyday pedagogically instrumented methodology of "ethical charge", operating in the system of free communication of children at recess and after school hours. The technique involves a combination of an ethical attitude towards benevolence and respect in relations with others with forms of warning. conflict situations and a worthy exit from them;
• general collective extracurricular activities with an ethical focus, specifically focused on the inclusion of all students in ethical dialogue, communication, interaction.

Each of the components of the system, having its own function, specific content and methodological feature, carries out a certain part of the general pedagogical task, which provides for a humanistic influence on the life of schoolchildren.

At the same time, the main component of the system is an ethical lesson (lesson) - a dialogue.

Dialogue sessions were held on classroom hours with high school students.

Below are the problems that the system of education of ethical culture solves:

1. Students comprehend their self through the perspective of the experience of moral relations with the world and others.

2. The dialogue lesson directs their thinking towards self-esteem and the search for a moral solution to the contradictory situations of modern life.

3. Ethical activity, addresses the internal problems of the child, related to his age.

4. Ethical education occurs as a process that accompanies the inner life of the child.

5. The lesson of ethics addresses the personal needs of students associated with the development of an internal position and the search for an understanding of oneself and internal problems in a complex modern society.

Such educational potential is based on the psychological and pedagogical technology of ethical dialogue, created by Shemshurina A.I. doctor of pedagogical sciences. This technology has no analogues today and is actively used in different regions of Russia and CIS countries.

An important place at the formative stage of our experimental work was given to the organization of ethical dialogues with high school students.

Ethics as a science of the moral life of a person involves a deep understanding of the essence of the issues of being, which are so important for the formation of the personality of older adolescents. In accordance, ethical dialogues with high school students are focused on indirectly expressed assistance to adolescents in their self-determination, awareness of their relationship with the outside world.

To this end, classes were organized as an important and serious dialogue, during which the student can “see”, “discover” the world of his “I”, determine the path to moral maturation, understanding himself as a person, as a citizen, as a morally educated person.

Dialogue is conceived broadly and multifaceted: as a joint action of an adult and children, a teacher and an individual student, learning with each other.

“Truth is not born and is not in the head of an individual,” said M. M. Bakhtin. “It is born between people who are jointly seeking the truth, in the process of their dialogical communication.”

All this suggests a close relationship between the content of ethical dialogue with adolescents and the technology of its construction. For, as Schopenhauer said, “it is easy to preach morality, it is difficult to justify it”

The dialogue suggested:

• speech construction of communication on the problem raised, consideration and analysis of situations and tasks that help to comprehend oneself and others, game techniques that have an indirect impact on the moral choice of the student;
• psychological tests deepening the knowledge of their own inner world;
• creative methods of self-determination in various typical and atypical life situations that cause the student's moral reflection.

Ethical dialogue with adolescents is a plot clearly and logically built by the teacher, the beginning, development and culmination of which allows immersing children at the level of their age characteristics and abilities of personal perception into the world of ethical categories and cultures, into the sphere of thinking of prominent philosophers, into the contradictions of ethical teachings, into history development of ethical thought.

In ethics classes, we expanded the scope of the ethical horizons of adolescents, our own attitude to the problem is formed, and a vision of the moral essence of one's "I" is manifested.

The ethical dialogue scenario had the following components:

1. Tie revealing the problem.

Such a link can be a diagnostic technique, a problem situation, an alternative judgment, a moral conflict.

2. The process of dialogical communication on the identified problem,

Unfolding according to the logic of developing interaction.

Here individual and group substantiations of alternative judgments, isolation of evidence, formulation of definite positions, choice of statements, aphorisms can be used.

3. The point of intellectual and emotional tension as the culmination of conjugation of alternative positions, judgments.

At the same time, the judgment, which objectively leads to the unresolved "eternal" problems of human existence, does not end in this dialogue. It is left to individual contemplation.

4. moral choice as an internal dialogue of a teenager with himself, as self-determination, self-esteem.

5. "open" ending as an opportunity for subsequent individual reflection on the problem.

These components of the dialogue can be creatively used by the teacher in any combination. It is important that they develop communication, be subject to the logical outline of adolescent interaction, and be sensitive to their age and level of perception.

Such a construction of an ethical dialogue creates the conditions for in-depth interactive reflection of adolescents on the issue raised and the interested involvement of everyone. And according to A. Schweitzer, any reflection on the problems of ethics results in the growth of ethical consciousness.

The choice of the methodological outline of the dialogue also depends on the complexity of ethical problems, which must correspond to the age capabilities of students.

The following dialogues were held for high school students:

- "dialogue of images", as a comprehension of artistic, literary and historical images in their ethical context.

In the process of dialogue communication, figurative identification of adolescents contributes to the enrichment of their ethical ideas and judgments, familiarization with the variety of alternatives and arguments of ethical positions.

It is possible to vary these types of dialogues, in accordance with the age characteristics of the students, the level of their intellectual, mental and ethical development, the moral atmosphere of a temporary or permanent team.

The methodology for constructing dialogues assumed the main general approaches:

Appeal to the origins of ethical thought: "Visiting philosophers".

A sequence of logically connected problems and alternative judgments of thinkers with the inclusion of aphorisms, various sayings, biographical and historical information.

Drawing analogies and comparisons with topical issues and problems of modern life, isolating and understanding the identical in them. The inclusion of emotional-figurative elements: game moments, stimulating materials, musical and artistic fragments, exercises, experiments, tests, activity-praxeological forms.

We noted the fact that students positively perceived this form of joint work with the teacher. Ethical dialogues touched upon various problems and issues that concern high school students.

The dialogue between high school students and the teacher often developed into various discussions, during which the participants exchanged their own opinions, learned to understand and listen to each other.

2.3. Analysis of the effectiveness of the practical work carried out

At the end of the experimental work, we asked high school students about what changed in their perception during and after the dialogue activities with teachers.

80% of teenagers said that they have established contact with teachers. The remaining 20% ​​still remained skeptical about the experiment.

As for the teachers, they unanimously said that such events help them better understand the problems and experiences of high school students and give them the opportunity to find a common language on other, even non-problematic issues.

We note the effectiveness of the use of techniques that stimulate the debatable coloring of the dialogue, reveal the individual positions of adolescents, and help them to actualize the significance of the problem.

The creative orientation of the teacher, his own experience and personal vision of the problem - the topics of the dialogue suggest the nuances of pedagogical actions, turns in the methodological equipment of the lesson, will highlight the essential elements of thematic interaction, communication of children with each other and the teacher.

It is important to maintain the sequence of classes and the logical basis of each lesson, in which there is a close relationship between knowledge, feelings, behavior in the disclosure and understanding of the problem. What is learned and comprehended by the student is very important to pass through the emotional sphere so that he can feel another person, his problems, respond to his condition, try to get involved in solving a problem situation, thereby enriching his moral experience. The teacher should not leave such a chain of involving the student in ethical problems.

Ethical dialogues with high school students involve inviting the student to comprehend the philosophical problems of being: why does a person live (“A living soul thinks about life”), what is dignity (“Living with dignity - what does it mean”), virtue (“Virtue requires effort”) , conscience (“If you hear the voice of conscience”), etc.

Using the philosophical works of famous thinkers and writers, aphorisms and sayings of philosophers, politicians, people of art, schoolchildren are given a wide scope for choosing and asserting their life positions, comprehending them.

In order to encourage students to make a reasoned choice that requires evidence-based and deep reflections, judgments, opposing points of view on various problems are considered. Such a turn to the activation of the mental activity of students is explained by the age-related need of high school students for self-knowledge and self-determination, which dictates the careful selection of material that gives children high examples of human thoughts and aspirations. This explains the appeal to the well-known moralists of the past: Seneca, Chesterfield, Morois - their letters and statements to the young man who is beginning to live.

Such an approach in ethical studies is also necessary because students of this age often suffer from feelings of loneliness, a lack of understanding from others and even peers. This is due to both psychological processes of growth, personal development, and social processes. All this cannot but affect the moral development of older adolescents. At this age, there are manifestations of isolation, isolation of the child from others due to the prevailing idea of ​​\u200b\u200bits insolvency or, on the contrary, exclusivity. The latter often leads to defiant behavior, following the image of "cool", superior to others in strength or material security, which allows one to treat others with disdain. And here ethical studies perform a certain preventive function. They contribute to the development of adequate self-esteem of schoolchildren, a positive attitude towards others. This is due to the fact that in the process of classes the student is included in communication with peers, acts together with them. The student finds himself in an atmosphere of affirmation of moral values, acceptance of the significance of the individual, gets into situations that allow him to think about his "I", experience a state of success, feel the interest of others in his own personality.

As practice shows, students involved in the system of ethical studies develop a mechanism to resist negative phenomena in the life around them, and the priority of moral values ​​in self-determination is growing.

1. It is very important to form the habit of being tolerant and even interested in the opinions of other people, even when they are opposite to yours.

2. With all your might, fight negative emotions in relation to other people, or at least with their external manifestations.

3. Avoid extreme, harsh and categorical assessments in communication.

4. When communicating with others, try to see and build on the positive in them. Judge people by what they did, not because they didn't.

5. Criticism is perceived more constructively if its conflict potential is compensated for by sincere and well-deserved praise that precedes criticism.

6. The best way to criticize is to silently correct the mistakes that the criticized has made.

7. You can criticize specific actions and specific results of a person’s activities, and not his personality and work in general.

8. When criticizing one person, one should not compare him with others who are better. The one who is criticized most often has a feeling of rejection and criticism of the “best”.

9. If it is obvious that you are critical of yourself, then your criticism of others will be perceived as less conflicting.

10. It is very important to learn how to use the potential of criticism and criticizing in the interests of improving the case and oneself.

As we can see, a tolerant attitude on the part of teachers, joint dialogical and debatable activities of adolescents and teachers will contribute to their mutual understanding and the development of harmonious cooperative relations.

findings

Methods and means of psychological assistance to teachers in understanding the problems of adolescents should be focused on the high school students themselves, on the activation of their internal resources. However, it seems insufficient to limit ourselves to this. All subjects of the educational space - teachers, school administration, school psychologist - need to take into account the state and experiences of high school students in a situation of uncertainty.

Teachers should abandon the authoritarian style of pedagogical influence, build partnerships, create a situation of success, help in overcoming learning difficulties, implement an individual approach, and provide all possible psychological support.

The school administration needs to take into account the presence of many stress factors, the reduction of additional loads, their more even distribution during the school week.

The school psychologist needs to organize timely career guidance activities in order to form high school students' ideas about the future profession that best suits their individual psychological characteristics, as well as provide psychological support and self-regulation skills training in the process of individual consultations and group sessions (trainings)., discussions).

Conclusion

We expect that the study of the problem field of high school students will lead to results that are important both in practical and theoretical terms.

It is not unreasonable to assume that the block of the most significant problems is associated with leading activities. According to L.I. Bozhovich, behind the experiences "lies the world of the child's needs - his aspirations, desires, intentions in their complex interweaving with each other and in their relationship with the possibilities of satisfying them", therefore, "going from experiences, we can unravel the whole tangle of external and internal determining the formation of personality circumstances."

Revealing gender, age and other invariants of the experiences of high school students can bring practical benefits.

Those vital problems that are experienced by students as acute and burning, are not yet reflected in the liberal arts school education, as a result of which school knowledge is divorced from life. In our opinion, it is these problems that must be taken into account when developing the content of school courses, primarily the system of courses "Human Science", which is in agreement with the idea of ​​building education based on the principle of living knowledge.

Finally, this kind of information can be useful to all school psychologists, teachers, and parents. Having learned the topology and age dynamics of the problem field of high school students, we will discover something new for ourselves at this age, which still remains poorly understood.

As a special area of ​​practical work with students, it would be worth highlighting the provision of assistance to them in the fact that L.S. Vygotsky called the "intellectualization" of experiences. This work should be carried out not only when a critical situation has already arisen. Experiences are a necessary, obligatory part of the inner world of a person; they break out of the limits of the affective sphere proper, permeate the entire personality and the entire range of its relationships. Each of us needs to experience both pleasant and unpleasant experiences. However, prolonged periods of difficult experiences are dangerous, especially for a teenager who has not yet developed the means of coping with them.

Equally important is the interaction of all actors educational process with parents of high school students in order to form in them adequate ideas about the state of schoolchildren during this period. Informing parents in a timely manner about their real opportunities will lead to the rejection of parents' high expectations placed on high school students, which will reduce students' anxiety caused by the fear of not meeting these expectations. The creation of a favorable atmosphere of acceptance and support in the family, the rejection of conflicts of any origin will allow the student to form a sense of psychological security and comfort.

Thus, the psychological support of high school students in a situation of uncertainty at the final stage of schooling is a priority for the subjects of education in high school and should be carried out in a comprehensive manner with close cooperation. Only in this case, the so-called "developmental stress" will not develop into a protracted depression.

List of used literature

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Meshcheryakova I.A. - Associate Professor of the Department Pedagogical psychology»

Human life is a constant meeting with many problems. Each psychological age can be characterized not only with the help of leading activities, mental neoplasms, but also with the help of those typical problems that people face and that they try to solve in a particular period of life. In this context, a “problem” is understood as a life situation that affects the interests of the individual and is perceived by him as unsatisfactory and needs to be resolved.

The subject of our interest was not the high school student's problematic field itself, but its perception by the teacher. This interest is not only academic, but also practical. A necessary part of effective communication ( pedagogical communication is no exception) is an adequate social perception, and, in particular, an understanding of what is happiness and unhappiness for a partner. Naturally, this understanding is influenced by numerous factors, and not least, one's own experience and already existing ideas about a person.

The study was conducted in two groups of teachers. The work of each group was divided into three stages, with the first two providing for individual performance of tasks, and the last one for group discussion and collective decision making. At the first stage, teachers were asked to answer the question of what problems high school students experience, what makes them suffer and worry. After each of them recorded their opinion in writing, it was proposed to rank the indicated problems according to the degree of severity. Thus, we got the opportunity to isolate teachers' ideas about the most important areas of high school students' experiences.

We interviewed 25 teachers in Moscow schools, mostly women, aged 24 to 66 years (average age was 42 years), with teaching experience from 1 month to 47 years (average teaching experience was 19 years).

Most of the teachers surveyed believe that high school students are most acutely experiencing two problems. Firstly, this is everything that is connected with communication, in particular, with peers of the same and the opposite sex at school and outside it (friendship, love, unrequited sympathy); with parents (they scold for poor study, not realizing that with all the effort the child is not able to study better; they do not understand the problems of children); with teachers (he treats badly; gives marks unfairly, etc.)

The second area of ​​painful experiences is associated with a variety of educational problems - poor grades, level of knowledge, attitude to academic disciplines (what is useful, what is not); need to go to school, unwillingness to study; how and where to write off; how to get a good mark; how to mislead the teacher. It should be noted that experiences on educational and communicative topics, according to teachers, occupy a clear leading position and share the first and second (rarely third) places in the problem field of high school students: if the respondent indicates an educational problem as the “most important”, then it is very likely that that he puts communication in second place, and vice versa.

A little less often, a third area of ​​experience is singled out, which can be designated as “search for one’s place in life - in the future and present” (future profession; choice of subjects for entering a university; ways to get further education; passing exams, entering a university).

Rare, "single" responses are also of interest. So, some teachers believe that most of all high school students are forced to experience reflections on the reasons for their loneliness; lack of time (conflict between study and communication), as well as their own disorganization, inability to choose the main thing and concentrate on it. Rare opinions include highlighting worries about fatigue (“lack of sleep”), material security of the family and pocket money; leisure (how to spend free time). There is also a category of "very rare" opinions. We attributed four answers to it - feelings about appearance (1 person); worries about the lack of self-control (1 person); the problem of the mirror self - how I look; will I not be a white crow; do I seem funny; suddenly they don’t understand me (1 person) and worries about “why do I need this” (1 person). Of particular note are the answers of three respondents who interpreted the question about “problems of high school students” as “problems with high school students” and offered moralizing and accusatory options (they can’t navigate the environment; permissiveness, disorganization; lack of norms of behavior, etc.). So, we must admit that not all of the interviewed teachers were able to cope with the first task.

At the second stage, the respondents were asked to “transfer with their thoughts and feelings” to their school youth and recall the problems that made them suffer and worry in those years. Respondents were asked to record pleasant and unpleasant experiences of that time. We were interested in the extent to which ideas about the problems of students and memories of their own problems coincide. In addition, I wanted to know if the actualization of past experiences can help the process of social perception. To this end, after fixing their memories, the group members were given the opportunity to make adjustments to the answers to the question of what problems and difficulties high school students face.

The most common responses to pleasurable experiences were “friendship,” “love,” “first love,” and “peer relationships.” The second place in the retrospectives is occupied by pleasant memories of one's own success - successes in studies, sports, art, social and Komsomol work are noted. Another positive area is related to leisure - teachers recall their experiences about holidays with family and friends, work and leisure camps, extracurricular activities, trips, hikes, school evenings, circles in the House of Pioneers, etc. Some people classify their relationship with their parents as a pleasant experience; and even in general all school years; active lifestyle; desire to know the security system; graduation. At this stage, defense options are also fixed - one person did not answer this question at all; one teacher wrote that she had pleasurable experiences, and another indicated that she had seven, but did not name them.

Among the common remembered problems (negative experiences), two stand out. The first is a complex of experiences associated with the lack of mutual understanding with the teacher; attitude to the subject; disappointment in adults (teachers); boredom, melancholy in some lessons. The second set of problems is related to intimate-personal communication. Until now, with pain, resentment against friends and relatives is remembered; lies, betrayal, lack of reciprocity; misunderstanding etc. . Some note that they experienced bitter feelings in connection with love, two people wrote that love and falling in love were remembered as experiences of happiness and suffering. In addition, I remember unpleasant experiences due to lack of time (for homework and hobbies), headaches; poverty, loss of loved ones, very cruel treatment of the mother. Numerous defensive reactions testify to the severity of experiences. Of the 23 respondents, three people noted the very fact of unpleasant experiences without naming them; one person replied "I don't remember" and another left the question unanswered.

For a third of the participants, remembering their experiences served as a kind of catalyst for understanding the problems of students: many additions were made to the answers to the corresponding question.

Note that the resulting “problem sheet” does not reflect spiritual, ethical, worldview searches (which, according to S. Buller, M. M. Rubinstein, V. V. Zenkovsky, I. specific for this age), Another feature is the very weak representation of experiences that accompany self-knowledge.

At the final stage of the study, a collective construction of the high school student's problem field was carried out. All problems were recorded on separate cards and then combined, generalized and structured in accordance with the scheme of the I concept into such blocks as I am physical (health, appearance, clothes), I am mental (abilities, habits), I am social, I am spiritual, I am real , I am the future, etc. In the process of group discussion, relying on their ideas and exchanging their memories, the participants came to deepen and enrich their vision of the high school student's problem field.

The proposed method can be used both for research and practical purposes. In the first case, the departure from traditional methods of questioning and testing makes it easier for the psychologist to work with teachers. In the second case, the results of a collective and individual search are useful in analyzing the relationship between a teacher and a student, as well as designing an individual educational space for a high school student.

Bibliography

Which young people experience in communication with their parents and those adults on whom they depend to some extent. So, summing up the main provisions on the problem of studying the needs for achievements among bilingual high school students, we can draw the following conclusions: 1. Bilingualism is defined as the ability to speak two or more languages. There are natural (domestic) and artificial (educational) ...

Behavior, perfectly know their subject and teaching methods, have a high moral character). The authority of the teacher-educator also depends on the style of interaction between the teacher and the students. Thus, it characterizes the democratic style of pedagogical interaction, it can be emphasized that it is the most acceptable in the implementation of the educational process. Teacher, ...