B. Practical psychology of education. Ed. Dubrovina I.V.Download Dubrovina practical psychology of education

Practical Psychology of Education- under the editorship of I.V. Dubrovina - Tutorial - 2000

This publication is the first textbook in our country on the course of practical educational psychology, first published in 1997 and became the main one for teachers and students studying in the specialty 031000 (pedagogy and psychology). To date, this is the only publication in which a systematic presentation of the main theoretical, methodological and practical issues included in the content of the discipline of subject training "Psychological Service in Education" is given. It pays special attention to methods of practical implementation of scientific knowledge in working with children. The main sections of the textbook present a variety of programs and methods of work of a psychologist with children of preschool and school age.
The textbook is intended for students of psychological faculties of universities and institutes, students of faculties and advanced training courses. It can also be useful for teachers, educators, parents - all those interested in the development and education of children.

TABLE OF CONTENTS
From the editor
Part I. INTRODUCTION TO PRACTICAL PSYCHOLOGY OF EDUCATION
Section I. Psychological service in the education system
Chapter 1. History and current state of the psychological service
education in our country and abroad
§ 1. Psychological education service, or school psychology, abroad
§ 2. Practical psychology of education in Russia
Chapter 2. Subject and tasks of the psychological education service
§ 1. Definition of psychological education service
§ 2. Theoretical foundations of the psychological education service
§ 3. The purpose of the psychological education service
§ 4. Tasks of the psychological education service
§ 5. Current and promising directions in the activities of the psychological service
§ 6. Service structure
Summary
Literature
Section II. Activities of a practical educational psychologist
Chapter 1. Practical educational psychologist as a professional
§ 1. Professional place of a psychologist in an educational institution
§ 2. To whom does the psychologist obey and with whom
§ 3. Beginning of the work of a practical psychologist in an educational institution
§ 4. Content of the psychologist's work
§ 5. The specifics of the work of a psychologist, depending on the type of children's institution
Chapter 2. The main activities of a practical educational psychologist
§ 1. Psychological education
§ 2. Psychological prevention
§ 3. Psychological and pedagogical council
§ 4. Psychological consultation
§ 5. Psychological diagnostics
§ 6. Guidelines for the duration of various types of work of a practical educational psychologist
§ 7. Office of a psychologist in an educational institution
Chapter 3. The principles of the practical education psychologist
§ 1. Understanding the individuality of a person as a value
§ 2. Professional interaction and cooperation of the psychologist with the subjects of the educational space
Chapter 4. Practical psychologist as a professional and as a person
§ 1. Professional position
§ 2. The mind of the psychologist
§ 3. Personal characteristics of a practical psychologist
§ 4. Rights and obligations of the educational psychologist
Summary
Self-study topics
Literature
Part II. CHILDREN'S PRACTICAL PSYCHOLOGY
Section I. Preschool childhood

§ 2. The value of preschool childhood
Chapter 2. The main directions of work of a psychologist with children of preschool age
§ 1. Practical problems of socialization of preschoolers
§ 2. The problem of development and learning in practical work with preschoolers
§ 3. Developmental work with preschool children (2-3 years)
§ 4. Developmental work with children of younger and middle preschool age (3-5 years old)
§ 5. Developmental work with older preschool children
Chapter 3. Preschoolers "at risk"
§ 1. Characteristics of the main difficulties in the development of the child
§ 2. Conduct disorders
§ 3. Lagging in mental development
Summary
Self-study topics
Literature
Section II. Child's admission to school
Chapter 1. Psychological readiness for school
§ 1. The concept of "psychological readiness for school"
§ 2. Analysis of existing methods for determining school readiness
Chapter 2. Diagnostic program to determine the psychological readiness of children 6-7 years old to school
§ 1. Scientific basis for the development of a diagnostic program
§ 2. Components of the diagnostic program
§ 3. Procedure for determining psychological readiness for school
Chapter 3. Development and correctional work
§ 1. Correctional work
§ 2. Developmental work
Summary
Self-study topics
Literature
Section III. School childhood, or primary school age
Chapter 1. General characteristics of age
§ 1. Features of mental development
§ 2. The value of primary school age
Chapter 2. What does it mean "to be able to learn"
Chapter 3. Work on the development of cognitive processes in younger students
§ 1. Development of attention
§ 2. Development of memory
§3. Mental development
Chapter 4. Work on the development of motor skills
Chapter 5. How to help a junior schoolchild to master their behavior
Chapter 6. The relationship of younger students with peers and adults
Chapter 7. Younger schoolchildren of "risk groups"
§ 1. Failure in primary school
§ 2. Children with attention deficit disorder (hyperactive)
§3. Slow children
§4. Demonstrative children
§ 5. Anxious children
§ 6. Left-handed child at school
Summary
Self-study topics
Literature
Section IV. Adolescence
Chapter 1. General characteristics of age
§ 1. Features of mental development
§ 2. The problem of adolescent crisis
§ 3. The value of adolescence
Chapter 2. The main directions of work of a psychologist with children of early adolescence
§ 1. Development tasks
§ 2. Beginning of education in secondary school
§ 3. Formation of the ability to study in secondary school
§ 4. Psychological assistance with learning difficulties
Chapter 3. The main directions of work of a psychologist in middle adolescence
§ 1. Development tasks
§ 2. Development and strengthening of a sense of adulthood
§ 3. Formation of interest in oneself. Development of self-esteem, self-esteem
§ 4. Development of educational motivation and the problem of differentiation of education
§ 5. Development of interests
Chapter 4. The main directions of the work of a psychologist in older adolescence
§ 1. Development tasks
§ 2. Development of communication with peers
§ 3. Development of will
§ 4. Development of the motivational sphere. Mastering ways to regulate emotional states
§ 5. Development of imagination
Chapter 5. Psychological problems of adolescence as a pubertal period of development
§ 1. Maturation of the organism
§ 2. Functionality and states. Development of motor and speech spheres
§ 3. Self-assessment of appearance, "physical self"
§ 4. Sexual development
Chapter 6. Adolescents "at risk"
§ 1. The problem of "risk groups" among adolescents
§ 2. Debuts of mental illness in adolescents
§ 3. Adolescents with character accentuations and psychopathies
§ 4. Neurotic personality development in adolescents
§ 5. Use of psychoactive substances and chemical dependence in adolescents
§ 6. Adolescents with cerebrasthenic phenomena
§ 7. Suicidal behavior of adolescents
§ 8. Adolescents from dysfunctional families
§ 9. Problems related to sexual development
Summary
Self-study topics
Literature
Section V. Early adolescence
Chapter 1. General characteristics of age
§ 1. Features of mental development
§ 2. The value of early adolescence and developmental tasks
Chapter 2. Problems of personal development at different stages of early adolescence
§ 1. Choice of the form of education and lifestyle in adolescence
§ 2. Socio-psychological adaptation in a new group
§ 3. Setting to extend the moratorium
Chapter 3. Time perspective of the future and professional self-determination
§ 1. Looking to the future - the affective center of life in early adolescence
§ 2. Life goals and psychological health
§ 3. Time perspective of the future and professional self-determination
Chapter 4. Boys and girls "at risk"
§ 1. Possible variations of growing up
§ 2. Addictive behavior
§ 3. Youthful sexuality
§ 4. Asocial behavior
Summary
Self-study topics
Literature
Part III. TEACHING PSYCHOLOGY AT SCHOOL
Chapter 1. Psychology as an academic subject of a comprehensive school
§ 1. The relevance of teaching psychology in a modern comprehensive school
§ 2. Stages of "entry" of psychology into the practice of school education
§ 3. About the expediency of teaching psychology at school
§ 4. Substantiation of the scientific content of the course "Psychology at school"
§ 5. When to start teaching psychology at school?
Chapter 2. Psychological and didactic aspects of teaching psychology at school
§ 1. Principles of teaching psychology at school
§ 2. A lesson in psychology
§ 3. Preparing the teacher for the lesson
§ 4. Lesson and learning situations
§ 5. Lesson and emotional states of schoolchildren
§ 6. Pupil as a subject of educational activity
§ 7. The teacher as a subject of pedagogical activity
§ 8. Interaction between student and teacher
§ 9. Evaluation and mark
Summary
Literature
Conclusion
Control questions for the course

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This practical guide is divided into theoretical and practical parts. In the theoretical part, the problems of mental health of children and adolescents are presented, the practical part is devoted to the active methods of work of a psychologist with children of different ages. The book includes general principles and approaches to the work of a psychologist with schoolchildren, specific programs of psychological work with children of different age groups, as well as methods of obtaining information about adolescents. The manual is supplemented with lists of references containing the main fundamental works on the topic.

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(b. 06.06.1935) - Russian psychologist, specialist in the field of developmental and educational psychology, developmental psychology, counseling psychology. He is the founder of practical child psychology, developer and organizer of the school psychological service. Doctor of Psychology (1989), Professor (1992), Corresponding Member of the Russian Academy of Education (1995), Full Member of the Russian Academy of Education (2000).

Graduated in 1958 from the faculty of the Russian language, literature and history of the Moscow State Pedagogical Institute. V.P. Potemkin. She began her professional career as a teacher of the Russian language at the Moscow School (1958-1963). Having entered the postgraduate course of the Institute of Psychology of the Academy of Pedagogical Sciences of the RSFSR (now PI RAO) in 1963, she graduated from it in 1966, having defended her Ph.D. thesis "Analysis of the components of mathematical abilities in primary school age" (1967). From 1966 to the present time he has been working at PI RAO. In 1976 she became the head of the Laboratory of Psychology of Personality Formation, which was previously directed by L. I. Bozhovich. From 1978 to 1992 she was deputy director of PI RAO for scientific work. In 1988 she defended her doctoral dissertation: "Theoretical foundations and applied aspects of the development of school psychological services." Since 1992 he has been in charge of the Laboratory of Scientific Foundations of Practical Child Psychology.

The main direction of Dubrovina's research was initially associated with the problems of the genesis of the age and individual characteristics of schoolchildren. She studied the transition period from adolescence to adolescence, which for the first time became the subject of a systematic study. ("Formation of personality in the transition period: from adolescence to youth", 1987). On a large sample of students, the cognitive motivational-need sphere, self-awareness and other aspects of personality were studied. The results were published in the collective monograph: "Peculiarities of learning and mental development of schoolchildren 13-17 years old" (1988). A detailed analysis of the formation of the personality of senior schoolchildren was presented in the monograph "Formation of the personality of a senior pupil" (1989) and the book: "Formation of personality in ontogenesis" (1992, editor and co-author).

Since the late 1970s. under the leadership of Dubrovina, the study of the specifics of the mental development of children growing up outside the family was carried out. As a result of many years of research, the reasons for a special type of mental and personal development of children brought up in boarding schools have been identified ("Mental development of children in an orphanage" / editor together with MI Lisina, 1990).

In 1980, on the initiative of the vice-president of the USSR Academy of Pedagogical Sciences Yu.K. Babansky Dubrovina began work on organizing a school psychological service in the country. Under her leadership, the "Regulations on the psychological service of education" were developed, as well as a number of Regulations on the centers of psychological services, which form the basis of the activity of a psychologist in the education system. Studying theoretical and applied problems of practical child psychology, Dubrovina developed the main provisions and functional responsibilities of a practical psychologist in school and preschool institutions, his role in creating favorable conditions for the mental development of children; suggested approaches to identifying and developing the potential of children; analyzed the problems of diagnosis, as well as the development of the abilities and creative activity of children as one of the forms of correctional work of a practical psychologist.

She published a series of books and practical manuals on the service of practical educational psychology: "School psychological service: questions of theory and practice" (1991); School Psychologist's Workbook (1991); "Mental health of children and adolescents in the context of psychological services" (1994). Developed a training program for practical educational psychologists.

L. A. Karpenko, A. I. Konovalov

PRACTICAL PSYCHOLOGY OF EDUCATION

Edited by I. V. Dubrovina

4th edition, revised and enlarged

Approved by the Ministry of Education of the Russian Federation

as a teaching aid for students of higher educational institutions,

students in the specialty 031000 "Pedagogy and Psychology"

300.piter.com Publishing program

300 best textbooks for higher education in honor of the 300th anniversary of St. Petersburg

carried out with the support of the Ministry of Education of the Russian Federation

Moscow St. Petersburg ■ Nizhny Novgorod Voronezh

Rostov-on-Don ■ Yekaterinburg Samara ■ Novosibirsk

Kiev ■ Kharkov ■ Minsk

BBK 88.84ya7 UDC 37.015.3 (075) P69

Reviewers:

V. A. Ivannikov,doct. psychol. sciences, professor V. E. Chudnovsky,doct. psychol. sciences, professor

I. V. Dubrovina,doct. psychol. sciences, professor: from the editor; Part I, Part Ill; conclusion A. D. Andreeva,cand. psychol. Sciences - Part II, Section. 1 N.I. Gutkina,cand. psychol. Sciences - Part II, Sec. £ 2. E. Danilova,cand. psychol. Sciences - Part II, Sec. 3 D. V. Pubovsky,cand. psychol. Sciences - Part II, Section. 4, ch. 6 A. M. Prikhokhan,doctor, psychol. Sciences - Part II, Section. 4, ch. 1-5 N. N. Tolstykh,cand. psychol. Sciences - Part II, Section. five

P69 Practical Psychology of Education; Study guide 4th ed. / Edited by I. V. Dubrovina - SPb .: Peter, 2004. - 592 p: ill.

ISBN 5-94723-870-5

The textbook is intended for students of psychological faculties of universities and institutes, students of faculties and advanced training courses. It can also be useful for teachers, educators, parents - all those interested in the development and education of children.

BBK 88.84ya7 UDC 37.015.3 (075)

8 7 517 5 . LSh

ISBN 5-94723-870-5

From the Editor ................................................ .................................................. ......................ten

PartI... INTRODUCTION TO THE PRACTICAL PSYCHOLOGY OF EDUCATION

SectionI... Psychological service in the education system........................... 16

Chapter 1. History and current state of the psychological service

education in our country and abroad ........................................... ...sixteen

§ 1. Psychological education service, or school

psychology, abroad .............................................. ............................. sixteen

§ 2. Practical psychology of education in Russia .......................... 25

Chapter 2. The subject and tasks of the psychological education service ................ 30

§ 1. Definition of psychological education service .................. 31

§ 2. Theoretical foundations of psychological service

education ................................................. ................................................ 33

§ 3. The purpose of the psychological education service ................................... 43

§ 4. Tasks of the psychological education service .............................. 56

§ 5. Current and promising areas of activity

psychological service ................................................ ........................ 56

§ 6. Service structure ............................................. ....................................... 58

Summary................................................. .................................................. ................................ 60

Topics for independent work .............................................. ................................ 61

Literature................................................. .................................................. .......................... 61

SectionII... Activities of a practical educational psychologist.................64

Chapter 1. Practical educational psychologist as a professional .................. 64

§ 1. The professional place of a psychologist in educational

institution ................................................. ................................................. 64

§ 2. Who submits to and with whom the psychologist works ................................ 68

§ 3. The beginning of the work of a practical psychologist in educational

institution ................................................. ................................................. 69

§ 5. The specifics of the work of a psychologist, depending on the type of children's institution ...................................... .................................................. .......... 71

"Lava 2. The main activities of a practical psychologist

education ................................................. .................................................. ...... 74

§ 1. Psychological education ............................................. ................ 74

§ 2. Psychological prevention ............................................. ............. 80

§ 3. Psychological and Psdagogical Council ........................................... ..94

§ 4. Psychological consultation ............................................. .............. 97

§ 5. Psychological diagnostics ............................................. ............... 103

§ 6. Guidelines for the duration of various

types of work of a practical educational psychologist ................ 144

(§ 7. Office of a psychologist in an educational institution ............................ 147

Chapter 3. The principles of the practical psychologist

education ................................................. .................................................. .... 154

§ 1. Understanding the individuality of a person as a value ............. 154

§ 2. Professional interaction and cooperation

psychologist with the subjects of the educational space ......... 160

Chapter 4. Practical psychologist as a professional and as a person ........... 165

§ 1. Professional position ............................................. ................... 167

§ 2. The mind of the psychologist ............................................. ................................................ 169

§ 3. Personal characteristics of a practical psychologist .................. 171

§ 4. The rights and obligations of the educational psychologist ............................... 172

Summary................................................. .................................................. .............................. 175

Topics for independent work .............................................. .............................. 175

Literature................................................. .................................................. ........................ 176

PartII... CHILDREN'S PRACTICAL PSYCHOLOGY

SectionI... Preschool childhood...................................................................................180

Chapter 1. General characteristics of age ............................................ .................... 180

§ 1. Features of mental development ............................................ ... 180

§ 2. The value of preschool childhood ............................................ .............. 187

Chapter 2. The main directions of work of a psychologist with children

preschool age ................................................ .................................... 190

§ 1. Practical problems of socialization of preschoolers ............ 190

§ 2. The problem of development and learning in practical work

with preschoolers ................................................ ..................................... 199

§ 3. Developmental work with pre-preschool children

age (2-3 years) ........................................... ....................................... 203

§ 4. Developmental work with younger and middle children

preschool age (3-5 years) .......................................... .............. 208

§ 5. Developmental work with children of senior preschool

age ................................................. .................................................. .... 212

Chapter 3. Preschoolers of the "risk group" .......................................... ......................... 220

§ 1. Characteristics of the main difficulties in the development of the child ......... 220

§ 2. Conduct Disorders ............................................. .............................. 223

§ 3. Lagging in mental development ........................................... ..... 229

summary................................................. .................................................. .............................. 233

Topics for independent work .............................................. .............................. 233

Literature................................................. .................................................. ........................ 234

SectionII... Child's admission to school..............................................................237

Chapter 1. Psychological readiness for school ........................................... .......... 237

§ 1. The concept of "psychological readiness for school" ........................ 237

§ 2. Analysis of existing methods for determining readiness

for school................................................ .................................................. ...... 242

Chapter 2. Diagnostic program on the definition of psychological

readiness of children 6-7 years old for school education ............................. 248

§ 1. Scientific basis for the development of diagnostic

programs................................................. ................................................. 248

§ 2. Components of the diagnostic program ................................ 249

§ 3. Procedure for determining psychological readiness

for school................................................ .................................................. ...... 260

Chapter 3. Development and correctional work ........................................... ........ 264

§ 1. Correction work ............................................. .............................. 264

§ 2. Developmental work ............................................. .................................. 265

Summary................................................. .................................................. .............................. 270

Topics for independent work .............................................. .............................. 270

Literature................................................. .................................................. ........................ 270

SectionIII... School childhood, or primary school age...............274

Chapter 1. General characteristics of age ............................................ .................... 274

§ 1. Features of mental development ............................................ ... 274

4th ed., Rev. and add. - SPb .: 2004 - 592 p.

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TABLE OF CONTENTS
Editor's Note 10
Part I. INTRODUCTION TO PRACTICAL PSYCHOLOGY OF EDUCATION
Section I. Psychological service in the education system 16
Chapter 1. History and current state of psychological service
education in our country and abroad 16
§ 1. Psychological education service, or school psychology, abroad 16
§ 2. Practical psychology of education in Russia 25
Chapter 2. The subject and tasks of the psychological education service 30
§ 1. Definition of psychological education service 31
§ 2. Theoretical foundations of the psychological education service 33
§ 3. The purpose of the psychological education service 43
§ 4. Tasks of the psychological education service 56
§ 5. Current and promising directions in the activities of the psychological service 56
§ 6. Service structure 58
Summary 60
Self-study topics 61
Literature 61
Section II. Activities of a practical educational psychologist 64
Chapter 1. Practical educational psychologist as a professional 64
§ 1. Professional place of a psychologist in an educational institution 64
§ 2. To whom the psychologist submits and with whom does the psychologist work
§ 3. Beginning of the work of a practical psychologist in an educational institution 69
§ 4. The content of the work of a psychologist 70
§ 5. The specifics of the work of a psychologist, depending on the type of childcare 71
Chapter 2. The main activities of a practical educational psychologist 74
§ 1. Psychological education 74
§ 2. Psychological prevention 80
§ 3. Psychological and pedagogical council 94
§ 4. Psychological consultation 97
§ 5. Psychological diagnostics 10Z
§ 6. Guidelines for the duration of various types of work of a practical educational psychologist 144
§ 7. Office of a psychologist in an educational institution 147
Chapter 3. Principles of the practical education psychologist 1e4
§ 1. Understanding of individuality as a value 154
§ 2. Professional interaction and cooperation of the psychologist with the subjects of the educational space 160
Chapter 4. Practical psychologist as a professional and as a person 165
§ 1. Professional position 167
§ 2. The mind of the psychologist 169
§ 3. Personal characteristics of a practical psychologist 171
§ 4. Rights and obligations of the educational psychologist 172
Summary 175
Self-study topics 175
Literature 176
Part II. CHILDREN'S PRACTICAL PSYCHOLOGY
Section I. Preschool childhood 180
Chapter 1. General characteristics of age 180
§ 1. Features of mental development 180
§ 2. The value of preschool childhood 187
Chapter 2. The main directions of work of a psychologist with children of preschool age 190
§ 1. Practical problems of socialization of preschoolers 190
§ 2. The problem of development and learning in practical work with preschoolers 199
§ 3. Developmental work with preschool children (2-3 years) 203
§ 4. Developmental work with children of younger and middle preschool age (3-5 years old) 208
§ 5. Developmental work with children of senior preschool age 212
Chapter 3. Preschoolers "at risk" 220
§ 1. Characteristics of the main difficulties of the child's development 220
§ 2. Conduct disorders 223
§ 3. Lagging in mental development 229
Summary 233
Self-study topics 233
Literature 234
Section II. A child enrolled in school 237
Chapter 1. Psychological readiness for school 237
§ 1. The concept of "psychological readiness for school" 237
§ 2. Analysis of existing methods for determining school readiness 242
Chapter 2. Diagnostic program to determine the psychological readiness of children 6-7 years old for schooling 248
§ 1. Scientific basis for the development of a diagnostic program 248
§ 2. Components of the diagnostic program 249
§ 3. Procedure for determining psychological readiness for school 260
Chapter 3. Development and correctional work 264
§ 1. Correctional work 264
§ 2. Developmental work 265
Summary 270
Self-study topics 270
Literature 270
Section III. School childhood, or primary school age 274
Chapter 1. General characteristics of age 274
§ 1. Features of mental development 274
§ 2. Value of primary school age 278
Chapter 2. What does it mean to "be able to learn" 279
Chapter 3. Work on the development of cognitive processes in primary schoolchildren 293
§ 1. Development of attention 293
§ 2. Development of memory 298
§3. Mental development 301
Chapter 4. Working on the development of motor skills 308
Chapter 5. How to help a younger student master his behavior 311
Chapter 6. The relationship of younger schoolchildren with peers and adults 319
Chapter 7. Younger schoolchildren of "risk group" 327
§ 1. Failure in primary school 327
§ 2. Children with attention deficit disorder (hyperactive) 336
§3. Slow Children 343
§4. Demonstrative Children 349
§ 5. Anxious children 353
§ 6. Left-handed child at school 358
Resume 365
DIY Topics 365
Literature 366
Section IV. Adolescence 371
Chapter 1. General characteristics of age 371
§ 1. Features of mental development 371
§ 2. The problem of adolescent crisis 375
§ 3. The value of adolescence 379
Chapter 2. The main directions of work of a psychologist with children of early adolescence 380
§ 1. Development tasks 380
§ 2. Beginning of education in secondary school 381
§ 3. Formation of the ability to study in secondary school 385
§ 4. Psychological assistance in learning difficulties 387
Chapter 3. The main areas of work of a psychologist in middle adolescence 393
§ 1. Development tasks 393
§ 2. Development and strengthening of a sense of adulthood 394
§ 3. Formation of interest in oneself. Development of self-esteem, self-esteem 404
§ 4. Development of educational motivation and the problem of differentiation of education 412
§ 5. Development of interests 415
Chapter 4. The main directions of work of a psychologist in older adolescence 418
§ 1. Development tasks 418
§ 2. Development of communication with peers 419
§ 3. Development of will 430
§ 4. Development of the motivational sphere. Mastering the ways of regulation of emotional states 434
§ 5. Development of imagination 437
Chapter 5. Psychological problems of adolescence as a pubertal period of development 439
§ 1. Maturation of the organism 439
§ 2. Functionality and states. Development of motor and speech spheres 439
§ 3. Self-esteem of appearance, "physical self" 443
§ 4. Sexual development 444
Chapter 6. Adolescents "at risk" 448
§ 1. The problem of "risk groups" among adolescents 448
§ 2. Debuts of mental illness in adolescents 451
§ 3. Adolescents with character accentuations and psychopathies 453
§ 4. Neurotic personality development in adolescents 457
§ 5. Use of psychoactive substances and chemical dependence in adolescents 458
§ 6. Adolescents with cerebrasthenic phenomena 463
Section 7. Suicidal behavior of adolescents 464
§ 8. Adolescents from dysfunctional families 467
§ 9. Problems related to sexual development 469
Summary 472
Self-study topics 472
Literature 472
Section V. Early adolescence 478
Chapter 1. General characteristics of age 479
§ 1. Features of mental development 479
§ 2. The value of early adolescence and developmental objectives 484
Chapter 2. Problems of personal development at different stages of early adolescence 486
§ 1. Choosing the form of education and lifestyle in adolescence 486
§ 2. Socio-psychological adaptation in the new group 489
§ 3. Installation to extend the moratorium 490
Chapter 3. Time perspective of the future and professional self-determination 491
§ 1. Looking to the future - the affective center of life in early youth 491
§ 2. Life goals and psychological health 493
§ 3. Time perspective of the future and professional self-determination 502
Chapter 4. Boys and girls "at risk" 505
§ 1. Possible variations of growing up 505
§ 2. Addictive behavior 506
§ 3. Youthful sexuality 511
§ 4. Asocial behavior 518
Summary 527
Self-study topics 528
Literature 528
Part III. TEACHING PSYCHOLOGY AT SCHOOL
Chapter 1. Psychology as an academic subject of a comprehensive school 532
§ 1. The relevance of teaching psychology in a modern secondary school 533
§ 2. Stages of "entry" of psychology into the practice of school education 537
§ 3. On the expediency of teaching psychology at school 538
§ 4. Justification of the scientific content of the course "Psychology at school" 543
§ 5. When to start teaching psychology at school? 548
Chapter 2. Psychological and didactic aspects of teaching psychology at school 549
§ 1. Principles of teaching psychology at school 549
§ 2. The lesson of psychology 551
§ 3. Preparing the teacher for lesson 554
§ 4. Lesson and study situations 557
§ 5. Lesson and emotional states of schoolchildren 559
§ 6. Pupil as a subject of educational activity 563
§ 7. The teacher as a subject of pedagogical activity 567
§ 8. Interaction between student and teacher 570
§ 9. Grade and mark 573
CV 579
Literature 579
Conclusion 581
Course 585 Test Questions

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