SYSTEMS PSYCHOLOGY
AND SOCIOLOGY

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PSYCHOLOGICAL THOUGHT IN RUSSIA IN THE XVIII CENTURY:

TO THE ORIGIN OF BASIC IDEAS ABOUT THE POTENTIAL OF MAN,

HIS STRUGGLE AND LABOR

D.V. Ivanov,

N.A. Galyuk,

NGPU, Novosibirsk

The article is devoted to the consideration of psychological thought in Russia of the XVIII century, which contributed to the formation of basic ideas about the potential of a person, to the system of ideas about his struggle and work. The article deals with the basic historical conditions, which became a kind of preconditions for the development of psychological thought in the XVIII century. Among such conditions there is a new economic recovery experienced by Russia at the beginning of the XVIII century, its military victories and conquests, significant achievements in the social sphere, active work of Tsar Peter I and his entourage, which contributed to the manifestation of initiative and uniqueness of the mind of man of the time, the desire to participate in the historical transformations of the country and the state. New ideas about labour as a necessary and vital occupation of a person are analyzed.

It is noted that the age of Enlightenment is the time for a person to test his potential, the ability to fight and build his own life path. In the XVIII century the image of a person who can even change his fate, thanks to his professional skills and virtuous character is formed. Thanks to professional knowledge and skills creating relationships with others becomes noticeable in public life. It is shown that such changes in public life raised to a new level the psychological thought of the time, considering a person, his potential, struggle and work as a special kind of achievement. Changes have touched upon the attitude to the human body, which stopped to be represented as sinful, but on the contrary, is considered to be worthy of attention. The inner world (psyche) regarded as valuable and rich in content is diversely described.

Talking about people, educators believed in the improvement of them, «transformation» of their nature.

Representations of the psychological thought of earlier times (Ancient Rus, Moscow Kingdom) primarily cardiogenetics psychology, talking about «cordiality» and feelings, remain in the sphere of education.

However, at the same time, their rationality, ability to the height of «mental flight» is emphasized. In the views of philosophizing psychologists of the XVIII century there appeared the opportunity to solve the psychological problems of their existence. This could be done not only through «event» education and training, but also by climbing to the human in itself in accordance with each age stage, rising to the high levels of improvement, self-education of their morals and professional skills.

Man seemed to philosophizing psychologists of the Enlightenment free in its «nature», able through science and art to comprehend the proposed circumstances and its behavior aimed at achieving individual well-being. The idea of «philosophy of true well-being», allowing «to see the man happy» actively penetrates into psychological thought.» Man also looked ready to fight for independent life implementation. Struggle was defined as a kind of good in a person’s life, realizing his own potential. Knowledge of the meanings and manifestations of the struggle, highlighting of essential in its content at philosophizing psychologists of the time was of particular interest. The psychological thought of the XVIII century, crystallized ideas about a person, his potential, work and struggle, can be considered as a basis for further development of Russian psychology, the highlighting of its inherent system of basic concepts. Views and theories proposed by the psychological thought of the XVIII century deserve consideration and systematization in the course of investigation of a cradle and first principles of Russian psychology.

The article applies a historical and psychological reconstruction method and an accompanying technique of psychological interpretation, which allowed to recreate a number of ideas that have become significant for the national psychological thought.

Keywords: human; nature; potential; principle of perfection; «philosophy of true well-being»; training; craft; profession; struggle; labour; cardiogenetics psychology; life-fulfillment.

For citation: Ivanov D.V., Galyuk N.A. Psychological thought in Russia in the XVIII century: to the origin of basic ideas about the potential of man, his struggle and labor // Systems psychology and sociology. 2018. № 1 (25). P. 67–87.

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THE PSYCHOLOGICAL AGE OF CIVILIZATION:

XV Century, the North Renaissance

B. N. Ryzhov,

MCU, Moscow

The article is the continuation of the publication cycle devoted to system periodization of development of European civilization and the comparison of the stages of its development to the corresponding periods of a person’s life. The beginning of this research published in № 14–24 of the journal «Systems psychology and sociology» includes the description of analogies between the psychological development of a child from birth up to the age of 13–14 and the development of European civilization from the fifth to the beginning of the fifteenth centuries. The present part of the work is devoted to the next stage of onto- and phylogenetic development aimed to describe the analogy between the psychological characteristics of the early adolescence age and the main features in the art and culture of the early Northern Renaissance epoch in Flanders, when it was the center of the Northern seat of European civilization at that time.

In this regard the characteristics of emotional and personal development at the age of 15–16 are given, when a sense of beauty appears and the discovery of «Self» comes, but this kind of «Self» becomes moreholistic and it has some certain realistic features. While recognizing the revolutionary nature of these changes, indicating the end of the childhood and the beginning of the youth era, there is a fundamental similarity in the revolutionary processes taking place in the XV century in Flemish art, where the famous Ghent altar has become a peculiar manifesto of the epoch. That was the first time for the art of Western Europe when at the same time the perception with admiration for the beauty of some images changes to displaying heightened interest in the sensual reality of others, that just what young people do.

At the same time, the youthful desire for truthfulness and self-knowledge was reflected in the genre of realistic portrait arising in the first half of the XV century. The art of portrait has passed only a few decades from the first almost photographic paintings by Jan van Eyck, whose works have been marked with one peculiar feature, — the artist tried to highlighted a social status of a person depicted in the paintings, to Rogier van der Weiden’ s works, in the best of which there is an attempt to emphasise a psychological world of a person depicted in the paintings.

Finally, the comparison of the rapidly growing cognitive activity in early youth together with the information revolution that followed the invention of printing in the middle of the XV century is an additional confirmation that clarifies the psychological congruence of the considered epochs of life of a person and civilization.

Keywords: system periodization of development; systems psychology; psychological age of civilization; seats of European civilization; early adolescence; Jan van Eyck; Rogier van der Weyden; the invention of printing.

For citation: Ryzhov B. N. The psychological age of civilization (the continuation: XV century) // Systems psychology and sociology. 2018. № 1 (25). P. 55–66.

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PSYCHOLOGICAL COUNSELLING FOR ADOLESCENTS IN SITUATIONS OF THEIR PROFESSIONAL CHOICE

E. S. Romanova,

B. M. Abushkin,

MCU, Moscow

The article is devoted to the issue of psychological features of social behavior of adolescents based on two leading factors: the organization of their behavior at present on the basis of their current social interests and their conscious understanding of future professional activities. The present study has a task to organize a psychological work with adolescents in situations of their professional self-determination based on their accumulated social experience, represented by current interests (social values) and interests in their future professional activities (their career choices).

A psychological work with adolescents requires the high quality to diagnostic approaches, to their opportunity to objectifying adolescents’ individual interests at present and future. The present work shows that in-depth validity matters to the chosen field of research and it is based on a deep understanding of the content of the stimulus material offered to subjects, as a material covering all spheres of their social interaction.

The evidences that this methodology has in-depth validity are based on a long-run researches to build meaningful psychological content.

The results of previous studies, factorization of the results of various questionnaires allowed the authors to determine the list of social values held by adolescents in the framework of their current life, and a list of professional areas where different personal and intellectual qualities of adolescents are in demand, as well as their interests. The diagnostic value of the presented lists can only be defined in the situation of adolescent’ individual choice. The method of paired comparisons is used as a methodical reception in this work.

There are two author’s lists of values and professional areas in the article. An experimental study among 107 students showed the high efficiency of the proposed methods for diagnosing the features of professional self-determination in adolescents. The article presents the statistically processed results that complement the methodology with the material for the criterion evaluation.

Keywords: social values; professional self-determination; method of paired comparisons; socialization; self-realization; self-expression.

For citation: Romanova E. S., Abushkin B. M. Psychological counselling for adolescents in situations of their professional choice // Systems psychology and sociology. 2018. № 1 (25). P. 45–54.

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A POLYCODE TEXT COMPREHENSION IN PRESCHOOLERS

Ju. Shulekina,

MCU, Мoscow

It is shown that polycode texts are popular texts in the primary classroom, particularly in the initial stages of schooling. A vivid example polycode text (hypertext) is the textbook, the availability and the efficiency with which in speech therapy and educational psychology are shown in single studies. At the same time, in the didactic literature for preschoolers found a lot of options of polycode texts (comics, diagram, rebus, etc.), but there is a total deficit in the methodological developments concerning their application in teaching children. This makes the researchers face the fundamental task to study the processes of understanding a variety of polycode texts by preschoolers with disabilities to ensure the educational process new technologies of work with the educational text material.

The article discusses the possibilities of integration polycode technologies in methodical device of special support of students with disabilities. Known types of polycode texts are considered as effective means of the special educator and psychologist in the training of preschool and primary school children this category to master academic competencies.

The author presents the latest experimental data on the specifics of understanding polycode texts by children with general speech underdevelopment, shows how the text’s types(fiction and educational) impact on the natureof the semantic perception of its polycode shell and a transcript of its contents, and also proves the existence of significant differences in the perception and understanding polycode texts in preschoolers with normal  development, and in preschool children with general speech underdevelopment.

Keywords: polycode text; commix; text comprehension; mental-speech strategies; general speech underdevelopment; learning competences; special education.

For citation: Shulekina Ju. A polycode text comprehension in preschoolers // Systems psychology and sociology. 2018. № 1 (25). P. 36–44.

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THE FEATURES OF PERSONAL DETERMINATION AND CORRECTION OF THE AGGRESSIVENESS IN ADOLESCENTS

Е. A Ponomareva,

MCU, Moscow,

D. I. Ponomareva,

T. A. Afonskaya,

MAI, Moscow

This article presents a study of the structure of adolescent impulses to clarify the content of the problems and evaluate the effectiveness of psychological treatment of various forms of teenage aggression. The objectives of the present study were: 1) the identification of incentive determinants of aggressive behavior of teenagers whose parents have repeatedly appealed to the clinical psychologist for advice; 2) analysis of the results on the basis of a projective test of L. Sondhi, as well as methods of «personal aggression and conflict» of E. P. Ilin – P. A. Kovalev — before and after the correction of psychological identity of minors. It is the contents the author’s methodology of training for the formation of a constructive (non-aggressive) behavior and the complex psycho-technical exercises for the correction of behavior in stressful situations. The study suggests that the target group at the significant level expressed by the following models of aggressive behavior: negative due to low self-esteem as a specific form of self-denial (vector «self-concept»); affective (paroxysmal vector). In the course of correctional training the most successfully managed to work through extreme variants of negative sexual and vectors; A positive dynamics of decrease on the scale of «intolerance of the opinions of others», «offensive», «obstinacy», «temper», «negative aggressiveness». It is noted that after the application of psycho methods exposure level in the target group of suspicion, vindictiveness, and totals of positive aggressiveness is not significantly changed. These final psychological diagnosis demonstrate the need to develop and apply additional measures of psychological adjustment for the results obtained. The possibility of using projective techniques L. Sondhi the practical psychologist with difficult teenagers allow a detailed assessment of the current state of the sphere of instincts, and to identify motivation — as a reactive nature, arising in response to the needs and frustrations of a teenager in a social environment, and the endogenous nature of having an internal cause genetic or other source that is not associated with the current situation. Methods of psychological correction impact applied during the study may contribute to the formation of teenagers the skills of effective behavior in difficult situations.

Keywords: adolescents; aggressiveness; aggressive behavior; personal determination; motivation; psychological correction; training; conflict; stress; projective method of L. Sondhi.

For citation: Ponomareva E. A., Ponomareva D. I., Afonskaya T. A. The features of personal determination and correction of the aggressiveness in adolescents // Systems psychology and sociology. 2018. № 1 (25). P. 26–35

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PSYCHOMETRIC ANALYSIS OF THE QUESTIONNAIRE «DIAGNOSTICS OF SELF-AWARENESS FORMS» BY Z. ZABOROWSKI AND A. OLESZKIEWICZ

O. A. Shamshikova,

N. M. Klepikova,

G. S. Taygulova,

NSPU, Novosibirsk

The article presents one approach to the study of the problem of self-awareness based on the attribution theory. The attribute perspective of the problem of self-awareness includes self-awareness contents and the four forms of its processing: individual, defensive, outer and reflective. That view is known as «the theory of contents and forms of self-awareness» (briefly: the CF theory) by Z. Zaborowski.

Theoretical description and experimental verification of the CF theory maid by Z. Zaborowski and A. Oleszkiewicz led to the creation of the «Diagnostics of forms of self-awareness» method [19], intended for measuring the intensity of the four forms of self-awareness focused on evaluation of four processes that foster person’s image of himself.

The first form — individual — includes the current information processing presenting the core content of self-awareness as a personality component, and it contributes to the strengthening and integration of the personality structure. The second form — outer — is based on objective information processing within social norms and standards, and it serves for solving problems of social adaptation.

The third one — defensive form — may get involved against a background of a sense of danger, frustration of needs and it reflects defense mechanisms for the information processing when there is a discrepancy between a person’s self-image and social norms and expectations.

The fourth form — reflective self-awareness — involves abstract symbolic processing of information about oneself and the world; promotes the formation of identity, the development of life plans and lifestyle.

The article represents the results of adaptation of West-European methods on a Russian sample (n = 121).

In the first phase the translation procedure of the questionnaire was implemented, the research version of the questionnaire was developed, in the second phase the psychometric characteristics of the methodology were analyzed: 1) the correlations between the responses (evaluating the suitability of statements); the questionnaire discriminative is revealed; 2) evaluating the reliability: the internal consistency of scales (The SpearmanBrown prediction formula, Cronbach’s alpha coefficient) and the resistance to retesting with two weeks interval (The Spearman’s rank-order correlation or rs-Spearman coefficient); 3) the structure validity is grounded.

Keywords: content of self-awareness; differentiation of self-awareness content; forms of self-awareness; reliability; validity; questionnaire discriminative.

For citation: Shamshikova O. A., Klepikova N. M., Taygulova G. S. Psychometric analysis of the questionnaire «diagnostics of self-awareness forms» by Z. Zaborowski and A. Oleszkiewicz // Systems psychology and sociology. 2018. № 1 (25). P. 13–25.

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VOLUNTARY REGULATION IN PRESCHOOLERS WITH DISABILITIES IN THE CONTEXT OF PSYCHOLOGICAL COUNSELLING

S. M. Valyavko,

M. S. Staroverova,

MCU, Moscow

The article is devoted to the problem of voluntary regulation in the context of activity approach as an integrative characteristic of a child’s mental activities, identified under the conditions of a psychological experiment. The influence of voluntary regulation on the degree of successful realization of a background of future leading activities in preschoolers is justified here. There are very few special studies on voluntary regulation in preschoolers with disabilities and it is typically possible to find a very general overview about this issue only.

To study the given problem a diagnostic program was created and a representative sample of subjects was selected on the base of Moscow pre-elementary educational institutions. The authors received primary data on the voluntary regulation level of activities in older preschoolers with speech underdevelopment — that is one of the most numerous group of children with disabilities. The revealed peculiarities in the manifestation of voluntary regulation of the cognitive activity in preschoolers of this category can be considered as a manifestation of the modal-nonspecific patterns of disrupted development. For this kind of children referrals for psychological counselling are recommended, involving a psychic regulatory-building of a child to optimize the personal development of children with speech underdevelopment.

Keywords: activity; voluntary regulation; voluntary emotion regulation; self-regulation; regulatory component of educational activities; learning difficulties; preschool age; general speech underdevelopment.

For citation: Valyavko S. M., Staroverova M. S. Voluntary regulation in pre-schoolers with disabilities in the context of psychological counselling // Systems psychology and sociology. 2018. № 1 (25). P. 5–12.

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CONTENTS

Theory and method of Systems psychology

Ryzhov B. N. A system structure of personality

Zobkov A. V. System-structural organization of self-regulation by the subject of educational activity

Psychological researches

Romanova E.S., Makshantseva L. V. On the problem definition of a psychological expert opinion about a negative impact of the information products on adolescents: theoretical aspect

Sheinov V. P. On the relation between the mindset types in lecturers and students and their personal characteristics

Shilova T. A., Kostereva L. I. The system of social interaction and homeschooled high-school students’ self-esteem

Romanova E. S., Shubin S. B. The features of young people’s use of video games and social networks 

Sharova S. S. The creative features in students with manual asymmetries and hearing impairment

History of psychology and psychology of history

Ivanov D. V. Psychological idea in Russia in 30-th years of the XIX century. I. D. Yakushkin

Bershedova L. I., Nabatnikova L. P. A family, marriage and creativity in E. Zamyatin’s life

Sociological researches

Ananishnev V. M., Yugay S. V., Ovsov A. P. The prospects of inclusion of Russian pedagogical universities into the global university rankings

Rychikhina E. N. The role of the school mediation services in the conflictological education

Information

The anniversary of academician of the RAS, professor Irina Petrovna Anokhina!

Authors of the journal «Systems psychology and sociology», 2017, № 3 (23)

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THE ROLE OF THE SCHOOL MEDIATION SERVICES IN THE CONFLICTOLOGICAL EDUCATION

E. N. Rychikhina

MCU, Moscow

The growth of conflicts at schools leads to a necessity to develop the conflict resolution skills of all parties involved into the education process, and school mediation services play the main role in this activity. This article reviews educational capabilities of counselling and its role in forming the conflict resolution competency.

The urgency of this article is in its review of a new area in Russian education — the area of school mediation services. The author has analyzed the functioning of

school counselling in Russia and showed its unstable development. Based on the monitoring results the author sees the necessity to develop a conflict resolution competency for all parties involved into the education process.

A level of teacher’s conflict resolution competency is critical for school mediation service development. Also the author reviews circumstances that help to increase a teacher’s role in school mediation service. If teachers’ conflict resolution competency is formed properly, that will allow them to use the school mediation service to work closely with students and their parents to advance their conflict resolution skills.

The author shows how to form the conflict resolution competency using the process of recovery mediation. The article highlights the importance to involve the students into the school mediation service work, where they could have an experience to work with conflicts, receiving the theoretical and practical knowledge of rules regulating conduct in conflict situations.

This article identifies and describes the components of conflict resolution competency that includes legal, social, psychological, communicatory and conflict resolution components. The author describes the heuristic model to develop the conflict resolution competency that consists of two approaches: theoretical and practical. Each approach has its own methods of education. The main advantage of this model is a distinct differentiation of theoretical and practical approaches during the educational process.

This article pays special attention to methods used in the process of forming the conflict resolution competency and conflict resolution education. The author highlights the main component of the conflict resolution competency — the interactive methods of education. At the end, the author makes a conclusion that the usage of various forms and methods of the school mediation service allows to improve the possibility to educate teachers, students and their parents.

The review of data and system-oriented analysis allowed the author to highlight the importance for schools to employ a professional conflict resolution specialist with a mediation tra

Keywords: school mediation services; remedial mediation; teacher’s professional competency; conflict resolution competency; methods of education.

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THE PROSPECTS OF INCLUSION OF RUSSIAN PEDAGOGICAL UNIVERSITIES INTO THE GLOBAL UNIVERSITY RANKINGS

V. M. Ananishnev,

S. V. Yugay,

A. P. Ovsov,

MCU, Moscow

The concept of modernization of higher education places one of the priority areas for Russian universities to move to a higher position in international rankings. This task is impossible without effective monitoring of scientific activity on the basis of a system of indicators unified with international standards. Management of this process is determined by the peculiarities of the international rating systems of the THE, QS, ARWU, in which the level of scientific activity of the university is the dominant factor.

The internationalization of education in the conditions of the globalization taking place in the world caused the need to compare the higher educational institutions of individual countries on certain lists of indicators. These lists are compiled by international rating agencies and are universally recognized in Western countries. However, in Russia the need for cooperation with foreign rating agencies was not recognized for a long time. The importance to the international assessment

of the activities of universities was attached only in the 2010s.

Meanwhile, joining the global rating systems not only contributes to the country's prestige, but also stimulates the work on improving the national educational system by bringing it in line with world standards. Therefore, Russia, which was traditionally considered one of the planetary leaders in the field of education development, was forced to respond to global demands and new world trends in the scientific and educational fields. In the last decade, Russia has for the first time set the task of getting its best universities to take significant positions in international ratings.

On May 7, 2012, the President of the Russian Federation signed Decree № 599 «On measures to implement state policy in the field of education», supplemented on March 16, 2013 by Government Decision № 211 «On Measures of State Support for Leading Universities of the Russian Federation with a view to improving their competitiveness among the world's leading scientific and educational centers». In accordance with these normative acts, the «Project 5-100» was developed, designed for the period until 2020 and aimed at including at least five Russian universities in the list of one hundred of the best universities according to one of the three global rankings - The University of the World Times rating (THE) , World Universities World Ranking (QS) and Academic Ranking of Universities of the World (ARWU). The importance of Russia's inclusion in international studies of the quality of education is confirmed in the Concept of the Federal Targeted Program for the Development of Education for 2016-2020, adopted on December 29, 2014.

According to the decision of the Government, the Council on increasing the competitiveness of the leading universities of the Russian Federation among the world's leading scientific and educational centers began to function in 2013. It was officially announced that the universities that are taking active steps to enter the global ratings will receive subsidies for the implementation of the activities necessary for taking part in the project from the state on a competitive basis. The first to the "Project 5-100" was joined by universities of technical and natural-science profile and only then - humanitarian. The desire of many

one of the three largest world ratings indicates that the Russian system of higher education has the potential for development, the capacity for self-reform and the readiness to compete for the restoration of lost prestige. The problem is reduced only to the reinforcement of ambitions by thoughtful and effective management.

For pedagogical universities as educational institutions of a broad profile, the problem is especially urgent. First, they do not have one clear focus in their activities, training specialists in the teaching of both humanitarian and natural science subjects. Secondly, as a rule, they are little known abroad. Therefore, the prospects for the entry of Russian pedagogical universities into world ratings have not yet been fully clarified. At the same time, it seems that pedagogical universities have certain opportunities to build their work on a competitive basis in accordance with the requirements of international rating agencies.

The article examines the issue of the possibility of Russia's pedagogical universities to get into the global rating.

Keywords: pedagogical higher education institutions; international university rankings; criteria and indicators; monitoring of universities activity; quality of higher education; indicators of education; THE; QS; ARWU.