INTEGRAL INDIVIDUALITY OF THE GROWING MAN AND PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT FOR HIS DEVELOPMENT IN THE EDUCATIONAL ENVIRONMENT

The results of the authors' presentation at the session of the Bureau of Psychology and Age Physiology of the Russian Academy of Sciences on the activities of Perm Scientific Center of the Russian Academy of Sciences at the Perm State Humanitarian Pedagogical University are presented. The report outlines the main historical stages of development of Perm scientific psychological school and analyzes the logic of deployment of the psychology of integral individuality of a person in six research programs. Particular attention is paid to the research direction of the Scientific Center, in particular, the study of systemic integration of individuality, new types of abilities in the structure of integral individuality. The issue of introducing the results of studies of integral individuality into the practical activities of supporting the individuality of subjects of education, teachers and school psychological services is discussed.

Prevailing emotional components in adolescent girls with eating disorders

The article presents the results of a study on the predominant emotional components in adolescent girls with eating disorders, which manifested itself in the form of anorexia nervosa. In connection with the growing popularization of stereotypical body parameters and the relevance of healthy eating in modern life among adolescent girls, there is an increase in the trend towards various eating disorders. The main predominant groups subject to such deviations are precisely adolescent girls and adolescent girls. Identifying the initial emotional manifestations caused by anorexia nervosa is essential for planning preventive school programs. The research used such methods as observation, oral questioning (conversation) and "Cognitive-emotive test" Yu.M. Orlova, N.D. Tvorogova. The analysis of the data obtained made it possible to identify the predominant components of emotional disorders, namely the mechanisms of psychological defense, which are probably worth paying attention to psychologists for more competent work. The mechanisms of psychological defense turned out to be: aggression against oneself and protection from shame. The neglect of such a serious problem by school psychological services can only exacerbate the growth of these disorders. An approximate plan of preventive measures was developed, consisting of the main types of necessary work, namely: diagnostics, education, prevention, group sessions and individual assistance aimed at this category of adolescent girls and all participants in the general educational process. When developing this plan, recommendations were given for its implementation. Also, with individual work, it is worth paying special attention to the correction of emotional disorders.

Measurement of the Effects of School Psychological Services: A Scoping Review

School psychologists are asked to systematically evaluate the effects of their work to ensure quality standards. Given the different types of methods applied to different users of school psychology measuring the effects of school psychological services is a complex task. Thus, the focus of our scoping review was to systematically investigate the state of past research on the measurement of the effects of school psychological services published between 1998 and 2018 in eight major school psychological journals. Of the 5,048 peer-reviewed articles published within this period, 623 were coded by two independent raters as explicitly refering to school psychology or counseling in the school context in their titles or abstracts. However, only 22 included definitions of effects of school psychological services or described outcomes used to evaluate school psychological services based on full text screening. These findings revealed that measurement of the effects of school psychological services has not been a focus of research despite its' relevance in guidelines of school psychological practice.

The motivation for success, self-regulation, and educational success

There is a significant increase in society's interest in the realization of human intellectual, personal and creative potential as the main source of achievements, which is the basis for the progressive formation of a high-tech society. The achievements of adolescents and young people in education are the potential of the nation and determine the competitiveness required for the further progress and formation of society. Different motivations are applied during vocational training. Among them, cognitive, professional motives, motives for creative achievement, motives for status development, motives for self-realization and material motives have a significant place. One of the main tasks of modernizing the activities of current education, teachers, and school psychological services is to form a student who actively and independently acquires social knowledge, understands the importance of education and self-knowledge for their future life. As a subject of education, the learner is able to selectively and independently set actual and long-term goals, direct and support his activities, organize and also manage educational activities. Key words: self-analysis, self-regulation, education, motivation, purpose, result, vocational training, new educational standards

Efficacy of teleconsultation as compared to in-person consultation in the delivery of school psychological services: a rapid systematic evidence review

As a consequence of the Covid-19 pandemic, the implementation of teleconsultation in the delivery of school psychological services has increased notoriously in many countries throughout the last year. With the aim of supporting evidence-based practices on this matter, we conducted a rapid systematic evidence review on the efficacy of teleconsultation as compared to in-person consultation in the delivery of school psychological services. From a total of 3,873 references identified through our search, only three (< 1%) reports met eligibility criteria for this review. One of these studies showed serious risk of bias according to the ROBINS-I rating scale (Sterne et al., 2016) and was therefore excluded from further analyses. Due to insufficient data, we were unable to compute meta-analyses and for this reason summarized the available evidence in a narrative style. Overall, the limited evidence that we identified seems to indicate that the impact of teleconsultation in the delivery of school psychological services on consumer satisfaction and evaluated mental health outcomes of service users is equivalent or slightly higher to in-person consultation. However, this information needs to be interpreted with caution due to the scarcity of available data, as well as methodological limitations. Our findings may serve as a basis for policymakers and school psychologists to guide an evidence-based implementation of teleconsultation practices, as well as a starting point for researchers to build on previous work when designing future studies in this field.

ESTABLISHMENT AND CURRENT STATE OF SCHOOL PSYCHOLOGICAL SERVICES IN AZERBAIJAN AND TURKEY

The development of psychology in Azerbaijan is closely linked with the opening of the first higher education institutions in the country since the 1920s. In 1919, Baku State University, the first higher education institution in the republic, and in 1921, the first Pedagogical Institute were established. Departments of pedagogy and psychology and the first psychology laboratories were established in these universities. The first psychology laboratory in the country was organized in 1926 under the leadership of prominent psychologist F. Ibrahimbeyov at Baku State University, where psychological devices such as chronoscope, tachistoscope, visual adaptometer, audiometer, ergograph, etc. were installed.The development of psychology as a science in our republic began in the 20s and 30s of the last century, and at that time there were no national psychologists. Therefore, Russian scientists, Azerbaijani philosophers, pedagogues and neurologists taught psychology in the newly opened universities. Among them, the services of A.O. Makovelsky, A.K. Zakuzade, F.A. Ibrahimbeyov, H.B. Shakhtakhtinski, S.N. Hajiyev, V.I. Mustafayev and others should be especially noted.

Overview of prevailing types of victimal behavior among adolescents in secondary and special schools

The article presents the results of investigating the types of victimal behaviour among adolescents in special and secondary schools. The author reveals the concepts of victimisation and victimal behaviour. The researcher views victimhood as a set of human characteristics, due to a complex of social, psychological and biophysical conditions that contribute to the maladaptive style of person’s response, resulting in damage to his/her physical or emotional and mental health. The author draws a parallel between deviant and victimal behaviour. The paper demonstrates significance of this research issue for school psychological services and psychological and pedagogical support teams in connection with the widespread introduction of inclusive education for children with special educational needs, especially intellectual disabilities. The article clearly describes the research methods, i.e.: In order to study the characteristics of victimal behaviour of ways to overcome difficulties, the paper used the method of O. Andronnikova, the emotional state of adolescents was studied using the school anxiety test introduced by Phillips, as well as the Hand Test. The goal of the PDO technique (Lichko’s questionnaire, self-assessment forms of aggressive behaviour) was to identify the dependence of the type of victimal behaviour on the pathological personality characteristics. The research highlights the major types of victimal behaviour in adolescents with normotypical development and intellectual disabilities. The author substantiated the choice of adolescence as the most risky age for the manifestation of conflicts, bulling and stressful situations of frustration. The researcher notes the following types of behaviour in adolescents: uncritical, active, aggressive, initiative and passive ones. The paper also presents the gender aspect of the issue. According to the author, the results of the study will form the basis of a programme for the prevention of bulling and victimisation of adolescents in schools. The data obtained in the study will be used to further study the causes and characteristics of victimal behaviour, when considering it in connection with other parameters: with the level of anxiety, behaviour in intractable situations, with the manifestations of personality pathology.