Психология социального развития

Theoretical problems of studying of development of social activity and creativity of students in aspect of social creativity are stated, interference of studied concepts is shown and reasoned. Results of the empirical research executed on the basis of ULGPU are presented, selection was made by 90 students, with use of diagnostic tools: test of creative thinking E. P. Torrensa; test of the remote associations of S. Mednik; technique for studying of a sotsializirovannost of the identity of M. I. Rozhkov; method of expert evaluations and so forth.

The article covers major ideas of the study of processes of self-actualization of experiencing subjective well-being. It presents the results of the empirical study, which was made on a random sample (n=226, aged from 16 to 67 years) with application of the following diagnostic toolset: ?Diagnostics of personal self-actualization? (by A. V. Lazukin, adapted by N. F. Kalina); ?Subjective well-being scale? (M. V.

The article presents results of the investigation, which is aimed at the study of self-development and life satisfaction of the modern youth. The sample consisted of 315 respondents, 137 males and 178 females aged from 16 to 23. The article views such aspects of self-development as self-acceptance and self-perfection, which were studied with the help of self-acceptance scale ?Questionnaire of self-attitude? by V. V. Stolin and ?Questionnaire of perfectionism? by N. G. Garanian and A. B. Kholmogorova.

The article presents results of analytical literature review, which prove that the major condition of subjective well-being is psychological stability of a personality, which is formed with individual and typological personal peculiarities (substantial characteristics of a personality, i.e.

The results of an empirical study with the participation 104 people with different socio-demographic characteristics, surveyed with 9 techniques that assess satisfaction with life, adaptation to life, sub-jective well-being, as well as some personal factors of subjective well-being, such as value orientation, motivation, hardiness, psychological defense mechanisms. Based on the results of the cluster analysis four types of subjective well-being were identified and described.

Presented the theoretical position of becoming the subject of chil­dren’s age and options manifestations boundaries of subjectivity. It is shown that the parent-child relationship may have a fundamental role to form the boundaries of subjectivity. The results of an em­pirical study carried out on a sample of preschool children (n = 65, 4–6 years) and their parents (n = 65, range 25–46 years) with the use of diagnostic tools: questionnaires child-parent relationships, methods of observation and expertise.

The results of the study of the destructive psychological protection of orphans, survivors of abuse and domestic violence. As the subjects were 28 teenagers of 11–15 years (N = 28). The results of projective techniques «nonexistent animal». The analysis of projective drawings orphans who survived abuse and violence in the parental home. Char­acterized by defensive reactions of anxiety, aggression, personality, and social protection.

The analysis of peculiarities of the manifestation of social-psychologi­cal and individual properties of the personality of teachers of second­ary schools depending on the level of their socialization is presented. Modern approaches to the understanding of a personality and of its social-psychological manifestations are considered. It is noted that the social-psychological and individual characteristics of a personality that reflect its positive vital mood nfluence the forming of the social suitability of the workers in the form of its high values.

The article discusses the problem of first-year students’ psychologi­cal well-being at the process of their adaptation to the educational environment in the beginning of staying at university on the new social position of student. From many factors influencing adaptation the au­thor discusses psychological well-being because dissatisfaction and psychological ill-being can lead to stress, depressive position, loss of interest to learning and in fine to deadaptation.

The article presents the results of research on peculiarities of adapta­tion in the physically challenged schoolchildren in inclusive education­al environment. The study shows that schoolchildren adaptation in the inclusive educational environment has specific social and psychologi­cal difficulties. Physically challenged children show decreased level of social and psychological adaptation and chose non-constructive adaptational strategies for coping with failures.