Priorities of psychological and educational work with generation Z (foreign experience)

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Abstract

The article analyzes foreign data on the characteristics of the psychological profile of the digital generation and counter-actions of employers, as representatives of previous generations, in order to understand and develop a common language in contacts. The authors consider this multi-level interconnectedness in a space-time structure that combines the educational system and the labour market. For the first time, it is proposed to apply the term of the forward request to the interpretation of the work of this design on the principle of feedback. The material proposed for discussion is differentiated into blocks: a general idea of the psychological portrait of teenagers and youth of the generation; forwarding requests to the educational system from employers and professionals (in the sought-after areas of professional sports, business, tourism, medical and social services); resources to shape the competencies of the generation Z; certain aspects of the topic. The article reveals a number of topical points (assistant ego, prenosological diagnostics, status assessment tools). In conclusion, it is intended to recognize the need to "refine" personal socio-psychological deficits in order to alleviate the difficulties of integrating young people into the workforce.

General Information

Keywords: Generation Z, Psychological Profile, Students, Labour Market, Educational Environment, Career Orientation, Advance Request, Personal Priority

Journal rubric: Educational Psychology and Pedagogical Psychology

Article type: review article

DOI: https://doi.org/10.17759/jmfp.2020090408

For citation: Ermolova Т.V., Litvinov A.V., Savitskaya N.V., Logvinova O.K. Priorities of psychological and educational work with generation Z (foreign experience) [Elektronnyi resurs]. Sovremennaia zarubezhnaia psikhologiia = Journal of Modern Foreign Psychology, 2020. Vol. 9, no. 4, pp. 89–102. DOI: 10.17759/jmfp.2020090408. (In Russ., аbstr. in Engl.)

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Information About the Authors

Тatiana V. Ermolova, PhD in Psychology, Head of the Chair of Foreign and Russian Philology, Moscow State University of Psychology and Education, Moscow, Russia, ORCID: https://orcid.org/0000-0003-4260-9087, e-mail: yermolova@mail.ru

Alexander V. Litvinov, PhD in Education, professor of the chair of foreign and Russian philology, Moscow State University of Psychology and Education, associate professor at Foreign Languages Department at the Facultyof Economics (RUDN University), Moscow, Russia, ORCID: https://orcid.org/0000-0002-3306-0021, e-mail: alisal01@yandex.ru

Natalia V. Savitskaya, PhD in Education, associate professor of the department of foreign and russian philology, Moscow State University of psychology and Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-1769-5553, e-mail: n.sawa@yandex.ru

Olga K. Logvinova, PhD in Psychology, Associate Professor of the Department Of Foreign And Russian Philology, Moscow State University of psychology and Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-2678-4822, e-mail: olga-gg@yandex.ru

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