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Types of subjective riskogenicity of students in the context of psychological resilience to the sociocultural risks of the educational environment // Pedagogical Review. 2023. Issue 4 (50). P. 153-161

The relevance of the study is related to the increasing cases of various destructions in the interaction between students (bullying, cyberbullying, addictive behavior, armed attacks), which are considered as variants of students’ maladjustment as a result of deep sociocultural transformations in society. The purpose of the study is to present the author’s classification of the types of subjective riskiness of students based on the analysis of their psychological resistance to the socio-cultural risks of the educational environment of the school and to describe them in the context of personal characteristics. The study sample consisted of 3232 students of secondary schools of the Republic of Tatarstan aged 12 to 16 years. Students who voluntarily agreed to take part in the study filled out in writing a bound questionnaire, which included the author’s methodology “Index of socio-cultural safety of a schoolchild” and “R. Cattell’s 14-factor personality questionnaire”. The study was conducted anonymously, the respondents were required to indicate their age and gender. Statistical research methods are cluster analysis, comparative analysis (Student’s t-test), descriptive statistics. The subjective riskogenicity of students is considered from the standpoint of the problems of psychological resistance to the sociocultural risks of the educational environment, which determine the complexity of interaction in the “subject-contextual” system of the educational environment. The author’s typology of subjective riskiness of students is presented: vulnerable type, disintegrated type, maladaptive type, autistic type, adaptive type. The specifics of students’ personal characteristics are described depending on the type of their subjective riskiness. Conclusions: the hypothesis was confirmed that students with problems of psychological stability, constituting a certain type of riskiness (autistic type, disintegrated type, maladaptive type, vulnerable type), in contrast to the adaptive type, have characteristic personality traits that cause the complexity of interaction in the “subjectively -contextual” system of the educational environment. The maladaptive type is distinguished by impatience and the desire to dominate. The disintegrated type characterizes social courage and reduced sensitivity to threats. The vulnerable type is characterized by depression, anxiety, sensitivity to acceptance in the reference group, increased frustration, and the autistic type of students is characterized by reduced responsibility, determination and self-control. Practical application of the results. Identification of the type of subjective riskiness of students opens up the possibility for the individualization of the educational process and the implementation of timely preventive measures to prevent the socio-psychological maladjustment of children and adolescents.

Keywords: safety of educational environment, sociocultural risks, type of subjective riskiness, socio-psychological vulnerability, socio-psychological disintegration, virtual autism

Photoprojection method as a way to study social perceptions about the safety of the educational environment using visual storytelling // Pedagogical Review. 2024. Issue 5 (57). P. 124-132

The work is aimed at presenting the author’s method of photo projection, which makes it possible to study the social representations of respondents based on the analysis of the corresponding visual narrative. The conceptual basis of the study was the theory of the core and periphery of J.-C. Abric. Based on a comparison of the verbal (core, space of semiotic norms) and non-verbal (periphery, space of semiotic practices) focuses of attention of respondents and the identification of the degree of conflict-consistency of the representations that form them, 3 types of interaction of nuclear and peripheral representations of the semiotic code were identified at the theoretical level: coordination, conjugation, conflict. An empirical justification was built by correlating the data obtained using the photoprojection method, the data of the associative experiment, and data on the strength and specificity of the respondent’s defense mechanisms on the basis of a study on the topic “safety of the educational environment”. The hypothesis was the idea that the conflict type of interaction of verbal and non-verbal representations among respondents should be accompanied by the severity (redundancy) of defense mechanisms. The sample for a qualitative study consisted of 20 students aged 19–23 years (M = 20.7; SD = 1.24). The results of the study demonstrate that researchers can use the method of photoprojection and its theoretical construction, associated with the identification of types of interaction between core and peripheral representations, for the empirical study of social representations.

Keywords: photoprojection method, visual narrative, semantic code, nuclear representation, peripheral representation, educational environment safety