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Abstract: The study intends to trace the dynamics of self-esteem and changes in the structure of self-attitude at different stages of adult life, as well as identify signs of experiencing age-related crises. Self-attitude is considered a multidimensional formation, with its individual components, have different subjective significance in different periods of life. A cross-section was carried out in 507 subjects aged 25-65 years was carried out. Rosenberg Self-Esteem Scale and Self-Attitude Study Methodology by Pantileev were used. Normative data for RSES obtained on a sample of adult Ukrainians (N=488) are presented for the first time. The average interval was 22.70±5.43 (with a measuring scale of 0 to 30 points), but the reference point for low self-esteem is different for men and women. Comparison of average results in groups belonging to periods of early, middle, and later adulthood showed that the attitude towards oneself with age becomes more emotionally expressive, concerning both positive and negative components. The indicators of self-blame and inner closedness grow along with the growth of the positive self-attitude (self-confidence, self-management, self-acceptance). The heterogeneous age dynamics of components of self-attitude, pronounced peaks, and dips in different periods are shown. Based on the clustering of empirical data, we described seven types of self-attitude in adulthood: illusory, confident, accepting, crisis, externally oriented, persistently negative, and inexpressive. Markers of experiencing crisis life periods are the ambivalence of self-attitude – the simultaneous manifestation of positive and negative components, which is regarded as a sign of instability. The obtained results demonstrate that there are potential opportunities for personal growth among cases of low self-esteem. Keywords: Self-attitude, self-esteem, instability of self-esteem, structure of self-attitude, protection of a positive self-concept, age crisis
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Abstract: The number of Autism Spectrum Disorder (ASD) postsecondary students going to University is increasing. Nonetheless, these students face more difficulties than their neuro-typical peers, due to their communication and behaviour impairments. This fact is widely recognized worldwide, and there is an increasing concern in providing them with adequate support both in their transition and beyond. The purpose of this paper is twofold. Firstly, to provide an overall summary of the general requirements of ASD students in the postsecondary education transition with strategies for facilitation, and, secondly, to analyse the possibilities of Virtual Reality (VR) as a support instrument in the transition process. We rely on a brief review of the literature to summarize the main needs and current strategies. In spite of the increasing concern, there is room for establishing general protocols to help the transition process. The use VR in fulfilling this task appears limited, but it seems to be promising. Keywords: ASD, Autism, University, College, Virtual Reality.
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Abstract: The article presents an analysis of the general characteristics of negative psychosocial experiences and their possible impact on the psychosexual sphere of children and adolescents with intellectual disabilities and autism spectrum disorders. Seeking such factors, the focus was on the family environment. Particular attention was paid to parental attitudes towards the child with indicated developmental disabilities and the child's sexuality. The tasks essential for the development of sexuality during childhood and adolescence were described. Possible problems and difficulties that may arise in this sphere in persons with developmental disabilities in the context of negative experiences were analyzed. General guidelines important for supporting parents were outlined, which are important from the perspective of limiting the adverse psychosocial experiences of children. Keywords: Sexual development, psychosocial experiences, childhood, adolescence, autistic spectrum disorders, intellectual disability.
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Abstract: Objective: To create one of the possible conditions for student-centred education, the authors’ research group developed a tutoring support programme for adaptation of students to the educational process of the school and implemented it into practice. Keywords: Inclusive education of Kazakhstan, student academic support, tutor, tutoring.
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Abstract: Objective: The relevance of research is determined by the fact that it allows identifying the main criteria by which the development of a teacher is ensured both at the level of personal development and at the level of improving labour functions. The authors understand the complex development of personal and social-labour functions of a teacher as self-development in the process of fulfilling professional relations. Keywords: Teacher, professional self-development, scientific and methodological work, motivation, teacher qualities.
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