Abstract
Justification of research objectives: One of the important components of a modern professional is the ability for high social adaptation in the context of teamwork and the promotion of their own ideas, products of activity in the labor market and in a wide sphere of social interaction. Often, a gifted person has difficulties in the system of social interaction and adaptation. This contradiction does not allow them to maximize their potential in their chosen profession, and also complicates the sphere of personal communication. These features are exacerbated in early adolescence at the stage of professional and personal self-determination. The identified problem determined the purpose of this study: to identify the reasons for the low social adaptation of intellectually gifted students through observation and psychodiagnostics; to identify current trends in correctional and developmental work; to formulate recommendations on the organization of effective psychological and pedagogical support of high school students in order to increase the level of their social adaptation at the stage of educational and professional training. Research methods: method of theoretical analysis and generalization; formative experiment; free observation in teaching practice; techniques: R. Amthauer's TSI (subtests 2, 3 and 6) and an option for adults of D. Veksler's scale; social and psychological adaptation of K. Rogers and R. Diamond; «Purpose-in-Life Test» (Crumbaugh & Maholic); methods of mathematical statistics: calculation of Wilcoxon's T-test; Spearman's rank correlation method. Research results: the selected diagnostic tools made it possible to establish that the main range of problems of gifted students is in the field of social development and adaptation. These results made it possible to determine the main areas of correctional and developmental work and ways to overcome them: development of goal-setting, teaching students to use their intellectual abilities to solve social problems. Key findings and their significance. The main areas of correctional and developmental work lie in the development of communication skills, increasing the level of social maturity through the expansion of strategies and tactics of effective social behavior.
Highlights
Requirements for a university graduate on the part of an employer in a modern dynamic society presuppose that he has a set of knowledge, skills and abilities corresponding to a certain area of professional training, and the formation of special qualities that are important for a modern specialist
The main areas of correctional and developmental work with intellectually gifted students are in the field of social development and social integration
Disorders of social integration are interrelated with the level of development of the ability to set goals
Summary
Requirements for a university graduate on the part of an employer in a modern dynamic society presuppose that he has a set of knowledge, skills and abilities corresponding to a certain area of professional training, and the formation of special qualities that are important for a modern specialist Such as the ability to independently identify shortcomings in the level of their professional training, the ability to build a strategy for their own professional growth and career, the skill to find ways to implement the chosen target line of their development (including professional), the ability to clearly understand, and be able to independently exercise control for its implementation. The issues of identifying and supporting gifted students are systematically considered in the "Working Concept of Giftedness", the authors of which focus on individual characteristics and possible approaches to working with gifted ones [4]
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