Abstract:
Social-psychological adaptation is a process of active human adaptation to constantlychanging environmental conditions, using various social means, an important componentof a person's specific attitude to the world, the main function of which is to ensure astable and stable standard of living, an important component of development binding ofboth typical and atypical socially, educational and professionally significant tasks,formation of appropriate behavioral decisions. The purpose of the work is to establishthe features of social and psychological adaptation of girls and boys aged 15-17 duringtheir stay in the senior classes of a modern school. To determine the leading featuresof social-psychological adaptation during the scientific work used a personalquestionnaire of Rogers and Diamond, the use of which involved the assessment of anumber of both nominal and integrated indicators of adaptation processes, namelyindicators of adaptation, self-acceptance, perception of others, internality, internality todominance. Analysis of the obtained results led to the use of descriptive statisticsprocedures based on the use of a standard application package of multidimensionalstatistical analysis "Statistica 6.1 for Windows" (licensed No AXX910A374605FA). Theresults of the research show mainly the average level of expression of the leadingnominal indicators of social-psychological adaptation of pupils 15-17 years old, whoare in a modern school, and determine the features of the process of active adaptationof girls and boys to environmental conditions, their socially significant attitude to theworld. from the standpoint of ensuring a stable and stable standard of living, thepeculiarities of behavioral decisions that contribute to this. These trends are confirmedby the analysis of integrated indicators of the processes of social-psychologicaladaptation of pupils, especially the characteristics of adaptability and maladaptation,self-acceptance and acceptance of others, as well as emotional comfort and internality.These results should be further taken into account both in diagnostic (developmentand implementation of methods for comprehensive assessment of adaptive resourcesof boys and girls) and preventive (development and implementation of effective healthtechnologies and measures of psychohygienic correction of existing changes in thefunctional state of the body to create preventive educational environment in theeducational institution) context.
