No 3 (2016)
- Year: 2016
- Articles: 17
- URL: https://vektornaukipedagogika.ru/jour/issue/view/26
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Description:
Published 30.09.2016
Full Issue
Pedagogical Sciences
THE SYSTEM OF PEDAGOGICAL SUPPORT OF PROFESSIONAL SELF-IDENTIFICATION OF THE STUDENTS WITHIN THE EDUCATIONAL ENVIRONMENT OF A UNIVERSITY
Abstract
The paper considers the present approaches to the solution of the issues of professional self-identification of the university students, points the necessity of development of general systemic approach supporting the process of personalization and individualization of the professional and personal development of future professionals. The author analyzed the basic principles of instructional design and, according to this design, developed the model of pedagogical support of the process of professional self-identification of the university students. The author proves the considering of educational environment of a university as the pedagogized environment that gives the ability to form the students’ subject attitude, the individualization of profession-oriented educational choices and the personalization during their implementation. The structure of the university educational environment integrates the formal (academic) training restricted by FSES and principal educational programs in the areas of training and informal pedagogical interaction within the university network informational environment. The informal interaction is represented by the informational resources and additional measures supporting the students’ professional-personal development and facilitating the successful adaptation of the students and graduates to the labor market. The content-related element of the process of pedagogical support of professional self-identification of the students, first of all, the bachelors, is related to the content of educational process in the context of a level-based and course-based system of its organization. In this connection, the paper highlights the successive steps of the process of pedagogical support of professional self-identification reflecting the peculiarities of the students’ subject attitude at different years of study at the university. The author gives the efficiency criteria of the system of pedagogical support of the university students’ professional self-identification based on the manifestation of the students’ subject attitude in planning and professional-personal development implementation within the university educational environment. The paper contains the results of the experimental approbation of the model of the pedagogical support process, which prove the necessity of systemic approach in the implementation of pedagogical support of the university students in their professional self-identification.
MORALITY AS AN ARCHETYPAL PHENOMENON OF SPIRITUAL NATURE OF A PERSON
Abstract
The paper presents the analysis of national philosophical and pedagogical thought on the spiritual and moral issues in different historical periods (from the XII century until our days) when the spiritual and moral education is considered an integral part of the education of the younger generation.
The author shows the main approaches to the problem of moral education. The first approach is related to the search for ways to enhance moral education. The second approach analyzes the development of moral stability of a person. The third approach specifies the content of moral education itself and its mechanism. The range of issues related to the development of moral beliefs of schoolchildren forms the fourth approach. The generalization of best practices of schools and teachers-innovators takes place within the fifth approach.
The paper features the analysis of the scientific research trends at the turn of the XX–XXI centuries, which determined that in the 90-ies the society has lost its interest for the issues of moral education. However, at the beginning of the XXI century, the interest of researchers to the issues of spiritual and moral education increases significantly. In this paper, the author attempts to systematize the key ideas of spiritual and moral education. The author comes to the conclusion on the necessity of revival of “basic Russian values” forming the value orientation of the younger generation.
THE WAYS OF FORMATION OF COMMUNICATIVE SKILLS OF 6–7-YEARS CHILDREN WITH GENERAL SPEECH UNDERDEVELOPMENT
Abstract
This paper describes the approaches to the formation of communicative skills of children with general speech underdevelopment. General speech underdevelopment is considered as a complex speech disorder when children with normacusis and initially safe intellect demonstrate late start of speech development, poor vocabulary, pronunciation defects. These symptoms indicate the systemic violation of all components of speech activity. When studying speech disorders in conjunction with other sides of mental development, the paper highlights the characteristics imposed by the insufficient speech activity on the development of phonemic awareness, memory. At the present stage of preschool education development, the socio-communicative development of children, and namely the formation of verbal communication has great importance. The author analyzed the theoretical study displayed that the violations of speech communication of preschool children impede their orientation in the world of peers, adults and the environment. It causes the underdevelopment of communicative skills that affects the child’s behavior, his activity in the process of different types of activities, and the unwillingness to communicate with peers and adults, as well as the abnormality of the speech function development. The author carried out the experiment to study the influence of corrective games and exercises on the formation of communicative skills of children with general speech underdevelopment. The paper presents the stages during which games and exercises different in learning content, children communicative activity, play activities and rules, organization and relationships of children, and the role of educator were offered to children. This issue is comprehensive.
SOCIAL APPROACH TO FORMING SPECIAL TRANSLATOR’S COMPETENCES OF LINGUISTIC STUDENTS
Abstract
The importance of the issue mentioned in the paper is caused by the increasing role of professional training of the university students. The main purpose is to analyze forms and principles of organizing classes in subjects on practical translation in the course of training linguists for a bachelor degree, specializing in Translation Theory and Practice, to determine the most effective didactic-methodical tools that can form professional translator’s competence.
The paper presents the major factors causing a priority of the social approach in forming the professional translator’s competence: an increasing proportion of practice-oriented training in the course of training for a bachelor degree, a significant degree of employers’ participation in professional training of students, need for the best adaptation to quickly changing situation on the labor market. The work presents the main principles of functional and practical approach to translation which allow considering the strategy of forming linguists’ professional competence in close connection with the extension of strategies related to special kinds of translation. The paper presents results of comparative analysis performed on the data received within the course of commercial translation.
The author analyzes real examples of the most effective tools and methods of organizing classes and assessment means for the practical commercial translation classes, which facilitate the development of students’ professional competence. The research conducted by the author proves that principles of social approach in forming special translation competences most effectively meet the demands on higher educational institutions, that is, to develop professionally significant skills that form the core of the students’ professional training. The results of the analysis of the factors, which influence the efficiency of forming special translator’s competences in higher educational institutions, and development of the indicated problems should become a perspective direction for further research in the sphere of teaching translation for students of linguistic specialties.
INDIVIDUALIZATION AND DIFFERENTIATION OF POSTGRADUATE STUDENTS TEACHING
Abstract
The paper considers the modern system of academic staff training in Russia, analyses its theoretical aspects and defines the importance of individualization and differentiation of the process of graduate students teaching. The author pays special attention to the analysis of the individual and differential approaches to teaching at the current level of the higher education system development considering that they are the most effective among the modern methods of teaching, as well as when organizing educational process built in accordance with the federal state educational standards of higher education on the higher education programs for academic staff training. Basing on the theoretical analysis, the author studied the individual and differential approaches to the educational process organization within the postgraduate study system of a technical college, gave their definitions, and specified the concept of “designing of individual educational paths of postgraduate students”. On the base of the study considered, the author makes the conclusions on the thinking style similarity of teachers of technical and natural sciences subjects with the postgraduate students of the appropriate training programs. The author also presents her author’s approach to the process of designing of the individual educational paths, describes educational conditions providing the effective individualization and differentiation of the academic staff training, and pays special attention to the pedagogical support of this process. The model of the structure of designing individual educational paths suggested by the author includes four stages: the auxiliary stage, the designing stage, the goal setting, and the diagnostic stage. The author proves the importance of pedagogical support at this stage of training, which can be provided not only by the scientific advisers of the students but also by the employees of the postgraduate study department. Thus, the application of the individual educational paths provides the achievement of the innovative educational goals, the personal formation of a future teacher with scientific work potential.
THE APPLICATION OF MIND MAPS IN THE PROJECT ACTIVITY OF THE STUDENTS WHEN LEARNING FOREIGN LANGUAGE
Abstract
The paper covers the ways of improving the efficiency of the students’ activity on the educational project implementation when learning a foreign language. The importance of educational projects in the learning process is now without any doubt and is proved by the requirements of Federal state educational standards of higher education that state the necessity to use a foreign language for professional tasks implementation. An educational project creates the possibility of acquiring such experience as the project is always aimed at solving a significant problem, making closer the educational process and the work activity of future graduates. However, for the students’ project activity implementation the students are required to possess numerous skills associated with the goals and objectives setting, organizing, planning, and presenting the results of the work, as well as the processing of various types of information. The relevance of this work is explained by the necessity to find methods and means promoting the formation of these skills. Mind-mapping is one of such methods and the appropriateness of its application in the students’ project activity is proved in this paper. The author gives the recommendations on the creation of mind maps and defines the area of their application. The process of implementing the project’s steps of the educational process with the help of mind-maps is described. The results of the students’ survey aimed to the study of the influence of mind maps technique on the successfulness of educational activities related to the educational project implementation are analyzed. Basing on the results of survey, as well as the observations of the students’ behavior during the learning process, the author makes the conclusion on the advantages of mind map technique application for the development of some learning skills, as well as on positive impact of mind map technique on the formation of language skills of the students.
IMPLEMENTATION OF THE KEY WORDS METHOD IN PREPARING SCHOOL STUDENTS FOR STATE FINAL CERTIFICATION
Abstract
The paper studies the special aspects of implementation of the key words method in preparing high school students for BSE and USE in humanitarian subjects, such as Russian, English and Social Studies. The importance of this research is specified by the fact that through implementation of this method, a significant result is achieved – that is personal academic performance based on meta-subject and interdisciplinary links. The goal of the paper is to reveal the sequence of actions in the process of implementation of the key words method in preparing high school students for successful passing the state final certification.
The authors suggest using the key words method in preparation of high school students to write compositions and discourse essays, and show the scheme of work with a text-stimulus or a quote. This method involves highlighting key words and concepts in a given text or utterance, finding a line of contextual synonyms and antonymous pairs. The stages of work described in the paper help to reveal a conflict hidden in the text or a quotation, formulate the problem, find a link between a particular task and a general topic, paraphrase the original message and build a subsequent reasoning system.
Implementation of the key words method in preparation for final sate certification in humanitarian disciplines based on meta-subject and interdisciplinary links expands the cognitive and communicative skills of high school students, ensures the development and improvement of the basic competencies as well as learning interdisciplinary concepts.
EFFECTIVE FORMATION OF COMMUNICATIVE READINESS FOR FOREIGN LANGUAGE ACQUISITION AS A RESULT OF A PEDAGOGICAL MODELING
Abstract
The paper considers the problem of pedagogical modeling of the process aimed at formation of communicative readiness for foreign language learning by the students of non-linguistic specialties. Exploring the features of communicative readiness formation, types of communication difficulties and peculiarities of teaching foreign language at non-linguistic universities, the author comes to the conclusion that effective formation of communicative readiness for a foreign language acquisition is possible with creation of a personality development model that combines traditional and innovative methods of teaching foreign language and strategies of coping with communication difficulties. The suggested model is based on the programme-target method, the idea of integrity and consistency of the educational process of a university, as well as problematic and personality-oriented approaches. This model includes the teacher`s activity objectives that are focused on the development and self-development of the spheres of student’s personality, and the objectives of overcoming difficulties in communication (emotional, listening, speech misunderstanding, etc.), educational activities (cognitive, motivational, disciplinary, etc.), difficulties caused by anxiety, fear, uncertainty, etc. The choice of effective methods of teaching a foreign language to students of nonlinguistic specialties allows to solve a number of problems: to change positively the attitude of students of non-linguistic specialties to learning a foreign language; to increase the level of development of speech activity skills; to develop the ability not to be at loss in the situation of real communication; to improve students’ active work in class; to develop students’ creative abilities.
ABOUT THE EXTRACURRICULAR ACTIVITY IN THE EDUCATIONAL INSTITUTIONS
Abstract
The relevance of this theoretical research is related to the reform of Federal state educational standard of basic general education where the requirements applicable to the organization of extracurricular activity at school are updated. The extracurricular activity is the constituent part of the educational process and promotes the development and socialization of a schoolchild personality.
The paper considers the essence and the content of the extracurricular activity as well as its organization at school in various time periods: Soviet period (1950–1990), post-Soviet period (1990–2010) and present time. The author describes the forms and principles of organization of extracurricular activity at these historic periods.
The author notes the influence of the education reforming on the content and development of extracurricular activity, gives the definition to the concepts of “out-of-school activities”, “out-of-school work” and “extracurricular work”, and describes their main functions and the role in the educational-bringing-up process of a school. The paper presents special aspects and general principles of the out-of-school work and mentions that, in the post-Soviet period, the education system faced a number of issues that did not promote the development of the out-of-school work in the educational institutions. The author considers the organization of out-of-school activity at present time according to FSES, describes its goals, objectives, directions, and forms.
The analysis of conceptual and content-related matter of extracurricular activity in various time periods allowed making the conclusion on the necessity to distinguish the concepts of “out-of-school activities”, “out-of-school work” and “extracurricular work”, specifying the content of the concept of “extracurricular activity” at present time, proving the necessity of its organization and development at school.
Psychological sciences
SUPPORT FOR DISABLED CHILDREN PROVIDED BY CENTERS OF PSYCHO-PEDAGOGICAL AND MEDICO-SOCIAL ASSISTANCE IN INCLUSIVE EDUCATION
Abstract
The paper analyzes the problems of support for inclusive education on modern stage: rules and regulations, material and methodological support; special attention is drawn to the lack of people skilled in the techniques of training, education and psycho-pedagogical correction of the variants of deviant development and behavior problems of disabled children and adolescents. Another important problem is the low level of tolerance of all participants of the educational process towards disabled children. Despite the obvious importance and study of this problem, there are a few issues that require further elaboration. Expansion of the process of inclusion of disabled children into educational institutions in the regions is not only a reflection of the real current situation but also represents a real opportunity of gaining a complete education. The authors have shown theoretical aspect of this problem and evidence from practical experience. The results of the study exploring students’ attitude to teaching children with disabilities in secondary schools are presented in this paper. The authors offer a structural-functional model to support inclusive education which can be provided by the Centre of psycho-pedagogical and medical-social assistance at the municipal level; the peculiarities of organization and principles of work in order to support the inclusive education in educational institutions are revealed. The model includes the following components: psycho-pedagogical, medical-social support of children with disabilities enrolled in the educational institution; areas of activity of preschool educational institutions, general education institutions and secondary professional educational institutions implementing the inclusive practice. This model will allow coordinating activities of teachers, educational institutions and specialists of the center through organization of the educational process of children with special needs; to provide psychological and pedagogical support to all participants of inclusive education (children with disabilities and their peers, parents and teachers); to create an optimum level of psychological comfort in the educational institution that can implement the principles of inclusion, through the development of tolerance among children, teachers and parents.
ATTITUDE OF UPPER-FORMERS TO THE BULLYING AND ITS PARTICIPANTS
Abstract
The paper covers the consideration of the important social-psychological problem – the bullying, a new concept for Russian psychology but not a new phenomenon for our society. The concept of “bullying” is mostly used to analyze the cases of manhunt and violence within the educational environment. The authors give the definition of bullying from the point of view of American Psychological Association, present one of the classifications of bullying and describe the structure of this phenomenon from the point of view of dispositional approach. This structure includes the participants of bullying: aggressors, victims (passive and aggressive), witnesses (bystanders) that can, in their turn, support an aggressor actively or passively, and otherwise sympathize with a victim and defend it.
The paper presents the results of the empirical study carried out in 2015–2016 in the schools of Pskov in 5–10 grades based on the selection of more than 400 people. The authors consider the results obtained on the selection of tenth-graders showing the attitude of upper-formers to the expressions of violence at school, its participants: aggressors, victims, bystanders, and the teacher and his/her actions on the bullying prevention as well. For the empirical study, the incomplete-sentence method developed by L.I. Maksimenkova was applied. The analysis of the results obtained allowed making the conclusions on the type of the upper-formers’ attitude to the problem of bullying, revealing some contradictory in the attitude to aggressors, victims and bystanders. The data obtained displays the young people’s ambiguous estimation of the teacher’s actions in the bullying situations. The analysis of the results is presented in the gender-based aspect.
THE STUDY OF MOTIVATIONAL PREFERENCES OF FIRST-YEAR STUDENTS OF COLLEGE OF EDUCATION
Abstract
The paper covers the topical issue of learning activity motivation in the context of university study. It is known, that the motivation of learning is necessary for the effective educational process implementation. The paper considers both the external and the internal types of academic motivation, analyzes cognitive and social motives of first-year students of the college of education studying at different faculties.
Academic motivation formation is delicate and complex process influenced by many various factors including the socio-economic conditions of a particular region such as traditional attitude to the higher education prestige, the demand for particular professions in the labor market. That is why the academic motivation of the university students of different regions can have its particular peculiarities.
Reasoning from this fact, the determination of motivational preferences of the students of different faculties of Samara State University of Social Sciences and Education and consequent comparative analysis of data obtained became the goal of the research. In the result of the first-year students’ survey and statistical data processing, the authors determined various factors awakening the motivation for learning activity of the students of faculty of mathematics, physics and informatics, faculty of economics, management and service, and faculty of physical training and sports and analyzed the major difficulties the first-year students faced. The paper presents the comparative analysis of the results on different faculties and the levels of the students’ satisfaction with their learning activity.
The data obtained allow making the conclusion on the peculiarities of motivational preferences of the students of different specialties of college of education and can serve as the initial foundation for planning, organizational forms, methods and means of educational process determination from the point of view of formation of the students’ academic motivation and the education quality improvement.
THE DYNAMICS OF EMOTIONAL EXPERIENCE OF THE STUDENTS IN CRISIS SITUATIONS AT THE INITIAL STAGE OF STUDYING AT THE UNIVERSITY
Abstract
One of the priority tasks in the education system is the training of competent specialists. The researchers note that the experiences of crisis situations at various stages of studying in the higher education institution can impede the successfulness in the educational program completion. The psychologists consider the period of study from the first until the third years to be the richest in various difficulties. During this period, the students pass through the range of personal changes that are closely connected with each other as well as with the crisis processes taking place in the world. The analysis of the dynamics of crisis situations experiences during the richest in crises period of study for the first-third years is of special interest and will allow improving the effectiveness of psychological support of the students.
Thirty-five students of Novosibirsk State Medical University participated in the research. The study was carried out with the help of longitudinal section method used with the students of the first to third years of study. For statistical processing of the results, the Statistica 12.0 software was used. The Wilcoxon criterion for dependent samples was used to carry out the assessment of the dynamics of crisis situations experience.
The results of the study allow making a conclusion that the main dynamics of the experiences is connected mostly with the crisis of entering the maturity period. Depending on the stage of the study, the increase and the decrease in certain crisis experiences were noted. While studying from the first until the third years, the intensity of the experience of loneliness, separation from the childhood friends, longing for schoolmates and friends, and the inability to combine two equally significant needs decreases. The intensity of experiences concerned with the formation of professional identity increases. Along with the standard crises typical for the stage of the university study, the dynamics of the “second-year student’s crisis” that is scarcely considered in scientific literature is determined.
CONTENT CHARACTERISTICS OF EMOTIONAL DEVELOPMENT OF PRESCHOOL CHILDREN
Abstract
The paper contains the analysis of the modern condition of the issue of emotional development in foreign and national researches. On the basis of analysis of various research positions, the author defines performance standards that determine content characteristics of the emotional development of a preschool child. The research shows age opportunities of the children of different pre-school periods, which constitute a meaningful basis for the key emotional growth (capacity for differentiation and identification of emotional states, empathic ability, capability for emotional anticipation). Analysis of the existing relationships between separate structural components of emotional growth of a preschool child leads to the understanding of the fact that the following criteria for their integrated assessment can be used: perception and understanding of emotional states according to expression or the context of the emotional situation, development of emotional decentration, and emotional anticipation. The latter leads us to the assumption that all the above-mentioned criteria can be considered from the point of evaluation of the same parameters. Thus, perception, understanding, identification of emotional states is actually regarded as criteria for assessing the emotional and cognitive components of empathy structure. At the same time, the increase of qualitative and quantitative indicators of perception and understanding of the emotional states is associated with the expansion of subject content requirements and development of emotional decentration. Social mediation of emotional states, pro-social motivation of behavior can be simultaneously considered as indicators of empathy development (as an important social gain of a preschool child) and capability for emotional anticipation. The results of theoretical generalizations are presented in the form of a diagram which graphically represents the age-related changes of the emotional development content of children at different pre-school stages.
SELF-DETERMINATION OF A TEACHER AND VALUE-FORMING CONTEXTS OF EDUCATIONAL ACTIVITY
Abstract
The paper proves the methodological unity of such constructs as “self-determination of a teacher” and “self-determination of educational activity” in terms of agent-pragmatist and existentially humanistic approaches to the interpretation of the agent-to-agent axiological essence of educational activity in specific conditions of modern education trends.
The author studies the priorities of modern humanistic education in the broad context of student-focused (motivational-notional and value generating) education in an ever-changing socio-cultural situation.
The author discusses the phenomenological content of self-determination of the subject of educational activity as an implicitly given characteristic of the teacher’s professional activity, which initiates positive creative development and self-development based on humanistic principles of co-operation, dialogue, self-expression, facilitation, and freedom of choice of an individual.
The author emphasizes the importance of self-determination analysis as an integral phenomenon of educational activity, based on the values and meanings of the agent-to-agent model of humanistic education, where self-determination is embodied in the intentional, reflective, regulatory, behavioral, attribute characteristics, the essence of which is interrelation and interdependence of the internal and external processes that express the peculiarity of personal, social, educational, and vocational manifestation of a teacher.
The analysis of self-determination phenomenon is carried out according to primary objectives of innovative development of education and teaching activities. Particular attention is paid to the psychological and pedagogical analysis of the structure of self-determination of the agent’s educational activity defining a composition of teacher’s basic needs based on modern concepts of self-determination: vocational and educational autonomy, teacher’s professional competence and agent-to-agent relations in interaction with the participants of the educational process.
It is emphasized that self-determination of a teacher is such a professional activity that transforms the image of a professional teacher determining the dynamic component of the psychological meaning and social context of educational activity aimed at the transformation of both inner world of a teacher and the surrounding socio-cultural reality.
The paper presents a variety of scientific positions towards the issue of self-determination and the problem of self-determination influence on the personal and professional development of a teacher. The study describes the current state of self-determination problem. The author comes to the conclusion that the formation of the agent characteristics of a teacher and the development of self-determination of educational activity is a key focus of the theoretical and practical aspects of education.
PSYCHOLOGICAL PREVENTION OF PROFESSIONAL BURNOUT OF MEDICAL PROFESSIONALS
Abstract
The paper covers the issue of psychological prevention of “professional burnout” syndrome experienced by medical professionals of various levels of education. The authors prove the relevance of the topic and the insufficient degree of development of this issue; bring up the topical issue of the specificity of professional burnout of doctors and nursing personnel, and highlight the necessity of the search for and argumentation of methods of psychological prevention of professional burnout of medical professionals. The authors set out the results of empirical study aimed at the detection of peculiarities of the doctors’ and nurses’ burnout, according to which they determined the high level of professional burnout of all medical professionals; and the nursing staff manifests the highest degree of this syndrome as the nurses are characterized by the low degree of social satisfaction and organizational loyalty. Besides, it is more typical for them to use non-constructive coping strategies such as the “confrontive coping”, “distancing” and “escape-avoidance”. At the same time, it is medical nurses who manifest greatly the empathic abilities. The correlation analysis revealed the following dependence: the lower the degree of education, social satisfaction and status of medical professionals is, the more expressed the “professional burnout” syndrome is. Moreover, the relation of the low degree of burnout and the use of constructive “coping-strategies” is detected. The authors make clear the tasks of psychological prevention of professional burnout promoting the supporting and strengthening of psychological health of medical professionals, correction of personal characteristics of a specialist and the interrelations within the community, as well as helping to cope with stress and emotional burnout in hardships. The results of control stage of the experiment described in the paper point out the efficiency of the psychological prevention program and the feasibility of its application in medical institutions.
THE ISSUE OF VICTIMOGENIC POTENTIAL IN THE ORPHANAGE PHENOMENOLOGY: SOCIAL DEPRIVATION AS A FACTOR OF FORMATION OF A VICTIM POSITION
Abstract
The orphanage is a complex socially important problem. The development of its theoretical and applied aspects is in the spotlight of many contemporary scientific studies. In the context of intense public transformations, the scientific interest in the analysis of the victimogenic potential of the orphanage institution deprivation conditions as a factor of the orphans’ victim position formation and anchoring became currently important. Highly-victimity status of the orphans causes the difficulties of their appropriate adaptation, integration, effective and appropriate personal-social functioning, and initially after leaving an orphanage institution/foster home.
This paper presents the preconditions for the formation of the issue of orphanage and victimogenity of deprivation conditions. The author highlights the role of traumatizing experience of life in a family as a condition for the formation of deep secondary disturbances in psychophysical and psychosocial development causing the increase of victimogenic potential of the orphans. The paper summarizes the deprivation environment of an orphanage institution, which influence causes the activation and the anchoring of the attitude for a victim behavior: autonomy deficiency, inability to plan, to make choice and decision, inner resources deficiency, relying on a group. In the process of theoretical study, the psychological mechanisms of a victim position formation (violation of psychological boundaries of a person), its functions within the orphanage institution environment were highlighted. The author defined that the consequences of social deprivation remain at the level of underlying personality structures, are being strictly fixed in behavior, determine the peculiarity of interrelations with the external world: the violation of socio-psychological adaptation; the emphasizing of personality traits determining the difficulties of social functioning; the sensitivity to negative impact of public processes; the closedness; the isolation; the pensional attitude; the different forms of deviant behavior, and so on.