Psychological Support Of Students Research Articles

Foreign language teaching modes and adaptive methods in emergency education: Evaluation of first-hand experience

Turbulent world events require crisis-sensitive education models that can address new challenges and promote productive learning in extraordinary times. The research aimed to analyze the issue of teaching a foreign language to undergraduate students using intervention techniques in online and offline modes. The researchers suggested the following responsive and adaptive strategies: the creation of adaptive online learning platforms, the development of a multimedia resources bank and the careful selection of innovative teaching tools capable of addressing both psychological and educational needs. The work in groups of both formats was studied through discussion and survey from the point of view of teachers’ perceptions of positive and negative features, difficulties revealed in the education in emergencies, and the productivity of using specially designed adaptive teaching techniques for coping with them. The findings show that in most aspects teachers have a more positive assessment of ‘live’ language teaching in comparison with the online format. They indicate such benefits as more coordinated work, a collaborative and engaging environment, controllability, and greater motivation. The most effective tools used for developing vocabulary, listening skills, reading skills, and speaking skills were revealed. The final testing results in both online and offline groups were analyzed to study the effectiveness of the employed intervention methods. The study demonstrates that the rigorous instructional design is of vital importance for education in an emergency. Special attention should be given to specific adaptive and responsive intervention technologies aimed at interaction and communication enhancement as well as psychological support of students, the choice of which can be determined by the distinctive features of different teaching formats.

Hubungan Religiusitas Dan Psychology Well Being Pada Mahasiswa Perantau Di UIN SU

This research aims to investigate the close relationship between the level of religiosity and psychological well-being in students of the Islamic Broadcasting Communication Department at the Faculty of Da'wah and Communication at UIN SU. By adopting a quantitative approach, this research involves active participants in the program and uses proven measurement instruments. By collecting data using a structured questionnaire, this research analyzes the level of religiosity and psychological well-being of students, and explores the relationship between the two. The results of statistical analysis show that there is a significant positive relationship between the level of religiosity and psychological well-being in students of the Islamic Broadcasting Communication Department. These findings support the concept that appreciation of religious values ​​and involvement in religious practices can make a positive contribution to students' psychological well-being. The practical implication of this research is the need to pay attention to religious aspects in the development of academic programs, as well as providing appropriate psychological support for students who seek a balance between academic demands and religious values.

ИСПОЛЬЗОВАНИЕ КОГНИТИВНО-ПОВЕДЕНЧЕСКИХ МЕТОДОВ В ПСИХОЛОГО-ПЕДАГОГИЧЕСКОЙ ПРАКТИКЕ

The article is a review of researches on the use of cognitive-behavioral methods in education. The study is of current interest as far as there is an urgent need for developing the ways of improving educational efficiency and psychological well-being of students. The analysis of academic papers, literature review and meta-analysis of research results were carried out. The results of the review prove that the use of cognitive-behavioral methods in education allows for the improvement of concentration, motivation and selfcontrol of students, as well as the reduction of stress and anxiety. The article emphasizes the importance of using cognitive-behavioral methods in education both to improve the educational process and to ensure psychological well-being of students. The novelty of the study lies in the systematization and analysis of the latest research data on the issue. The article can be of practical applicability for teachers and psychologists as it provides the basis for the development and implementation of efficient strategies in teaching and psychological support of students. The obtained results can be applied in higher and secondary education, as well as in corporate and skills development trainings for students of various age.

The higher level of anxiety as a significant risk factor in evaluating health and social self-feeling in students of medical university

The success of adaptation of students to conditions of educational process in Medical University is determined by complex of accompanying socio-psychological factors. The level of personal anxiety determines severity of impact of these factors on psychosomatic state of student. The high level of anxiety among students in conditions of educating in Medical University can significantly and multi-componently impact their physical organism, success in teaching and social well-being. The purpose of the study is to determine prevalence of high levels of anxiety and their impact on health and social well-being of students of different genders, periods of study on budgetary and commercial basis. There is significant prevalence of high levels of personal anxiety among students of first year of education (57.0%), which tends to increase by fourth year (75.5%). The increased anxiety has significant impact on morbidity (correlation with anxiety levels τ=0.69 and τ=0.40 for men and women, respectively) and social well-being of students, their behavior and lifestyle. The female students are the most affected by anxiety factor. The belonging of students with high level of anxiety to budget or commercial group determines specificity their response to conditions of education in the Medical University. The obtained results should be used to improve efficiency of adaptation and psychological support of students in the process of education in Medical University. The high level of anxiety in students should be taken into account in preventive activities of preserving health of students as separate factor, impacting similarly with strong health risk factor on their physical organism and social well-being, considering gender and period of study on budgetary or commercial basis.

The Role of Social Media in Students’ Social Perception and Interaction: Implications for Learning and Education

In today's digital age, the role of social media in education has become a subject of increasing attention. Social media, such as Facebook, Instagram and Twitter, have changed students' social interaction patterns, influenced perceptions of self and others, and have significant psychological impacts. This research discusses the role of social media in shaping students' perceptions and social interactions and its implications in learning and education. This research is a literature review that uses a qualitative method approach, which means it will analyse and interpret data by relying on information and text from various sources. The study results show that social media has brought about changes in the way students interact. They not only communicate in person but also through online platforms, creating new dynamics in social relationships. Students' exposure to social media content can affect their self-image and social norms. In addition, social media use can also result in social pressure and psychological impact on students. The implication of the role of social media is the need for social media literacy education, wise use of social media in learning, and necessary psychological support for students. Parents also need to be involved in their children's social media literacy education. With cooperation between educational institutions, social-media platforms, and parents, a safe educational environment that supports students' social, intellectual, and emotional development can be created.

Social and psychological support of students from rural areas in the conditions of a higher education institution

Social and psychological support of students from rural areas in the conditions of a higher education institution

Educational trends in the conditions of the russian-Ukrainian war and current geopolitical challenges

The article is devoted to the issue of educational trends in the conditions of the Russian-Ukrainian war and the modern geopolitical challenges Ukraine and Ukrainian educators face. The state of quarantine restrictions due to the incidence of Covid-19 caused an active transition of most spheres of activity, including education, communication of educational process to the mixed form with the help of digital technologies. In particular, they became assistants to educators at various levels: from secondary school to institutions of higher education. The adaptation was successful with some shortcomings, which can be solved at the individual level of communication between teachers and students of different levels. Such educational trends as digitalization of the educational process, continuous learning, strengthening of social inclusion, academic integrity, combination of education with science, project-based learning, academic mobility of students and teaching staff, media literacy, psychological support of students in the educational process, recognition of the results of non-formal and informal of education within the educational process, visualization, gamification, interactivity of education, soft-skills: development of social and emotional intelligence,critical thinking, ability to quickly adapt to new conditions, etc. helped all participants of the educational process in Ukraine to boldly adapt to the unusual conditions of long-term quarantine and continue their work even in war conditions. Owing to the financial and material assistance of other countries, it is planned to rebuild destroyed educational institutions and infrastructure according to new standards, develop a new network of educational institutions, and develop in science and technology. The active implementation of educational trends at ZhytomyrIvan Franko State University allows the institution to develop educational directions even in conditions of geopolitical challenges and war.

International Research Review and Teaching Improvement Measures of College Students’ Learning Psychology under the Background of COVID-19

The COVID-19 pandemic has had a significant impact on college education. College students have faced great difficulties in terms of learning and living during the lockdown period, which has brought many negative psychological effects. To explore the psychological states of college students learning during the COVID-19 pandemic and the reasons for these states, this study used CiteSpace to analyze 105 articles on WoS about college students’ learning psychology, and the results of this analysis were combined with an interpretation of the literature to summarize the research hotspots, development trends, learning psychology types, and reasons in this field. The main findings were as follows: (1) During the COVID-19 pandemic, the psychological state of learning college students mainly included academic burnout, learning anxiety, and learning pressure. (2) Academic burnout was affected by perceived usefulness and self-control and was manifested as not accepting online teaching and truancy. (3) Learning anxiety was affected by emotional support factors and was manifested as loneliness, anxiety about lockdown management, and fear of infection. (4) Learning pressure was affected by perceived ease-of-use, environmental support, and self-efficacy and was manifested by difficulties completing online learning tasks, academic performance, and future career uncertainty. Given the above findings, this study proposes corresponding teaching improvement measures from the perspective of the sustainability of the teaching methods of teachers and students’ continuous learning, providing teaching references for schools and teachers, and psychological support for students.

Value orientations and attitudes towards money among Russian and Chinese students as characteristics of the economic behavior of young people

Introduction. In the global economy, young people from the perspective of public administration are considered as intellectual capital. The purpose of this article is to conduct a comparative analysis of value orientations and attitudes towards money as indicators of economic behavior among Russian and Chinese students. Methods. The study used the following methods on a sample of 88 Russian and Chinese students: 1) Questionnaire by B. Klontz and T. Klontz “Monetary Attitudes” adapted by Bayazitova, T.A. Lapshova; 2) Portrait Value Questionnaire by S. Schwartz (PVQ-RR) adapted by T.P. Butenko, D.S. Sedova, A.S. Lipatova); 3) Questionnaire “Moral assessment of money” E.I. Gorbacheva and A.B. Kupreichenko. Statistical analysis of the data used the Mann-Whitney U test, Spearman's rank correlation coefficient and cluster analysis. Research results. In the process of conducting empirical analysis, significant differences were identified between Russian and Chinese students in the manifestations of value orientations such as: 1) reputation (0.036; p ≤ 0.05); 2) personal safety (0.04; p ≤ 0.05); 3) conformity - rules (0.026; p ≤ 0.05); 4) modesty (0.004; p ≤ 0.01). Russian students value their reputation and personal safety more; on the money avoidance scale, Chinese students have a significantly higher indicator compared to Russian students (0.026, p ≤ 0.05). As a result of the correlation analysis, significant relationships between the scales were found among Russian students: (p ≤ 0.05): 1) avoidance of money - hedonism (r = -0.300), modesty (r = 0.298), benevolence (r = -0.353); 2) money as status – modesty (r = -0.333); 3) worship of money - independence of thought (r = 0.375), independence of action (r = 0.331), hedonism (r = 0.341), power - dominance (r = 0.351), security - personal (r = 0.336), benevolence - duty ( r = 0.330). Among Chinese students, significant relationships were found for the following indicators: In the group of Chinese students, the following relationships were identified (p ≤ 0.05): 1) money as status - power - resources (r = 0.312), traditionalism (r = 0.302); 2) worship of money - independence of thought (r = 0.310), conformity - rules (r = 0.320), conformity - interpersonal (r = 0.372), modesty (r = 0.318); 3) vigilance regarding money - achievement (r = 0.315), power - resources (r = 0.309), conformity - rules (r = 0.304). The use of cluster analysis made it possible to identify positive and moral-conflict types of attitudes towards money among Russian students, and among Chinese students - morally uncertain and compromising-positive types of attitude towards money. Conclusion. As a result of the study, recommendations were proposed for the development and correction of indicators of economic behavior among young people: 1) introduction into educational practice in higher education of methods for developing students' knowledge in the field of financial literacy; 2) development of civic identity and patriotic feelings, which act as psychological support for students on the path to professional development and financial success; 3) developing students’ attitude towards money as a result of personal and professional self-realization; 4) providing information and education to foreign students in the field of economic behavior in Russia in order to successfully adapt to a foreign cultural environment.

FEATURES OF CYBERBULLYING PREVENTION IN THE EDUCATIONAL ENVIRONMENT OF THE UNIVERSITY

The article presents the experience of organizing preventive work on the problem of destructive aggression in university students. Young people as a certain socio-psychological group, with their age characteristics, are the most vulnerable to the effects of destructive discourse. The article analyzes the problem of manifestation of destructive behavior, considers the causes, types, forms of its manifestation in the youth environment. A special place is occupied by the negative impact of cyberbullying on the mental health of its victims. Methods for diagnosing a tendency to destructive aggression used by the Center for Socio-Psychological Support of Students of NSUU to identify students at risk are presented; some diagnostic results are given. The most common cases of cyberbullying in the practice of a university psychologist are described. Some characterological features and personal properties of students - aggressors were revealed. The experience of the Center for Social and Psychological Support of Students on monitoring, analysis, interpretation of markers of destructive aggression in social networks is presented. A model of a comprehensive program of destructive aggression prevention in the conditions of educational institutions has been developed, which includes primary, secondary, and tertiary prevention.

Mental Health Condition among University Students of Bangladesh during the Critical COVID-19 Period.

Bangladesh’s education sector has been in a state of flux since COVID-19. During the pandemic, all university campuses were closed. There was a mental health issue among the students. This study aims to examine the mental health condition and the determinants that contribute to adverse mental health conditions among university students of Bangladesh. A survey was performed online among university students in Bangladesh, in mid-June 2020 when averaging 3345 affected cases of the population daily. The convenience sampling technique was used and the survey gathered data from 365 university students. The relationship between general information and Depression, Anxiety, and Stress Scale 21 (DASS-21) subscales of university students was determined. The questionnaire was administered to respondents during the pandemic, which ensured fast replies. Linear regression models were used for statistical analysis. University students indicated normal levels of depression (30.41%), anxiety (43.29%), and stress (47.40%). However, a disproportionate number of extremely depressed, anxious, and stressed university students suggested a mental health status of concern. There were significant connections between the individual’s opinion of social satisfaction, mental health concerns, and the present location’s safety with an undesirable mental health condition. Female students were shown to be much more anxious and stressed than male students. Capital Dhaka city students were more depressed and anxious than students outside of Dhaka. Financial and psychological support for students may help mitigate the psychological impact. Authorities should make effective efforts to reduce mental health problems among these students. This research may aid organizations, health care providers, and social workers in their attempts to prepare for and respond to pandemics.

СОЦІАЛЬНЕ БЛАГОПОЛУЧЧЯ ЯК МЕТА ДІЯЛЬНОСТІ ФАХІВЦЯ СОЦІАЛЬНОЇ РОБОТИ У ГРОМАДІ

The article proposes a systemic model of social work in the community under the conditions of implementation of the reform of power decentralization and self-organization. The development of the model is based on many years of research on the functional role of the community and various communities in solving social and psychological problems of social work clients. Empirical studies cover a wide range of social issues, namely: adaptation and integration of forced migrants in new communities; social re-adaptation of demobilized combatants; psychological and social assistance to families and persons in difficult life circumstances; organization of social and psychological support for students with limited functional capabilities; comprehensive assistance to families in local communities; implementation of support and development programs for families raising a child with disabilities, etc. These studies prove that despite all the differences in existing client problems, the effectiveness of social work largely depends on the degree of inclusion of clients in various communities and on the attitude of society or a specific community to these categories of people. On this basis, it is argued that in the conditions of the local community, the social work specialist (SWS) cannot limit his activity only to specific client requests, but must aim it to the well-being of the entire community, as an integral subject of life. Accordingly, three objects of SWS activity are distinguished - the structure of networks that exist in the community, the existing social status of families, and the social status of individuals that make up the community. For each object, a social work information support system is defined, which consists of blocks of sociological dimensions and psychological assessments, and becomes the basis for determining the content of the SWS activity. At the level of the general model, the content of the activity of the SWS is revealed through four leading components, according to each object: the purpose of the activity, the way of its implementation, the key toolkit of the work and the main empirical indicator of the effectiveness of the activity. It is proven that the activities of the SWS in the community are carried out in the form of social designing, programming of social development and planning of social activity of community members, aimed at increasing the general level of well-being and are implemented through specific measures. It is claimed that the implementation of this model leads to a change in the functional place and importance of social work in the community's life system and contributes to its formation as a basic unit of social life.

“We Overwhelm Them with Hope”: How Online Mentors Can Support Online Learners

This survey research study analyzed responses from 143 mentors from around the world participating in a global higher education initiative. Results confirmed the effectiveness of four mentoring domains identified in the literature, reporting the most success from providing emotional and psychological support for students. This article provides mentoring strategies including student goal setting, identifies characteristics of an online role model, and shows the importance of online mentors’ confidence in students gaining technology skills. The study has additionally contributed to the literature supporting (a) benefits of online mentoring for nontraditional students, (b) influence of technology on mentoring challenges, and (c) role assumption in online mentoring. Additionally, the study provided a literature review of the background of online mentoring and mentoring practices, the benefits and challenges of online mentoring, and lessons learned from research. This work presents a comprehensive understanding of online mentoring, providing support for mentors seeking to improve their performance as well as recommendations for creating mentoring programs to improve organizations.

IMPACT OF THE COVID-19 PANDEMIC ON STUDENTS IN THE REPUBLIC OF KAZAKHSTAN

This study presents preliminary results of the impact of the COVID-19 pandemic on the organization of education in universities, the transition to distance learning, the approach of students to the educational process, and their social life during online learning. The analysis shows the relevance of the selected research topic and requires further study in light of the ongoing COVID-19 pandemic. Despite the significant problems caused by the coronavirus, in general, universities have adapted to the current situation. Due to the ongoing mutations of the virus, it is not known how long the pandemic will last, so the ongoing research is important for improving the quality of education in universities in the future. Various techniques were used to collect data based on the current situation in order to reduce the likelihood of contracting the coronavirus. Quantitative and qualitative data were collected from students at various universities through an online survey disseminated through social media platforms. Collecting information took the most time. An online survey was used to collect quantitative data. Based on the qualitative data, interviews were conducted with students who had already completed an online questionnaire. Based on the results obtained, proposals were made to improve the organization of online education, attention was drawn to the need to prepare curricula and training courses for online teaching instructors and psychological support for students from universities in our country. In the future, it is planned to continue research and compare the changes with current indicators. Also, the faculty was not covered, which affects the emotional state of students and therefore requires additional attention.

Assessing Forms and Functions of Aggression of High School Students

This study was conducted in the context of an increasing number of reported cases of bullying, school violence, and juvenile crimes in Vietnam. Aggressive behaviors were associated with school violence. The objective of this study was to assess four types of aggression expressed simultaneously by form and function in high school students. A cross-sectional study consisted of 644 high school students in Hanoi and Hung Yen province. Peer Conflict Scale was used. The results showed that 99.4% of students reported aggressive behavior, with 30.4% reporting "often" and 20.8% reporting "always" doing at least one aggressive behavior. Reactive-overt aggression was reported the most. Proactive – overt aggression was reported the least. Unlike many previous studies, female students exhibited a higher level of aggression than male students. Positive correlation was found among 4 types of agreesion. Logistic regression analysis showed that one type of agreesion could predict the others Research findings are useful developing classroom management plans and psychological support for students.

СТРЕССОУСТОЙЧИВОСТЬ И ЖИЗНЕСТОЙКОСТЬ КАК ПСИХОЛОГИЧЕСКИЙ РЕСУРС ПРИ ГЕЛОТОФОБИИ В КОНТЕКСТЕ ПСИХОЛОГИЧЕСКОГО ЗДОРОВЬЯ СТУДЕНТОВ

In the article the manifestation of gelotophobia (fear of being laughed at) in the 1st, 2nd and 3rd-year students aged 17–22 years is described. The aim of the present study was to in-vestigate the manifestation of the fear of being laughed at and its influence on the components of students’ psychological health as a factor of predisposition to mental health disorders. According to this aim, three tasks were set. The first task was to identify the differences in gelotophobia depending on the duration of education and gender. The second task was to establish a link between personality traits and the level of gelotophobia. The third task was to observe the relationship between components of psychological health (resilience, stress management) and the level of gelotophobia. To identify the level of fear of being laughed at in a sample of students, we set the scales of the "GELOPH-15" questionnaire and specified them as low, moderate and high gelotophobia scores. Then, using the frequency analysis of students’ answers to this questionnaire, we found out that most responses indicated a moderate level of gelotophobia (71%), only 16% of answers indicate a low level, and 10% of answers present a high level of fear of being laughed at. Also 3% of students did not answer this ques-tionnaire. The results of this study demonstrated that gelotophobia is more typical for female than for male students. The data also showed that the manifestation of gelotophobia didn’t correlate to the duration of education. A comparative analysis using the Student's t-test in the female and male subgroups identified that young women in socially significant cases could hardly tolerate negative situations. Young men, on the other hand, were able to cope with stressful situations if they had internal balance. Using the Spearman rank test, a correlation analysis was performed between the scales of the characterological questionnaire and the level of gelotophobia. A relationship with the total score of gelotophobia, as well as with the average and low score of gelotophobia was found. No correlation with a high score of gelotophobia was found. The analysis of the results obtained showed that resilience and its components (involvement, control and risk acceptance) helps to reduce stress and the influ-ence of negative factors that cause fear in socially significant situations. The results corre-spond to the above stated aims and tasks. Further work in this direction will make it possible to develop a program of psychological support for students.

Development of students’ constructive self-consciousness experience in psychodrama process

The ongoing socio-cultural deformations mostly negatively affect the young generation, forming distorted forms of identity and self-consciousness. The initial hypothesis of the study was that the development of students' full-fledged self-consciousness can be facilitated by the process of their versatile self-disclosure and self-expression in the reference environment of the group, and this process can be successfully modeled using the psychodrama method. The purpose of the study was to determine the logic and techniques of building a psychodramatic process focused on improving self-awareness of students. The study was based on the role methodology of self-consciousness and the psychodrama method as a practice of replaying personally significant situations in group interaction. The study involved 131 first-year students of Belgorod National Research University. The questionnaires to identify self-attitudes and various aspects of the Self-concept served as diagnostic tools. The results were processed using the paired Student's t-test and Spearman's coefficient of rank correlation. As a result, the study revealed the content of psychodramatic process, the technology of its building and its forms. The essence of this work is to create favorable conditions for students’ self-realization in the reference social environment. The positive influence of psychodrama on the sphere of students’ self-consciousness was shown. In particular, the constructive images in their Self-concept were developing; their self-respect was strengthening due to the growth of reflected self-attitude (t=9.11, p ≤ 0.01) and self-confidence (t=8.56, p ≤ 0.01), autosympathy was increasing through the growth of self-value (t=9.29, p ≤ 0.01) and self-acceptance (t=8.41, p ≤ 0.01), as well as their negative feelings towards themselves were overcoming by reducing inner conflict (t= –8.56, p ≤ 0.01) and self-blame (t= –8.04, p ≤ 0.01). The performed correlation analysis revealed the connection between the growth of indicators of self-knowledge and self-attitude among students in psychodrama process. Namely, a positive relationship was found between an increase in the cognitive complexity of the self-concept and an increase in self-acceptance (r=0.53, p ≤ 0.01) and reflected self-attitude (r=0.51, p ≤ 0.01). The contrast of self-representations growth is positively connected with an increase of reflected self-attitude (r=0.58, p ≤ 0.01) and self-acceptance (r=0.55, p ≤ 0.01), as well as with a decrease of inner conflict (r = –0.45, p ≤ 0.01). The growth of self-concept integrity positively correlates with an increase of self-acceptance (r=0.57, p ≤ 0.01), reflected self-attitude (r =0.54, p ≤ 0.01) and closeness (r=0.53, p ≤ 0.01), as well as with a reduce of inner conflict ( r= –0.51, p ≤ 0.01) and self-blame (r= –0.48, p ≤ 0.01). A number of psychodrama modifications were proposed: long-term versatile building of a safe and confiding relationship space; predominance of non-verbal ways of interaction; saturation with relaxing and imaginative techniques; introspective form of psychodramatic action with elements of sociodrama; inclusion of “Self-centered” topics in the content of classes; targeted training of identification feedback etc. The results revealed a unique mechanism of psychodrama for developing the students' self-consciousness. This is the mechanism of symbolic-metaphorical replaying of a personally significant situation with the active participation of the reference group in creating a versatile positive feedback about the productive ways of the individual’s self-manifestation. The proposed modifications and techniques of psychodrama can be applied in practical work on the psychological support of students.

Профессиональное самосознание студентов магистратуры, обучающихся по направлениям «Психология» и «Педагогика»

The paper considers the specifics of the content of the structural organization of professional self-conscience of master students studying in the psychological and pedagogical departments. Analysis of the qualitative characteristics of the structural components of the professional self-awareness of master’s degree students (cognitive, evaluative-affective, behavioral) showed their general favorable attitude to their own “I” and a sense of self-worth. At the same time, there are differences in the severity of the cognitive component of professional self-awareness among postgraduate students (psychologists expressed awareness of current and prospective social roles, positioning of professional competence). At the level of the behavioral component of professional self-awareness. reliably significant differences were revealed according to the scales “Purpose in life” and “Locus of control-I”. The results of the study indicate the need to systematize educational work and psychological support of students in order to achieve the subject position, the formation of professional self-awareness.

The use of psycho-education based on the CBT protocol using a single-session virtual exposure within the psychological support of students with a fear of public speaking: results of a pilot study

Introduction Anxiety and fear of public speaking are some of the common complaints of students during their studies. The prevalence and consequences for psychological well-being make it possible to discuss the fear of public speaking in the context of pathopsychological changes that contribute to or are a variant of a social anxiety disorder. At the same time, constant anxiety and emotional distress can contribute to the development of other comorbid pathologies such as depressive disorder, other anxiety disorders, or substance abuse as a way of coping anxiety. The development and implementation of effective psychological/psychotherapeutic interventions for self-help and psychological support with using a virtual environment has already proven itself in dealing with specific phobias and other anxiety states and can be applied in preventative measures for social anxiety disorder among students. Aim Investigate the impact of psychoeducation based on CBT protocol with a one-session virtual exposure on the level of students' social anxiety before public speaking and the features of social interaction during education. Methods Social anxiety assessment using the Social Phobia Inventory (SPIN), and Social Phobia Rating Scale (SPRS), clinical semi-structured interview, observation, and assessment of changes in virtual exposure. Results Compared with the control group, there was a statistically significant decrease in all indicators on the SPIN (p<0.001) and SPRS (p<0.001) scales in the experimental group 1 month after virtual exposure. Decreases in social anxiety on the SPIN scale before the intervention and one month after were statistically different depending on belonging to the experimental group (F = 5.06, p = 0.035) and time (F = 5.46, p = 0.029), and significantly from a baseline level of social anxiety (F = 124.8, p = 0.000). The significance of changes in the experimental group as a whole on the SPIN scale is achieved by reducing the indicator in the subgroup with a high level of social anxiety, where statistical significance is significant p<0.001. Differences in changes in the level of social anxiety on the SPRS scale before the intervention and one month after, depending on belonging to the experimental group (F = 9.39, p = 0.006), time (F = 12.33, p = 0.002) and baseline level of social anxiety (F = 12.06, p = 0.000) are also significant. According to the SPRS method, a statistically significant decrease in the rate of exhaustion and overall restriction imposing social anxiety (p<0.001) was found in the experimental group and a statistically significant decrease in the using of part of strategies avoidance behaviors and the influence of typical unproductive beliefs (p<0.05, in accordance). Conclusion Using psychoeducation based on CBT protocol with a one-session virtual exposure has proven to be an effective way of reducing the fear of public speaking. After 1 month undergoing a psychoeducational session using virtual exposure, a significant decrease in the intensity of anxious feelings, the impact of unproductive beliefs, and changes in behavior that underpinned them were revealed. It was noted that the most significant effect was achieved in the subgroup of participants with high input levels of social anxiety and manifest traits corresponding to the criteria of social anxiety disorder. Such changes may be explained by the need and timeliness of providing psychological support to this category of participants. Given that our findings are incomplete, they require further research and expansion of the experimental base.

ДИАЛОГИЧЕСКОЕ ОБЩЕНИЕ В ПСИХОЛОГИЧЕСКОМ СОПРОВОЖДЕНИИ УЧЕБНОЙ ДЕЯТЕЛЬНОСТИ ОБУЧАЮЩИХСЯ

The derivative function of dialogical communication in the psychological support of learning is intensification of activity, which is especially clearly manifested in group dialogue. Dialogical communication is presented from the standpoint of the methodology of communication, communication, relationships. These aspects of the study of dialogical communication presuppose productive and dynamic interpersonal interaction, mutual understanding and mutual knowledge. This approach is logically presented in the consideration of dialogical communication in the psychological support of learning. The correlation between increased effectiveness of dialogical communication in psychological support of learning and increased productivity of the activity, which is clearly traced in the polylogue, is revealed. Dialogical communication in psychological support of students’ learning can be presented as the unity of all participants of communication in achieving the goal, taking into account psychological factors of the dialogue and conditions of dialogization of relationships between the teacher and the student.