Aggressive behavior in the Internet becomes more common among teenagers in Russia and abroad. Cyberbullying is one of the most new and dangerous risks faced by modern teenagers in terms of consequences. The article analyzes the experience of Russian teenagers ' meetings with episodes of harassment on the Internet as an aggressor, victim or witness: the frequency of such meetings, emotional and behavioral responses to them, age and gender differences, moral assessment. This study provides an opportunity to develop measures to prevent and prevent cyberbullying in the framework of psychological and pedagogical work based on empirical data collected in the Russian-language sample, which is extremely important for the effectiveness of the developed programs. Research and applied prospects of work in the sphere of Internet security of teenagers, in particular, raising their awareness and formation of their responsible user position are discussed.
The article studies formation and development of psychological practices in the educational institutions of MIA of the Russian Federation through the lense of personnel, scientific, methodological, legal and material support. The following historical stages are set off among the most significant ones: a research and knowledge-building stage (before 1990), determination of the organizational and staff status of psychological practices in the educational institutions (1990- 1994); formation of psychological work concept and its integrated system (1994 – 2000); scientific and methodological development across all courses of activities of psychological work units (from 2000 to present). Within the last stage the authors highlight and present an activity of high relevance and a great demand, which relates to psychological support of cadets, listeners and officers, first recruited during the period of vocational training in the educational institutions of MIA of the Russian Federation.
The article describes the stage-by-stage implementation of the program of psychological support of cadets and students, as well as employees, first hired, during the period of professional training in educational institutions of the Ministry of internal Affairs of Russia. The content of the program is revealed through a set of measures of psychological work, which includes: the initial stage of professional training; adaptation of students to the conditions of training and career; development of personal and professional qualities; psychological preparation for independent performance of official duties. In conclusion, the author emphasizes the importance of the historical, organizational and methodological analysis carried out in the first part of the article, due to the need to search for promising models of the organization and functioning of psychological work units in educational organizations in order to train highly qualified specialists of law enforcement agencies.
The article analyzes the processes of intensive informatization and technologization of modern society, affecting the vector of development of the social, economic, political and military spheres of the state. In this context, the problem of informational impact on a human personality, his consciousness, mindset, spiritual and value orientations is considered. On the scale of the geopolitical interaction of the world community at the information-psychological level, this problem is revealed through the prism of describing the nature and content of the information war carried out in the interests of achieving political and military goals. Areas of informational influence on police officers are specified. In this regard, the need for the formation of information literacy of law enforcement specialists is being updated; the directions of information and psychological counteraction and protection against information attacks are highlighted. Psychological resistance, critical thinking, information security are named among the priority solutions to the highlighted issue.
The article justifies the necessity for studying and taking into account the subjective positions of law enforcement officers in designing their education. This is accomplished using skill- and personality-based approaches. The author's typology of such subjective positions is given. Psychological and educational risks of maladjustment in the process of professional and personal development are discussed along with the special psychological and educational counselling that are needed to handle them. The results of research are given, revealing average and absolute proportions of groups of students of the Academy of Management of the Ministry of Internal Affairs of Russia who were mapped to the four subjective positions that have been singled out. 422 respondents took part in the research, which was questionnaire based. Checking the obtained data with the contingency table and Pearson's chisquared test confirmed the hypothesis of a relationship between the student's subjective position and the lecturer's role he/she needs. On the whole, the singled out learners' positions and the lecturers' roles are mutually correlated (at a 0.01 significance level 0,21≤r≤0,76). Basing on the theoretical analysis and the empirical data obtained we formulated methodological principles for designing of departmental education systems.
Risky sexual behavior is the most complicated form of antisocial risky teenage behavior, both in its manifestations and in terms of availability for study and interventions. Sexual behavior and romantic relationships of teenagers are viewed, on the one hand, as important developmental stages, encouraging one's positive psychosocial adaptation, on the other hand, as an element of one's problem behavior profile with lots of unfavorable outcomes, e.g. sexually transmitted diseases, unwanted pregnancies etc, as well as a number of associated risks (substance use, offences etc). The article presents major research focuses dealing with the problem of risky teenage behavior, including the role of genetics, factors of social environment, and also the key results concerning the relationship between adolescents' risky sexual behavior and characteristics of their families, other teens of the same age around them, specifics of the area of their residence and of their local community, as well as adolescents' trade of sexual services.
The article presents the results of a research work on the role of apathy in the formation of depression syndrome in male prisoners. Basing on the questionnaire polling results of men (N = 151) serving their sentences in one of the maximum security penal colonies in Omsk, an empirical model was built indicating that the formation of depression syndrome in male prisoners is a complex step-by-step process with early stages involving manifestation of hopelessness, boredom and loneliness and with apathy joining in at later stages. The analysis of social and demographic characteristics revealed that a prisoner's age, family situation, children, education, the sentence served or the charges of which he was convicted have no effect on his psychological symptoms (the prisoners' educational level is only found to influence the way hopelessness is experienced). The data obtained suggest that there is a necessity for educational activities in prisons and also indicate a potential utility of the results in the field of anti-crysis therapy for prisoners in Russia.
The article examines emotion sensitivity in policemen and its relationships with emotion suppression. It was hypothesized that individuals with high emotion suppression were less efficient in recognizing others’ negative emotions. Forty-nine policemen from the Arkhangelsk region of Russia aged from 22 to 50 took part in the study. Emotion sensitivity was measured presenting faces with dynamic changes in emotional expression from neutral to the one of four emotion categories, namely happiness, sadness, anger, and fear. Emotion suppression was measured with Gross’ Emotion Regulation Questionnaire (ERQ). Happiness was recognized faster and more accurately compared to negative emotions. Among negative emotions, the least intensity was needed for the recognition of fear, more intensity for the recognition of sadness, and even more for anger. Fear was recognized more accurately compared to anger; there was no difference in the accuracy of the recognition of fear and sadness. Individuals high in expressive suppression recognized happiness faster and mistook sadness for anger more often. The results are discussed in the context of the specific features of policemen professional activity.
The urgency of a study of rapport problem between a penitentiary psychologist and a juvenile convict is due to the fact that interpersonal contact has a significant impact on the success of the professional activity of a penitentiary psychologist, and helps to build trusting relationships with an adolescent. The study involved 50 psychologists in educational colonies of Russia. A specially designed questionnaire “Problem-psychological content of interpersonal contacts of a psychologist with a minor convict” was used. The study confirmed that the ability to build rapport with a minor convict depends primarily on the developed communicative and moral qualities of a psychologist. The specialists use a wide range of methods and techniques for building rapport, however, they have fragmented notion on the stages of establishing interpersonal contact, their specificity and sequence.
Relevance: the article justifies the need for comprehensive psychological support of professional training of police officers in order to improve the quality of education and competence of law enforcement specialists. The purpose of the research is to test the developed Concept of psychological support for the formation of personal competence of police officers. Hypothesis of the study: after execution of the forming influence the level of formation of the components of personal competence and the degree of their integration increases as well as the success of professional activities during the first year of service. Sample: 1163 students of the Volgograd Academy of the Ministry of internal Affairs. Results: the efficiency of developing impacts within the framework of the Concept is confirmed at all stages of the experiment. Assessments of personal competence development are significantly related to the professional progress of University graduates assessed by experts. Expert assessments of the components of personal competence show high consistency with corresponding personal variables evaluated through self-reporting, both in a single-moment section and in dynamics. Conclusion: the implementation of the Concept shows the efficiency of psychological support measures for the formation of personal competence, the influence of their level of development on the results of professional activity is confirmed.