социально-психологическая адаптация

The study is relevant due to the necessity to increase the effi ciency of socio-psychological adaptation in connection with the growing number of migrants from other countries. The aim of the study is to determine the features of the time perspective in the course of sociopsychological adaptation of forced migrants. The article hypothesizes that time perspective of forced migrants will vary depending on the type of socio-psychological adaptation and on diff erent stages of adulthood.

The article presents the data of theoretical-empirical analysis of the interrelation of time perspective and level of socio-psychological per­sonal adaptation. It also presents the results of empirical research, which has been conducted from the point of view of the comparative aspect of time visions of three categories of senior students (n = 110): pupils of secondary school, gymnasium and special correction school (type 8) from the city of Saratov. The article contains detailed charac­teristics of four levels of the respondents’ socio-psychological adap­tation.

and psychological adjustment and stress the individual pupils of the senior classes of secondary schools in 2015, 2013 and 2011. The basic modern approaches to the understanding of social and – psychological adaptation of personality and phenomena associated with it. The application of the methodology «Social-psychological adaptation» by C. Rogers and R.

The article argues for the adaptation research topicality of compatriots’ moving from neighboring countries to Russia, deals with methodical aspects of social-psychological and individual-personal factors, influencing migrants-compatriots’ adaptation success. It is expected that along with universality of expected problems migrants-compatriots’ social-psychological adaptation will have its specificity, caused by psychological characteristics and conditions of the resettlement of this category of migrants to Russia.

The article presents results of observation over behavior of students with health limitations in the process of receiving university education. The author formulates strategies of their behavior in a stressful situation of examination period. The article touches upon psycho-diagnostic method by S.

The article meaningfully analyses the concepts of the personal potential and the socio-psychological adaptation in correlation with the psychological readiness of the person to take the risk in adolescence. It demonstrates the results of empirical research, carried out using a sample group of students from the universities of city of Saratov - Saratov State University named after N. G. Chernyshevsky and Saratov State Medical University named after V. I. Razumovsky (N = 77, age 19-22 years). Methods that were used: «Personal factors of decision-making» (LFR-25 T. V.

The article presents the results of empirical study of emotional and moral factors of students’ social-psychological adaptation to higher educational institution environment. The objective of the study is to determine meaningful interconnections between social-psychological adaptation and empathy in relation to representatives of different age and social groups of first-year students. In order to do it the authors used correlation analysis method. Utilization of psychodiagnostic methods (T. V.

The article presents peculiarities of understanding and usage of lie in adaptation behavior of modern students youth. We discoverd the content of main theoretical approaches to study of strategies of adaptation behavior. We showed the results of empirical study of strategies of adaptation behavior, which was based on student selectionof student (n = 230; 18–23 years old). Applied tools: The usage of adaptation questionnaire by X. Bell, multiple-factor personal questionnaire by R. Cattel (16PF – form C), interpersonal questionnaire by T.

The article presents the results of theoretical and empiric research of the adaptational potential of senior school pupils. Utilization of the «Methods of the social and psychological adaptation research» by K. Rogers and R. Diamond, Mini-Mult checklist (MMPI) and 16PF-checklist by R. Cattell, methods of comparative and correlative analyses allowed to single out the characteristics of the adaptational potential among school graduates of 2011 and 2013 (n = 101, 16–17 y.o.).