Abstract: Within the framework of this article, the authors present the results of studying group dynamic indicators during the corporate culture training. The object of the research is group dynamics as a set of processes occurring in a group of training participants. The subject of the research is the possibility of managing group dynamics of the student group through the corporate culture training. The rationale of the research is caused by the fact that there is a growing interest in trainings at high schools today as well as proved efficiency of trainings as an instrument of group dynamics management. Methods include content analysis, training, questionnaire techniques, observation. When processing research results, the authors have also applied descriptive analysis methods for calculating mean values and standard deviation based on trust-mistrust indicators, correlation-regression analysis, and variance analysis in assessing changes in group dynamics and corporate culture groups after the training. The study involved 78 students, 55 third- and fourth-year students who had attended training sessions and 23 second-year students who did not attend training sessions (69 females and 9 males). As a result of the study, the authors confirm their hypothesis that development of a united group of students in the course of the corporate culture training is possible only taking into account group dynamics factors. The scientific novelty of the research is caused by the authors' approach to the corporate culture development from the point of view of group dynamics. 

Keywords: training, values, corporate culture, compatibility, personality, small group, group dynamics, cohesion, trust, group norms

Abstract: The life quality of Russian youth and psychological indicators of improving their life quality still remain nettlesome. One of such indicators is self-respect viewed by the author of the present article. The aim of the research was to build a determination model of subjective well-being for young people. For this purpose, the author carried out an empirical research. The author tested the causal model of mediation of life satisfaction that involves socially prescribed perfectionism as an independent variable and self-respect as a mediator. The research involved 268 vocational students aged 16 - 20 years old (the mean age is 17,3 ± 1,3). Data was collected using the following psychologists tests and inventories: Global Life Satisfaction Scale (S. Yaremchuk), 'Multi-Dimensional Perfectionism Scale' (I. Gracheva) and 'Self-Attitude Inventory (V. Stolin and S. Pantileeva). The results were processed using the correlation analysis and demonstrated that there is a significant co-relation between all variables viewed whereas p=0,001. In particular, satisfaction with life has a negative correlation to self-respect of repondents. Results of the regression analysis of data also demonstrate that self-respect fully conditions the relation between socially prescribed perfectionism and satisfaction with life. Thus, self-respect of an individual is not only associated with the level of satisfactin with life and socially prescribed perfectionism but also determines this co-relation. The author demonstrates that a high level of anxeity and fear not to fulfil expectations of close ones reduces one's satisfaction with life as a result of low self-respect. Consequently, the author of the article proves the improving role of self-respect in the process of regulating the life quality of modern youth. 

Keywords: socially prescribed perfectionism, perfectionism, self-esteem, satisfaction with life, subjective well-being, life quality, causal field, mediating link, youth, education

Abstract: The subject of research was the creation of quasilanguage material allowing to carry out language training based on the zone of proximal development of middle school children. A series of artificial texts consisting of quasiwords was designed. Based on the example of middle school children, the equivalence of the texts was studied by the level of difficulty of their translation into Russian . Strategies for translating of quasitexts and relevant individualized strategies for training children were identified. The text consists of words with root bases that are artificial constructions. These quasiwords have no analogues in the Russian language, but the formation of words is subordinated to any morphological / word-formation models. Quasiwords have a certain grammatical role in sentences. The rules of making sentences from these words are subordinated to the grammar and syntax of the Russian language. So a native speaker can potentially offer an adequate translation of such words to Russian language. It is shown that quasitexts are equivalent by the level of difficulty of their translation for middle school children. The author emphasizes the need to teach a child to develop an adequate strategy of problem solution in the course of training. The tanslation strategy  should focus on recreating the text’s general sense and its awareness with verification of the translation in compliance with the morphological and grammatical context. The author also assumes that in the course of training quasilanguage material may allow to minimize the knowledge that a child has about the Russian language and help a child to appeal to his or her own experience in live communication. This would sharpen the 'intuitive' search for meanings of words and texts in class. 

Keywords: text, strategies of language training, middle school age, Russian, speech, linguistic task, quazilanguage, sense of language, language, language training

Abstract: Modern narrative researches mostly focus on the phenomenon of narrative identity presenting it as a key construct. The purpose of this article is to shift the emphasis of research to the analysis of the narrative scheme which is described as a stable structure formed within the framework of personal experience. Psychological content of the narrative scheme is defined as personal purposes and actions in terms of one's personal narration. The author of the article proves her idea that the narrative scheme is a basic framework that contains mental and conceptual structures attributable to the narration and personality in general. The author of the article brings forth the idea of multidisciplinary scientific knowledge incorporating elements of modern schematology, narrative approach, psychology and linguistics. The author of the paper analyzes different approaches to the description of the narrative scheme and its main components. The study confirms the idea about the need to study sociocultural foundations of personal experience, revealing personal component in the social deterministic models. Analysis of narrative schemas reveals opportunities for exploration of personal motivation, goal setting process, personal characteristics of perception and understanding of social situations.

Keywords: temporality, approach Story Grammar, goals, action, narrative identity, personal narrative, narrative scheme, plot, script, folk psychology

Abstract: The article presents a review of scientific psychological and pedagogical literature on the problem of social and personal resources of education actors as the basis for bullying prevention. The authors examine the influence of parent moral education and teacher attitudes on developing of teenagers' attitude to the situation of bullying. A brief analysis of the concept of bullying is given. The authors also emphasize the need to prevent this phenomenon at educational institutions and present a model of a diagnostic program consisting of diagnostic techniques that allow to comprehensively study the social and personal resources. The authors have also made a brief analysis of the diagnostic results obtained in the course of testing this program. In the course of their study the authors have used theoretical research methods (abstraction, deduction, induction) and experimental methods (testing, observation, experiment). The main conclusion of the research is the conclusion about the insufficient level of development of social and personal resources of educational process actors as evidenced by the high percentage of teenagers who have difficulty communicating and sufficiently large number of actors with low learning ability. Many respondents have low self esteem and high levels of aggressiveness and anxiety. The authors have also discovered that today teachers are not an authority for modern teenagers, and parents in some cases experience negative feelings towards their teenage children.

Keywords: diagnostic program, prevention, victim, social and personal resources, bullying, violence, aggressiveness, teenager, educational environment, teachers

Abstract: The article is devoted to the results of analyzing dynamic changes in the structure of students' self-attitude. The research is based on the longitudinal study. The self-attitude structure includes non-variable and variable parameters of self-attitude. The author of the article analyzes changes in self-attitude parameters of the first-, second-, third- and forth-year university students. The aim of the research is to define non-variable and variable parameters in students' self-attitude structure at different stages of their university life. The object of the research is students' self-attitude. The subject of the research is variable and non-variable parameters of students' personal self-attitude parameters at different stages of their university studies. The methodology of the research includes L. Vygotsky's cultural historical approach, V. Klochko's and O. Krasnoryadtsev's systems approach, S. Pantileev's and V. Stolin's concept of self-attitude as well as S. Pantileev's and V. Stolin's Self-Attitude Inventory. The methods of mathematical statistical analysis include analysis of variance (ANOVA). Obtained data was processed using a statistical data software SPSS 17.00. The novelty of the research is caused by the fact that the author demonstrates the correlation of variable and non-variable parameters in students' self-attitude structure. The main conclusions made by the author are as follows. In the course of university studies when a student starts a new year at a university, such self-attitude parameters as self-guidance, self-accusation, self-understanding change, meanwhile such self-attitude parameters as integral self-attitude, authosympathy, and self-interest reman the same, i.e. can be considered unchangeable (non-variable) parameters. 

Keywords: personality, self-attitude structure, change, education, development, student, self-attitude, self-attitude dynamics, self-attitude parameters, self-realization