The article is devoted to the problems of domestic and school violence. The results of the study the prevalence of child neglect, and various forms of physical and psychological violence against children in school and at home. The research sample is represented by 289 pupils of secondary schools (42.7% of boys and 57.3% girls), aged 11-18 years living in the city of Nizhny Novgorod and the region. The primary method of research - questionnaire ICAST-C (International Child Abuse Screening Tool - Children's Version, International Assessment Tool Child Abuse - Children's Version). The results show that the vast majority of children experiencing the various forms of physical and psychological violence, as well as neglect. The analysis of the characteristics of a family situation in which the child is placed. A child survivor of psychological or physical violence in the home, is faced with the psychological and physical violence at school. An interconnection between the test children home and school violence, as well as their mutual conditionality.
The contribution discusses the problem of emotional intelligence development and its solution in the course of empirical research on the basis of experimental design. The conceptual basis of the research – the theoretical model of emotional intelligence structure of J.Mayer, P.Salovey and D.Caruso. The hypothesis of the research was the assumption of probability of emotional intelligence development in the course of purposeful educational interaction in the form of social-psychological training on the basis of a specially developed program. The sample group consisted of two goups – experimental (its participants studied for half a year) and control – 68 persons in each one. Three parallel assessments were made in each group, using the MSCEIT V2.0 test which was approbated on a Russian sample group – before the beginning of education, immediately after the training and 6 months after. The results showed a significant difference between the groups on the second and third assessments in the general level of emotional intelligence and in three of its four components (branches) – “identification of emotions”, “use of emotions in problem solving” and “conscious management of emotions” – in favor of the experimental group. Furthermore, the effect of growth of indices in different aspects of emotional intelligence in the experimental group had a stable nature and remained roughly at the same level in term of 6 months after the end of the training. In general the results were comparable both with Russian and foreign researches which were carried out in this field during the last 10 years.