No 1 (2020)

The paper considers the features of personal traits of adolescents with musculoskeletal dysfunction, mechanisms that ensure the formation of personal values, and factors affecting the emotional and volitional state of adolescents with cerebral palsy. The goal of the research is to study the impact of wheelchair fencing on self-esteem and interpersonal relations of adolescents with cerebral palsy. The author describes and analyzes the methodological techniques of giving classes of fencing to adolescents with musculoskeletal dysfunctions. The methodological techniques used during training exercises on wheelchair fencing aimed at the effective work of a trainer with the students, the formation of collaborative experience skills, harmonization of emotional reactions, as well as the formation of the responsible attitude to the training process. Such methodological techniques include verbal assessment, the refusal of too much care, the intentional simulation of success situations, and the “trainer - trainee” system. To assess personal qualities, the author used the “Personal difference” test adapted by Bekhterev Institute. The control experiment showed the dynamics of the improvement of the psychoemotional sphere of adolescents of the experimental group: the “Assessment” indicator value increased by 6.05 points, the “Strength” indicator value increased by an average of 4.3 points, and the growth of the “Activity” indicator value is 7.4 points. The study has not identified any reliable changes in the control group. Making meaningful progress by adolescents with musculoskeletal dysfunctions in the motor impairment correction in the result of wheelchair fencing leads to the improvement of self-esteem and vitality, which promotes recovery motivation.

The paper focuses on the historical and pedagogical analysis of setting up and development of the Karasubazar girls’ gymnasium in the Simferopol district of the Tauride province at the beginning of the 20th century. The analysis reveals that particular amounts of funds from the Treasury, the city government, and the Jewish community were annually allocated for the maintenance of the Karasubazar gymnasium for girls, and its budget was replenished by tuition fees, the amount of which changed annually. A significant contribution to the economic and financial support of the gymnasium was made by the board of trustees. The retrospective analysis makes it possible to assert that at that time the gymnasium structurally consisted of recreational and gymnastic halls, rooms for preparatory classes and practical classes for the 8th-grade students, the main library, a physical laboratory and a classroom for natural sciences and teaching aids. The research revealed that the number of students in the gymnasium was constantly growing, and a great number of the schoolgirls were from the families of bourgeois, peasants, noblemen, administrative officials, and merchants, as a rule, of the Orthodox religion. The gymnasium provided classical education, including Russian language and Literature, Mathematics, Pedagogy, History, Geography, Natural History, Physics, Cosmography, calligraphy, needlework, drawing, singing, music and dance, gymnastics and hygiene. The leading role was given to teaching French and German. It is essential the gymnasium authorities were involved in the development of rules for extracurricular supervision – they were concerned not only about the education of the girls but also about the way they behave outside. The study found that the Karasubazar gymnasium for girls provided general education and the opportunity to work as teachers in district colleges and primary schools after graduation, prepared its students to enter universities, raised individuals with cultural awareness. It strove to set up and maintain the traditions of upbringing and education.

The research focuses on such an area of psychological problems as the psychology of corruption. The purpose of the work is to carry out a primary analysis of corruption as a specific form of psychological and moral violence and to consider its individual and socio-psychological aspects. The biological and psychological, social and cultural aspects of violence are discussed. The authors analyze the problems of corruption as a specific form of psychological and moral violence against a person; consider its individual and socio-psychological aspects. Within the framework of the historical and cultural evolution of the Russian mentality, one can trace how the basic ideals of a human - freedom, honor, and dignity - were institutionally recognized in Russia. The authors analyze the impact of domestic corruption at various levels as a form of psychological and moral violence against representatives of all age and professional business groups of the Russian society: from children and adolescents to retired people, from innovators to entrepreneurs. The spectrum of moral and psychological injuries caused by corruption in the socio-economic life of the country is revealed. Many ways of psychological self-defense of a person are considered, including widely accepted means of folklore, humor and social networks. The psychotherapeutic effect of the latter is being actively studied today by representatives of psychological and medical science. In the course of the analysis of the basic terms of the researched area, a proposal was made about the possibility of starting on their basis a set of promising scientific projects in the field of psychology.

The study focuses on identifying the peculiarities of the value system and system of the components of the viability of the personality of a young person who is prone to self-injurious and self-destructive behavior. From the perspective of the dispositional concept of an individual, the authors assume the relationship between the value system and the viability of a personality as the components of a holistic hierarchical structure of personality, as the factors related to the level of the propensity for self-injurious and self-destructive behavior among young people. To empirically verify this hypothesis, the authors studied the value systems and the structure of the viability of a young person. The study was carried out in Dimitrovgrad Engineering and Technology Institute - the branch of National Research Nuclear University MEPhI (Moscow Engineering Physics Institute). The sample consisted of 90 students aged 18 to 20 years. The authors used the following techniques: S. Maddi’s Viability test, A.N. Orel’s scales of diagnostics of the propensity to self-injurious and self-destructive behavior, and Sh. Shwarts’ axiological questionnaire. The authors interpreted the results of the empirical study using statistical criterion, which allowed identifying significant differences in the groups of young people who are not prone and prone to self-injurious and self-destructive behavior. The results of the study allowed concluding that individuals, who had a low level of the propensity for self-destructive and self-injurious behavior, were more likely to focus on achieving social success, social power, and sociality. The study showed that viability and the system of personal values can be considered as the factors of successful adaptation promoting the strengthening of personal adaptive potential in various life situations.

The paper describes and analyzes the features of emotional intelligence at senior preschool age. Current trends of society emphasize the importance of forming a special group of human competencies, such as leadership, teamwork, reflective, public, and analytical abilities, which ensure overall performance within the intensive global communication. The ability to navigate in the world of one’s emotional states and partner’s experiences is one of the key abilities related to the so-called “soft skills”. In psychological research, it is called emotional intelligence and is described as an ability that can be improved from the preschool age.

The paper considers the set of parameters of emotional intelligence and describes their characteristic features in 5–7-year-old children. This is the recognition of basic emotions; mastering the ways of expressing emotions in facial expressions, pantomimic and prosodic; the beginning of the formation of the language of emotions, understanding of the content aspects of basic emotions and abilities for the elementary regulation of emotional states. The author distinguishes the contradictions and limitations that exist in the scientific interpretation of the emotional intelligence of preschoolers and offers an extended set of indicators of emotional intelligence with the inclusion of elementary emotional praxis, identification, and correlation of multimodal signs of emotion. To carry out the empirical assessment of the selected parameters, a diagnostic complex was developed and tested. It provides a wide range of information and makes it possible to identify the current level of development of this phenomenon. The results of the empirical study allow concluding that the components of emotional intelligence are formed unevenly at the senior preschool age. The formation of elementary emotional praxis and perceptual processes should be considered as basic for the development of the ability to understand and settle emotional experiences, provided the child learns the language of emotions. The author associates further research with the opportunity to optimize the indicators of emotional intelligence through the development of specific psychological and pedagogical conditions in a preschool educational organization.