Scientific director and co-director of research projects. Pedagogical psychology

Professor of the Department of Developmental and Educational Psychology, Doctor psychological sciences, honored worker high school RF, honorary professor of the Russian State Pedagogical University named after. A.I. Herzen

Scientific interests.

Specialist in the field of developmental and educational psychology:

psychology of forecasting and its development in ontogenesis,
mental problems teenagers
innovative technologies in education,
psychological training bachelor of education.

Regush Lyudmila Aleksandrovna graduated Faculty of Education LGPI named after. A.I. Herzen in 1966, in 1972 - graduate school in the department of psychology. In 1972 she defended her PhD thesis on the topic “Development of generalization in junior schoolchildren in conditions of programmed training"; in 1985 - doctoral dissertation on the topic: “Development of the ability to forecast in the learning process.” Since 1986 has academic title professor. Experience scientific and pedagogical activity - 50 years. Experience pedagogical work at the university - 51 years old, all these years the main place of work is the Russian State Pedagogical University named after. A.I. Herzen. Head of the Department of Developmental and Educational Psychology (from 1991 to 2010). Chairman Dissertation Council for the defense of dissertations at the Russian State Pedagogical University named after. A.I. Herzen (1991-2010), member of 2 Dissertation Councils.

Scientific supervisor and co-director research projects:

« Life problems adolescents and ways to resolve them” Cross-cultural research (St. Petersburg - Potsdam, Germany, 1993-2000). Leaders: L.A. Regush, B. Kirsch;
"Adolescent in an era of change: determinants of life problems of adolescents 1993-2001." Grant of the Russian Humanitarian Foundation, 2002. Head: L.A. Regush;
“Video archive of intercultural communication”. International project 2005-2010. (Germany, Institute of Slavic Studies of the University of Potsdam). Leaders: Dr. Rolf-Rainer Lamprecht, Regush L.A., Zaichenko T.P.
“Regulation of self-presentation in a virtual environment: theory and practice”, 2005-2010 International project (Germany, Institute of Slavic Studies of the University of Potsdam) leaders: , Dr. Rolf-Rainer Lamprecht, Regus L.A. , Zaichenko T.P.
« Psychological problems adolescents and youth in social and individual contexts: standardization of study methods.” Grant of the Russian Humanitarian Foundation (2012, 2013, 2014) - project manager Regush L.A.;
Leader and participant in the creation of the concept and educational and methodological complex of discipline “Psychology” for 3rd generation standards in the direction of “Bachelor of Education”.

Awarded medals"For the best scientific student work"(1967) - Ministry of Education of the USSR, "In memory of the 300th anniversary of St. Petersburg" (2003); “Badge of Honor” (Medal of the Russian State Pedagogical University named after A. I. Herzen, 2007); “For merits in education and science” (Medal of the Russian State Pedagogical University named after A.I. Herzen, 2013). "Excellent student public education"(1984); Laureate of the National professional psychological competition "Golden Psyche" based on the results of 2005 in the nomination " Best Project 2005 in psychological science" (project manager); Honored Worker of Higher School of the Russian Federation (1998), Honorary Professor of the Russian State Pedagogical University named after. A.I. Herzen (2003).

Main published works (2005-2017):

A teenager in an era of change (Life problems of teenagers in St. Petersburg) // Psychology of a modern teenager. Ed. L.A. Regush., St. Petersburg, 2005. - P.7-27.
Regush L.A. Problems of mental development and their prevention, St. Petersburg, 2006. - 246 p.
Regush L.A., Rean A.A. , Rogov E.I. Practice-oriented concept psychological preparation teacher // Bulletin practical psychology Education No. 1, 2007. -P. 39-42
Regush L.A. Workshop on observation and observation. S. 2nd edition. St. Petersburg 2008-208s.
Author and scientific editor of a series of books devoted to the life problems of adolescents (1993-2001) and the development of technologies psychological assistance them.
Regush L.A. Life problems as an indicator of the influence of society // Mental development of a person and social influences. Collective monograph. Scientific editor L.A. Regush. St. Petersburg 2010. -S. 7-22.
Pedagogical psychology: Tutorial. Ed. L. Regush, A. Orlova. - St. Petersburg: Peter, 2010. - 414 p.
The discipline “Psychology” in third generation standards: concept, sample programs. Tutorial. Ed. L.A. Regush.- St. Petersburg. Publishing house of the Russian State Pedagogical University named after. A.I. Herzen, 2011 -114 p.
Regush L.A. , Alekseeva E.V. Orlova A.V. , Pezhemskaya Yu.S. Psychological problems of student youth (St. Petersburg 2012-2013) // University scientific journal, 2013 No. 6. - pp. 134-143.
Regush L.A. Psychological training in the system of multi-level pedagogical education ( historical essay) / Continuing Education V modern world: from exploratory search to productive solutions. - part 2 - St. Petersburg: Publishing house of the Russian State Pedagogical University named after. A.I. Herzen, 2013
Regush L.A., Alekseeva E.V., Orlova A.V. , Pezhemskaya Yu.S. Psychological problems of youth: standardized methodology” Publishing house of the Russian State Pedagogical University named after. A.I. Herzen. St. Petersburg 2013. - S-34.
Regush L, A. ,Alekseeva E.V., Orlova A.V. , Pezhemskaya Yu.S. Psychological problems of student youth (St. Petersburg 2012-2013) // University scientific journal, 2013 No. 6 -. pp. 134-143
Regush L.A. ,Alekseeva E.V., Orlova A.V. , Pezhemskaya Yu.S. Diagnosis of psychological problems of adolescents // Zh. Psychological diagnostics, 2014, No. 1. - P. 86-107.
Regush L.A. Dynamics of psychological problems of St. Petersburg teenagers (1993-2012).// //Collection of reports at the All-Russian scientific-practical conference With international participation“Children and society: social reality and innovations” (October 23-24, 2014) M.-, 2014. - P.184-191
Regush L.A. Research on predictive ability in the context of the traditions of the Department of Psychology of the Russian State Pedagogical University named after. A.I. Herzen // Continuity of psychological science in Russia: traditions and innovations. Collection of materials P international scientific and practical conference dedicated to the 90th anniversary of the Department of Psychology of the Russian State Pedagogical University named after. A.I. Herzen. - St. Petersburg: Publishing house of the Russian State Pedagogical University named after. A.I. Herzen, 2015. -S. 54-63
Regush L.A. Warning capabilities crisis situations in the educational environment //Social and human sciences Far East, issue: Psychology of human security. Khabarovsk. No. 3 2015. - pp. 11-15
Regush L.A. Social perception as the basis for empirical forecasts in teaching activities. In the book: Socio-psychological perception in the education system. Monograph. /Under the general and scientific editorship of V. L. Sitnikov, scientific editor - L. A. Regush. - SPb.: “ELVI-Print”, 2016 - P.21-60
Regush L.A. , Ermilova E.E. Professional choice of undergraduate graduates as a solution to a prognostic problem.// Education and Science 2017. Volume 19 No. 8. P.75-90
Psychological problems of Russian teenagers (1993-2013) Ed. L.A. Regush - St. Petersburg: “Elvi - Print”, 2017 - 297 p. Has 200 published works.

Scientific guidance

Supervisor - 33 defended candidate dissertations, scientific consultant - 5 doctoral dissertations: Karandashev Yu.N., Baeva I.A. , Flotskaya N.Yu., Bendyukov M.A., Postnikova M.I.

Pedagogical psychology. Ed. Regush L.A., Orlova A.V.

St. Petersburg: 20 1 1. - 4 16 s.

The textbook reveals the subject and main content of educational psychology, and examines the most important issues in the psychology of learning and education. You will learn what psychological problems a teacher faces in his work, what principles developmental education is built on, and what the psychological determinants of educational activity are. The book describes in detail the path of development of a person’s personality under the influence of training, upbringing and environment. Theoretical material The manual is harmoniously combined with answers to current practical needs of the modern education system: the authors pay great attention technologies for solving professional pedagogical problems. Each chapter of the manual includes a list of concepts that must be mastered, tasks for mastering the presented material, lists of recommended literature and questions for self-test. The textbook is addressed to bachelors and masters in areas of pedagogical training, teachers, as well as specialists in the field of education: teachers, school psychologists, methodologists, specialists in additional education, organizers of various educational projects etc.

Format: pdf

Size: 1.9 MB

Watch, download: drive.google

TABLE OF CONTENTS
Instead of an introduction. What is educational psychology? 7
Purpose (mission) of educational psychology 7
Areas of application of educational psychology 10
Subject and main problems of educational psychology 11
Methods of educational psychology 13
Teacher and educational psychologist: basics of mutual understanding 15
Psychological preparation of teachers and Teacher Education psychologists 18
Section I. Psychological characteristics of the educational environment 25
Chapter 1.1. Psychological safety of the educational environment 26
1.1.1. Basic approaches to revealing the concept of “educational environment”, typology and structure of the educational environment 26
1.1.2. Psychological safety and educational environment 31
1.1.3. Modeling and technologies for creating psychological safety in the educational environment 36
1.1.4. Technologies for creating psychological safety in the school educational environment 41
Chapter 1.2. Psychological health of participants in the educational process 49
1.2.1. The concept of psychological health 49
1.2.2. Psychological health of schoolchildren and the educational process 55
1.2.3. Psychological health of a teacher and its impact on the educational process 59
1.2.4. Three-level analysis psychological health participants in the educational process 62
Chapter 1.3. Psychodiagnostic activity in an educational environment 72
1.3.1. The place of psychological diagnostics in the structure of pedagogical work 72
1.3.2. Specifics of psychodiagnostic activity in an educational environment 77
1.3.3. Psychological diagnosis 83
1.3.4. Organization of the psychodiagnostic process in the educational environment 91
1.3.5. Instrumental support for psychodiagnostic activities 100
Section II. Developmental education 117
Chapter 2.1. Psychology of learning 118
2.1.1. Learning Objectives 118
2.1.2. The relationship between training and development 122
2.1.3. Learning as a process of information transfer 125
2.1.4. Communicative essence of learning 128
2.1.5. Managing the learning process 133
Chapter 2.2. Models of learning and characteristics of mechanisms for appropriating experience 139
2.2.1. Associative learning model 140
2.2.2. Cognitive learning model 152
Chapter 2.3. Developmental opportunities various models training 162
2.3.1. Training and development 162
2.3.2. Cybernetic model of learning. Control mental activity students 165
2.3.3. Distance learning How modern model training 168
2.3.4. Cognitive model of learning and technology problem-based learning 170
2.3.5. Communicative model of teaching and techniques of “dialogical teaching” 172
Chapter 2.4. Psychological characteristics of learning technologies 178
2.4.1. Psychological essence educational technologies 178
2.4.2. Technology "Development" critical thinking"and its possibilities for improving the cognitive sphere and personality 183
2.4.3. Developmental technology “Step by step” ( before school age) 186
2.4.4. Technologies of developmental education in primary school 189
2.4.5. Technology of pedagogical workshops (primary school) 193
2.4.6. Design and research activities students (senior school age) 197
Section III. Student - subject educational activities 203
Chapter 3.1. Learning activities 204
3.1.1. The concept of educational activity and its specificity 204
3.1.2. The structure of educational activities and their mastery by schoolchildren 206
3.1.3. The role of metacognition processes in mastering learning activities 209
3.1.4. Learning task in the structure of educational activities 215
Chapter 3.2. Motivation for learning activities 220
3.2.1. The concept of motives for educational activities 220
3.2.2. Stages of motivation formation 222
3.2.3. Motives and needs 224
3.2.4. External reinforcements and motivation 227
3.2.5. Motivation management in the educational process 230
3.2.6. Formation of motives for educational activities of schoolchildren 240
Chapter 3.3. Control and evaluation in educational activities 246
3.3.1. Kinds feedback in educational activities and their significance 247
3.3.2. The formation of self-control in educational activities 249
3.3.3. Pedagogical assessment: the difference between an assessment and a mark, types of assessments, the formation of self-esteem in educational activities 250
3.3.4. Psychological analysis of the content and forms of assessment in teaching activities 255
Chapter 3.4. Psychological determinants success and failure in educational activities 263
3.4.1. The concept of academic performance 263
3.4.2. Psychological reasons failure 266
3.4.3. “Learned helplessness” and its consequences 273
3.4.4. Psychological and pedagogical support for schoolchildren with learning difficulties 276
Chapter 3.5. Individualization and differentiation of training: taking into account age, gender and individual characteristics students 288
3.5.1. Age characteristics of schoolchildren and their consideration in education 289
3.5.2. Taking into account gender characteristics in education 299
3.5.3. Individual characteristics and their consideration in training 301
3.5.4. Cognitive styles as a reflection of individual characteristics of mastering educational material 302
3.5.5. The relationship of cognitive styles with each other and with other psychological characteristics 304
3.5.6. Taking into account cognitive styles in learning 306
Section IV. Psychological problems of teacher activity 313
Chapter 4.1. Psychology of education and self-education 314
4.1.1. Education - definition of the concept, purpose and objectives of education. Main ideas and controversies modern education 314
4.1.2. The relationship between training and education 318
4.1.3. Psychological theories education 319
4.1.4. Psychological patterns education 322
4.1.5. Contents and directions of education 324
4.1.6. Moral education 329
4.1.7. Theory and methods of education I. P. Ivanova 333
4.1.8. Self-education 337
Chapter 4.2. Teacher and student: communication and cooperation in the educational process 342
4.2.1. Pedagogical communication 342
4.2.2. Basic Components of Communication 343
4.2.3. Establishing and maintaining contact 346
4.2.4. Ways to increase the effectiveness of mutual understanding between teachers and children's groups 348
4.2.5. Friendship and psychological climate as a result of relationships in the group 353
4.2.6. Conflicts at school, their prevention and resolution 356
4.2.7. Manipulation at school 360
Chapter 4.3. Psychological problems of mastering the pedagogical activity of a teacher 368
4.3.1. Professional development teachers 368
4.3.2. The influence of professionalization on changes in the personality of a teacher 371
4.3.3. Characteristics of a teacher’s professional identity 374
4.3.4. Problems young teacher during the adaptation period 377
4.3.5. Forecasting in teaching 385
Chapter 4.4. Professional pedagogical consciousness and self-awareness 396
4.4.1. Professional pedagogical consciousness 396
4.4.2. Conceptual model pedagogical process as structural component professional consciousness 398
4.4.3. Pedagogical process and its representation in the mind of the teacher 403
4.4.4. The image of a student and the image of a teacher in the professional consciousness of a teacher 406
4.4.5. Professional identity teacher and his development 408

The textbook reveals the subject and main content of educational psychology, and examines the most important issues in the psychology of learning and education. You will learn what psychological problems a teacher faces in his work, what principles developmental education is built on, and what the psychological determinants of educational activity are. The book describes in detail the path of development of a person’s personality under the influence of training, upbringing and environment. The theoretical material in the manual is harmoniously combined with answers to current practical queries modern system education: the authors pay great attention to technologies for solving professional pedagogical problems. Each chapter of the manual includes a list of concepts that must be mastered, tasks for mastering the presented material, lists of recommended literature and questions for self-test.
The textbook is addressed to bachelors and masters in the following areas: teacher training, teachers, as well as specialists in the field of education: teachers, school psychologists, methodologists, specialists additional education, organizers of various educational projects, etc.

Areas of application of educational psychology.
Psychologists specializing in educational psychology teach this subject at universities and institutes and are research assistants research institutes and laboratories, but most of them are school psychologists. According to X. Remschmidt (Remschmidt X., 1994), about 40% of outpatient visits to a psychiatrist at school age, as well as psychological and pedagogical consultations, are related to school problems. Educational psychologists can collaborate not only with schools and other educational institutions, but also with hospitals and institutions that provide various kinds custody where they spend psychological research, interpret the results of individual and group tests, provide advice on a variety of problems related to educational activities, choice of profession and personal adaptation of children.

The results of psychological and pedagogical research are used in the design of teaching content and methods, the creation of teaching aids, and the development of diagnostic tools and correction of mental development.

The study of educational psychology in itself does not provide a recipe on how to become school psychologist or a good teacher. The teacher has to face very real limitations in his work. So. student groups are organized into classrooms, and often the number of students in them is relatively large, and teaching and learning are limited, so to speak, by the walls of the classroom. What needs to be taught is usually predetermined school curriculum or training course, and the amount of time during which training takes place is limited to the hours allocated for school lessons, and a calendar counted in days, weeks, semesters and years spent at school.

TABLE OF CONTENTS
Instead of an introduction. What is educational psychology? 7
Purpose (mission) of educational psychology 7
Areas of application of educational psychology 10
Subject and main problems of educational psychology 11
Methods of educational psychology 13
Teacher and educational psychologist: basics of mutual understanding 15
Psychological training of teachers and pedagogical education of psychologists 18
Section I. Psychological characteristics of the educational environment 25
Chapter 1.1. Psychological safety of the educational environment 26
1.1.1. Basic approaches to revealing the concept of “educational environment”, typology and structure of the educational environment 26
1.1.2. Psychological safety and educational environment 31
1.1.3. Modeling and technologies for creating psychological safety in the educational environment 36
1.1.4. Technologies for creating psychological safety in the school educational environment 41
Chapter 1.2. Psychological health of participants in the educational process 49
1.2.1. The concept of psychological health 49
1.2.2. Psychological health of schoolchildren and the educational process 55
1.2.3. Psychological health of a teacher and its impact on the educational process 59
1.2.4. Three-level analysis of psychological health of participants in the educational process 62
Chapter 1.3. Psychodiagnostic activity in an educational environment 72
1.3.1. The place of psychological diagnostics in the structure of pedagogical work 72
1.3.2. Specifics of psychodiagnostic activity in an educational environment 77
1.3.3. Psychological diagnosis 83
1.3.4. Organization of the psychodiagnostic process in the educational environment 91
1.3.5. Instrumental support for psychodiagnostic activities 100
Section II. Developmental education 117
Chapter 2.1. Psychology of learning 118
2.1.1. Learning Objectives 118
2.1.2. The relationship between training and development 122
2.1.3. Learning as a process of information transfer 125
2.1.4. Communicative essence of learning 128
2.1.5. Managing the learning process 133
Chapter 2.2. Models of learning and characteristics of mechanisms for appropriating experience 139
2.2.1. Associative learning model 140
2.2.2. Cognitive learning model 152
Chapter 2.3. Developmental capabilities of various training models 162
2.3.1. Training and development 162
2.3.2. Cybernetic model of learning. Managing students' mental activity 165
2.3.3. Distance learning as a modern learning model 168
2.3.4. Cognitive model of learning and problem-based learning techniques 170
2.3.5. Communicative model of teaching and techniques of “dialogical teaching” 172
Chapter 2.4. Psychological characteristics of learning technologies 178
2.4.1. Psychological essence of educational technologies 178
2.4.2. Technology “Development of critical thinking” and its possibilities for improving the cognitive sphere and personality 183
2.4.3. Developmental technology “Step by step” (preschool age) 186
2.4.4. Technologies of developmental education in primary school 189
2.4.5. Technology of pedagogical workshops (primary school) 193
2.4.6. Technologies for project and research activities of students (senior school age) 197
Section III. The student is the subject of educational activity 203
Chapter 3.1. Learning activities 204
3.1.1. The concept of educational activity and its specificity 204
3.1.2. The structure of educational activities and their mastery by schoolchildren 206
3.1.3. The role of metacognition processes in mastering learning activities 209
3.1.4. Learning task in the structure of learning activities 215
Chapter 3.2. Motivation for learning activities 220
3.2.1. The concept of motives for educational activities 220
3.2.2. Stages of motivation formation 222
3.2.3. Motives and needs 224
3.2.4. External reinforcements and motivation 227
3.2.5. Motivation management in the educational process 230
3.2.6. Formation of motives for educational activities of schoolchildren 240
Chapter 3.3. Control and evaluation in educational activities 246
3.3.1. Types of feedback in educational activities and their significance 247
3.3.2. The formation of self-control in educational activities 249
3.3.3. Pedagogical assessment: the difference between an assessment and a mark, types of assessments, the formation of self-esteem in educational activities 250
3.3.4. Psychological analysis of the content and forms of assessment in teaching activities 255
Chapter 3.4. Psychological determinants of success and failure in educational activities 263
3.4.1. The concept of academic performance 263
3.4.2. Psychological reasons for academic failure 266
3.4.3. “Learned helplessness” and its consequences 273
3.4.4. Psychological and pedagogical support for schoolchildren with learning difficulties 276
Chapter 3.5. Individualization and differentiation of education: taking into account the age, gender and individual characteristics of students 288
3.5.1. Age characteristics of schoolchildren and their consideration in education 289
3.5.2. Taking into account gender characteristics in education 299
3.5.3. Individual characteristics and their consideration in training 301
3.5.4. Cognitive styles as a reflection of individual characteristics of mastering educational material 302
3.5.5. The relationship of cognitive styles with each other and with others psychological characteristics 304
3.5.6. Taking into account cognitive styles in learning 306
Section IV. Psychological problems of teacher activity 313
Chapter 4.1. Psychology of education and self-education 314
4.1.1. Education - definition of the concept, purpose and objectives of education. Basic ideas and contradictions of modern education 314
4.1.2. The relationship between training and education 318
4.1.3. Psychological theories of education 319
4.1.4. Psychological patterns of education 322
4.1.5. Contents and directions of education 324
4.1.6. Moral education 329
4.1.7. Theory and methods of education I.P. Ivanova 333
4.1.8. Self-education 337
Chapter 4.2. Teacher and student: communication and cooperation in the educational process 342
4.2.1. Pedagogical communication 342
4.2.2. Basic Components of Communication 343
4.2.3. Establishing and maintaining contact 346
4.2.4. Ways to increase the effectiveness of mutual understanding between teachers and children's groups 348
4.2.5. Friendship and psychological climate as a result of relationships in a group 353
4.2.6. Conflicts at school, their prevention and resolution 356
4.2.7. Manipulation at school 360
Chapter 4.3. Psychological problems of mastering the pedagogical activity of a teacher 368
4.3.1. Professional development of a teacher 368
4.3.2. The influence of professionalization on changes in the personality of a teacher 371
4.3.3. Characteristics of a teacher’s professional identity 374
4.3.4. Problems of a young teacher during the adaptation period 377
4.3.5. Forecasting in teaching 385
Chapter 4.4. Professional pedagogical consciousness and self-awareness 396
4.4.1. Professional pedagogical consciousness 396
4.4.2. Conceptual model of the pedagogical process as a structural component of professional consciousness 398
4.4.3. The pedagogical process and its representation in the mind of the teacher 403
4.4.4. The image of a student and the image of a teacher in the professional consciousness of a teacher 406
4.4.5. Professional self-awareness of a teacher and its development 408.

Regush Lyudmila Alexandrovna
Doctor of Psychological Sciences, Professor, Russian State Pedagogical University them. A.I. Herzen, St. Petersburg
schuger @mail.ru

Alekseeva Elena Vyacheslavovna

[email protected]

Orlova Anna Valerievna
Candidate of Psychological Sciences, Associate Professor, Russian State Pedagogical University named after. A.I. Herzen, St. Petersburg
[email protected]

Pezhemskaya Yulia Sergeevna
Candidate of Psychological Sciences, Associate Professor, Russian State Pedagogical University named after. A.I. Herzen, St. Petersburg
[email protected]

Psychological problems of adolescents studying in different types of schools

Annotation:
the article presents comparative analysis psychological problems of adolescents aged 13-16 who study in different types of schools in St. Petersburg. The content and degree of concern about the problems were studied using the “Psychological Problems of Adolescents” methodology.

Keywords:
psychological problems, teenager, areas of problematic experiences, types of schools.

The problem, the results of which are presented in this and previously published articles, is as follows. Since the beginning of the 90s, a service for psychological support for children and adolescents has been developing in Russia. One of the areas of this work is assistance in resolving psychological problems that create difficulties for adolescents in communication, educational activities, self-esteem, etc. Knowledge of the content of these problems is the condition that can ensure targeted and focused work of specialists or parents on psychological support and helping teenagers. Characteristics of the life problems of adolescents in conditions of variability (differentiation) of education can become the basis for the development of a domestic differential psychology teachings and technologies of psychological assistance in their resolution.

General hypothesis research into psychological problems of adolescents was that the content of psychological problems and the degree of concern with them are socially determined - economic conditions accommodation for teenagers. This hypothesis has been studied, the results are reflected in publications, etc. This article presents the results of testing a particular hypothesis that appeared in connection with the active differentiation of school educational institutions and has not been previously verified. We assumed that the psychological problems of adolescents in terms of content and degree of concern for them are determined not only by age and gender differences, but also by the type of educational institution in which they study.

The study of this hypothesis has practical significance, because will allow us to see the mental state of students studying in educational institutions of various types and, possibly, the psychological “price” that they “pay” for certain educational services. An indicator reflecting this state will be the level of problematic concern of students in a particular area of life.

Research methodology

The study of the content and degree of concern about the problems was carried out using the “Psychological problems of adolescents” (PPP) method. The study involved adolescents aged 13-16 years studying in educational institutions in St. Petersburg.

4 types of schools were selected: private schools, gymnasiums, rural/suburban schools, and comprehensive schools.

Samples for comparison were formed using a generator random numbers and equalized by gender and age.

Fundamental differences selected educational institutions can be considered on several grounds.

Firstly, according to the specifics of the educational program and the level of requirements. Training in comprehensive city school carried out according to standard state program without in-depth study of any subjects. Any student living in close proximity to the school can enroll in this school.

Gymnasium- educational institution with in-depth study humanities. The gymnasium is characterized by an increased level of complexity of programs, a heavy workload, high level students' knowledge. Admission to the gymnasium is carried out on a competitive basis for schoolchildren starting from the 5th grade.

Although the standard of education for rural and urban schools is the same, however, the quality of education of graduates rural schools when entering universities, one often finds oneself lower than one’s urban peers, which may be due tothe specifics of the teacher’s pedagogical activity. Shortage teaching staff leads to the fact that in some cases teachers teach subjects outside their specialty. In rural school conditions, the situation with improving the qualifications of teachers and exchanging experience in teaching and educational work is much more complicated.

Private school – non-stategeneral education an institution owned by private individuals, charitable, religious, educational organizations, foundations, financially independent from the state, whose educational activities are financed from various social sources.Private schools, as a rule, have individual educational programs, teaching methods, and often a special knowledge assessment system.

Secondly, schools are different according to the characteristics of the educational environment. Wednesday secondary school can be characterized as indifferent, generally conducive to general development within educational process, but does not have a pronounced impact on the development of any orientation of the teenager.

In the gymnasium The educational environment is clearly stimulating and creates an orientation towards success, achievement and career growth. A special feature of studying at a gymnasium is the focus on obtaining higher education and preparation for it.

Private school strives to create a comfortable environment that meets the requirements of psychological safety in the interaction between teachers and students; meet current social and personal needs, take care of health and physical development students.

The specificity of the educational environment of a rural school is largely determined by proximity to nature and the presence of personal subsidiary farms, which contributes students' acquisition of more conscious natural science knowledge, their formation ecological culture and involvement in feasible work activities.

Third, in different types of schools is not the same the degree of expression of an individual approach to the student. We can say that the individual approach is maximum in a private school and minimal in a comprehensive city school. Education in a gymnasium is positioned as education based on flexible forms of organizing the educational process, focused on personal abilities students and their development through different kinds activities that allow students the right to choose; d dividing classes into two or even three subgroups when studying a number of subjects.

Since the ability to carry out an individual approach is often determined by the number of students in the class, and in rural schools it is allowed to open small classes, and in most of them there are no parallel classes, then education in rural schools, due to their small number, also allows for an individual approach to the student. But, inUnlike city schools, the microdistrict served by a rural school is much wider; for secondary schools it can be dozens square kilometers. All this requires teaching staff significant expenditure of effort to ensure that children attend school and extracurricular activities on time. At the same time, in a small class there is often an increased sense of anxiety, psychological, emotional, and sometimes intellectual overload of students, which is associated with constant monitoring and assessment of students’ knowledge.

Fourth, schools are different according to some social characteristics families. For example, parental wealth is higher in private schools; in the gymnasium there are significantly more only children in the family and more parents with higher education, accordingly, the level of aspirations is higher in the context of the level of education; in rural schools there are more large families with low incomes and fewer parents with higher education.

results

The technique allows you to determine the level of problematic concern, which is expressed in points from 1 to 5, in various areas the lives of students associated with school, with attitudes towards the future, with relationships with peers, with the parental home, with attitudes towards themselves, with leisure time, with health and the life of society (the data obtained are presented in Table 1).

Table 1. Psychological problems of adolescents from different types of schools, (score in points)

Type of school	Average values Problems:								general indicator problematic concerns
	with school	with the future	with parents	with peers	with myself	with leisure	with health	society	median	average
gymnasiums	2,31	2,46	2,23	1,50	2,00	1,78	2,22	2,92	2,28	2,32
rural	2,77	2,46	2,69	2,20	2,64	2,11	2,56	3,08	2,33	2,62
private	2,15	2,23	2,08	2,00	2,71	1,89	2,11	3,08	2,51	2,45
general education	3,00	2,46	2,62	1,90	2,64	2,56	2,33	3,42	2,65	2,60
average	2.55	2.40	2.40	1.90	2.49	2.08	2.30	Z.12

When filling out the survey form, schoolchildren are assessed for 10-12 difficult life situations in each area of life, and based on these data, the average score of problematic concerns is determined.

We have the opportunity to compare the data obtained with those that characterized the psychological problems of adolescents ten years ago (2002 sample). The result of this comparison allows us to state the following.

Changing socio-economic conditions in Russia and St. Petersburg in particular have led to changes in the content of problematic experiences, as well as in the degree of their severity. Teenagers began to worry about those areas of life that were not previously part of their interests and experiences. There was concern about health problems and problems occurring in society. In the surveyed sample, concern about problems occurring in society is at the highest level. And this is typical for schoolchildren studying in different types of schools. But the problem of relationships with parents, which in the 90s - 2000s was one of the most pressing for Russian teenagers, has now fallen to 4-6 ranking places. Behind these data you can see a development trend psychological culture parents, as well as the results of the work of educational psychologists in recent decades. What is common among adolescents studying in different types of schools is that they experience fewer problems in relationships with peers (lowest problem concern score). This data also characterizes changes in the psychology of modern adolescents. All previous studies have found that relationships with peers are very relevant. Probably, the nature of communication is changing, it is becoming more formalized, it is possible to satisfy the need for communication in a virtual environment, the status acquired there becomes personally significant for adolescents, success in online games replaces real social achievements, and this makes it possible to protect themselves from the problems of real interaction.

How do data collected from students in different types of schools differ?

Of interest are the differences in ratings of problem areas. Table 2 shows that “priorities” are very different in different types of schools. If we ignore the first place of “Problems related to the development of society”, which firmly occupies first place in all groups, we get the following.

Gymnasium students are concerned, first of all, with the problems of their own future, school And homemade problems. For our study, we chose a fairly popular gymnasium in the city. She is preferred by parents and children who have certain ambitions. Teachers in such educational institutions are usually concerned with image problems educational institution in the region and city. Therefore, students develop (and sometimes purposefully create) a feeling of their own “chosenness,” “exclusivity” against the background of their peers who are less fortunate in the educational sense. Specific fears appear: “where to go,” “what if I don’t get in and end up worse than others.” In general, such fears are typical for most high school students, but we believe that in educational institutions higher level they appear earlier, because reinforced by the expectations of teachers and parents. In this regard, we can expect increased educational pressure from adults and, as a consequence, an increase in conflict and tension in relationships with them.

Types of schools	Rating Problems
	with school	with the future	with parents	with peers	with myself	with leisure	with health	society
gymnasiums	3	2	4	8	6	7	5	1
rural	2	6	3	7	4	8	5	1
private	4	3	6	7	2	8	5	1
general education	2	6	4	8	3	5	7	1

For secondary school students, priorities are distributed as follows: school problems, problems with yourself, problems with parents. In such schools, as a rule, there is a fairly large stratification between those for whom education is a value. and those to whom it is indifferent and even interferes. Teachers here are often faced with the problem of a lack of educational motivation, large social and individual differences, and ethnic problems, and therefore often use unconstructive means of managing the classroom and building relationships with students. Perhaps the area of “Problems with oneself” comes to one of the first places here in connection with the need for self-affirmation and the need to adapt to changes at the physiological and psychological levels inherent in age.

In a rural (suburban) school, a similar trend is observed, only the ratings of problems with parents and problems of one’s own self are swapped. The population in a school of this type is similar to a general education one. The difference lies in the size and number of classes, as well as the spread and specificity of students’ places of residence. It can be assumed that the slightly greater severity of problematic concerns in relations with parents is due to a greater number of household responsibilities associated with living primarily in the private sector (although it can be seen that the difference in absolute values is insignificant).

In private schools, problems with oneself, problems of the future and problems related to school become priorities. It is significant here that the indicator of problematic concern in the sphere of “I” differs significantly in absolute value from all others (except for problems of society), which we do not observe in other types of schools. This fact allows us to make the assumption that education in a private school, focused on an individual approach to students, has a positive impact on the development of reflection, which during this period of life can manifest itself as an experience internal problems and contradictions, dissatisfaction with oneself, etc. In this sense, problems associated with the future are a logical continuation of self-knowledge and self-understanding (not only “What am I?”, but also “What is my place in the world?”). Here, an indicative shift is one of last places problems associated with the parental home. In the schools we surveyed, there are mainly children whose parents are not only concerned about problems with their academic performance, discipline or individual characteristics, but are also trying to find constructive ways to overcome, help and support. Probably, their relationships with children in most cases are less role-based, more personality-oriented and trusting. Although the option cannot be ruled out when sending a child to a private school is considered as relinquishing parental (educational) functions and almost completely transferring them to an educational institution. And if they do not need emotional support or find it on the side, then the relationship becomes more pragmatic.

Analysis of absolute values of problematic concerns in various fields life of adolescents (Table 3) shows that no significant differences were found between the median values for students in general education and rural schools.

Data gymnasium students, on the contrary, has significant differences with data from students in other types of schools. In case of private school this concerns only the sphere of “I”. It is possible that gymnasium education is more focused on intellectual development than personal development. Students are more concerned with their own academic achievements and relationships than inner world. And the cognitive-oriented approach to teaching does not contribute much to the development of reflection in relation to one’s own personality, in contrast to the individual-personal approach used in private schools.

Table 3. Areas of problems in which significant differences were found between students of different types of schools (according to the Mann-Whitney test)

Type of school	gymnasiums	rural schools	secondary schools	private schools
gymnasiums		c peers (U=111, p< 0,01) d osug (U=131, p< 0,05)	school (U=131.5, p< 0,05) leisure (U=122, p< 0,01)	I (U=139.5, p< 0,05)
rural schools	peers leisure			school (U=120, p< 0.01), parents (U=139.5, p< 0,05)
secondary schools	school leisure			school (U=87, p< 0,01)
private schools	I	school, parents	school

Although the area of “Problems with peers” in our study turned out to be the least problematic, significant differences in the data were found between students of a gymnasium and a rural school. Perhaps they are due to the education of rural schoolchildren in small classes, where any conflict becomes obvious, and ignorance from peers does not provide the opportunity for compensation from the other part of the class. Another reason may be competition on a territorial basis (between residents of different villages).

Differences in the data “Problems with organizing leisure time” between students of gymnasiums, on the one hand, and students of secondary and rural schools, on the other hand, may be due to differences in the material well-being of families. Usually social status gymnasium students are slightly higher than in regular schools It is also possible that these children are more provided with pocket money and, therefore, have access to a wider variety of entertainment and benefits.

The differences between students in private schools and secondary schools primarily concern the “School” area. Although this area is one of the first places in the ranking of problems for all students, in private schools absolute value the median is lower than in other types of schools. This is probably a consequence of a more favorable and psychologically safe educational environment in general, less formalized relationships between students and teachers, the variability of educational programs and requirements adapted to the individuality of students.

In order to verify that there is a direct relationship between the differences obtained and the type of school, we conducted analysis of variance. The results of this analysis for the School Related Problems scale, where it was found maximum number statistically significant differences between students of different types of schools allow us to speak about a certain trend, but not about the presence of a statistically significant relationship. It is possible that this is a consequence of the small size of the samples being compared.

Conclusions:

The data we have received over the years on the psychological problems of adolescents very clearly indicate the directions for their psychological support.

In the 90s - 2000s, data indicated the need to correct child-parent relationships, since this area of adolescents’ lives was most saturated with psychological problems. This was done through joint seminars and trainings for teenagers and parents.

At the same time, teenagers aged 12 to 17 years old were highly concerned about the future and such aspects as: the opportunity to get an education, find a job, start a family, and not realize themselves. . Psychologists offered support programs that included training in goal setting, future planning, career guidance programs, etc. But at the same time, on a city and country scale, it was necessary social programs, removing the neuroticism of the population associated with instability and socio-economic crisis.

New data indicate the need for psychological assistance aimed at correcting the perception of media information, which often gives a one-sided, negative picture of the life of society and the threats it poses to the younger generation: terrorism, deteriorating ecology, unemployment, lawlessness, etc. It is necessary to increase the critical thinking of adolescents and pay attention to more attention formation of humanistic values among the younger generation.

The data obtained on the differences in problem concerns among students from different types of schools indicate, first of all, that the specifics of the educational institution may be one of the factors determining emotional condition students. This specificity is manifested in the content and severity of problematic experiences. According to the rating, which reflects the level of concern, the most problematic areas of life in the gymnasium are the future and the parental home. In secondary schools, the greatest concern is the problems school life, problems of self-attitude and self-understanding, in a rural school - problems with the school, problems with parents and problems of one’s own self, in a private school - problems with oneself, problems of the future and problems associated with the school. The distinctive characteristics of the types of schools presented above help explain the result, and it highlights the strengths and weak sides of one or another type of educational institution from the point of view of provoking or compensating for psychological problems of students.

Literature:

Alekseeva E.V. The influence of the educational environment on the development of adolescents’ responsibility in overcoming life’s problems // Educational environment schools: problems and prospects for development: Materials of the sixth scientific and practical. conferences. SPb., 2001, p. 65-69.

Alekseeva E.V. Social problems Russian teenagers in beginning of XXI century // Psychology of human development and social influences. Collective monograph. / Scientific ed. Regush L.A. – St. Petersburg, 2010, p. 62-75.

Regush L.A. Problems of teenagers in St. Petersburg, 90s // Our problematic teenager. St. Petersburg 1999, pp.6-23.

Regush L.A. Life problems as an indicator of the influence of society // Mental development of a person and social influences. Collective monograph. / Scientific ed. Regush L.A. St. Petersburg, Publishing House of the Russian State Pedagogical University named after. A.I. Herzen 2010- p.7-22.

Regush L.A., Alekseeva E.V., Orlova A.V., Pezhemskaya Yu.S. Psychological problems of adolescents: standardized methodology St. Petersburg: Publishing house of the Russian State Pedagogical University named after. A.I. Herzen, 2012.

Baitinger O.E. Psychological determinants of experiencing the future as a problem in adolescence. Abstract of dissertation. Ph.D. Sciences, St. Petersburg, 1998.

The research was carried out with the financial support of the Russian Humanitarian Scientific Foundation within the framework of project No. 12-06-00347 “Psychological problems of adolescents and youth in a social and individual context: standardization of study methods.”

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Ludmila A. Regush
Doctor of psychological science, professor of Al.Herzen State Pedagogical University of Russia, St.Petersburg
[email protected]

Elena V. Alexeeva

[email protected]

Anna V. Orlova
Candidate of psychological science, associate professor of Al.Herzen State Pedagogical University of Russia, St.Petersburg
[email protected]

Ylia S. Pezhemskaya
Candidate of psychological science, associate professor of Al.Herzen State Pedagogical University of Russia, St.Petersburg
[email protected]

Psychological problems of adolescences from different types of schools

In article the comparative analysis of psychological problems of adolescences age 13-16 from different types of St.Petersburg’s schools is presented. The content and degree of adolescences problem experience were studied by standardized questionnaire “Psychological problems of adolescences”.

Key words:
psychological problems, adolescences, spheres of problem experience, types of schools

INTRODUCTION
A man in the process of his life path encounters many difficulties. In developmental psychology, problems typical of a particular age have been studied and described in sufficient detail. In some cases, the resolution of these problems brings joy and the emergence of new mental qualities, opening up prospects for further development. In others, on the contrary, problems turn out to be insurmountable, and then they poison life, becoming the cause of destructive development. Since both of these difficulties that arise are, as a rule, the result of the interaction of factors that determine development in a given period, many of them can be predictable, and therefore preventable.
Task this manual is to train specialists working in the “person-to-person” field, or people who take on the role of educators (for example, parents), to see the psychological essence of the problem, to be able to prevent its occurrence, and when faced with it, to analyze and resolve it.
Traditionally in psychology, the question of developmental problems is raised, first of all, when considering those cases when we are talking about developmental pathology caused by serious organic lesions of the central nervous system, when a person requires constant (sometimes throughout his life) help from specialists who correct development: speech therapists, doctors, massage therapists, specialists in correctional pedagogy, etc. The proposed manual examines the problems of development of “ordinary” people who are able to solve problems themselves or with with the help of parents, friends, family, various social institutions, that is, we are talking about “normal” problems of “normal” people.
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The basis for solving this problem is knowledge of developmental psychology, since it is this discipline that examines in detail both the patterns of development and mental neoplasms typical for a particular age and the conditions for their formation. This publication focuses on development problems and the conditions for their prevention.
At the same time, the list of problems submitted for analysis when describing each age period should not be considered complete: there are much more of them. It is important to use the problems covered here as a basis for mastering the ability to carry out psychological analysis of developmental problems. Already the first lessons will show that students can enrich the material on each topic with their examples. And this is of fundamental importance, since, as a rule, situations are offered for analysis that are important for the students themselves: either because they have already successfully solved the problem and experience a feeling of satisfaction, or because the problem is still relevant and they are trying it decide by participating in classes.
The structure of the manual and the material presented are such that they allow you to combine independent and classroom study of the material.
The main result of the work on mastering the course is the developed ability to “see” the psychological essence of the problem and analyze it according to the learned algorithm, as well as to know the conditions and possibilities for its prevention. In order for this skill to be formed, numerous tasks are offered for analyzing problems in each age period, as well as examples of performing such tasks.
Material for theoretical training for each age period includes:
bibliography;
development factors;
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typical developmental problems in a specific age period and their brief description.
Before studying the topic, you should familiarize yourself with the list of recommended literature, which reveals various aspects topics, as well as with links to hypertexts. This literature can help in analyzing the problem that has been chosen for consideration and resolution. To understand more deeply psychological essence one or another problem (for example, when it comes to fears, low learning ability, loneliness, disruption of relationships, etc.), it is important to turn to the relevant literature and be sure to master this material from one or more recommended sources.
For practical work, which can be done both in the classroom and independently, the following material is offered:
problematic situations development (sketches from life);
data dissertation research;
list of dissertation research;
examples of analysis of mental development problems. This material, as a rule, is supplemented by the participants themselves during the course.
The manual offers two types of practical tasks for each topic (that is, for each age period).
Firstly, these are tasks to practice the problem analysis algorithm. From the literature read and observations, it is proposed to highlight one of the developmental problems typical for a particular age. It should then be analyzed according to the following plan:
1) factors that determine the characteristics of mental development in a given period, and factors that give rise to the problem described in the situation;
2) typical crises and problems of the given (considered) period;
3) description of the problem situation;
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4) formulation of the problem;
5) disclosure of contradictions that give rise to the problem described in the situation;
6) stages, mechanisms of problem occurrence (first external signs its origins);
7) external and internal indicators(markers) of an emerging problem;
8) positive consequences various options problem solving;
9) negative consequences unresolved problem; 10) what needed to be done (what were the necessary conditions),
so that the occurrence of the problem and its negative consequences can be prevented.
Secondly, tasks for working with the results of dissertation research. Students are asked to answer the following questions:
1. Was the topic outlined in the dissertation relevant in previous decades (see textbook on developmental psychology, age appropriate)?
2. Under the influence of what factors did the development problem arise (actualize)?
3. Which of the results obtained by the author and how can they be used to work with this problem?
4. How can the results be used to prevent developmental problems?
To materials for practical work, which are contained in the manual, the teacher can also attach other tasks and questions that turned out to be relevant for this group.
For each topic, course students complete at least two practical tasks, which should contribute to the formation of an algorithm for working with the problem of mental development.
Practical assignments on each topic are completed, as a rule, in class, and then independently, followed by discussion in the classroom.
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The result of work on mastering the course should be publications read by the student on each of the development problems he has chosen, as well as nine to ten independently completed practical tasks.