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Self-Activation as a Basis for Personal and Professional Competence Development of Specialists Working With Orphan Adolescents 223
Odintsova M.A.
PhD in Psychology, Head of the Department of Psychology and Pedagogy of Distance Learning, Faculty of Distance Learning, Moscow State University of Psychology and Education, Moscow, Russia
ORCID: https://orcid.org/0000-0003-3106-4616
e-mail: mari505@mail.ru Oslon V.N.
PhD in Psychology, Professor, Chair of Developmental Psychology named after L.F. Obukhova, Moscow State University of Psychology and Education, Moscow, Russia
ORCID: https://orcid.org/0000-0002-9625-7307
e-mail: oslonvn@mgppu.ru Ogol M.P.
Master's Student of the Faculty of Distance Learning, Moscow State University of Psychology and Education, Moscow, Russia
e-mail: mariaogol@bk.ru
Рresents results of the self-activation the specialists’ (N=26) and secondary schools teachers (N=26), as well as orphans (N=50) and adolescents from families (N=50). The study was conducted during 2017 — 2018 years after the Resolution of the Russian Federation Government N 481 output about the orphan organizations activities, aimed at family life of children and the creation close to family conditions for orphans who are not transferred to the family for different reasons. It demanded of specialists engaged in orphans parenting to acquire such professional competencies that would contribute to the preparation for successful integration into society orphan graduates. These include the ability to self-activation.
It’s demonstrated that parenting orphan adolescents specialists have less self-activating characteristics in comparison with secondary schools teachers. These differences are also typical for orphans with whom they work, in comparison with adolescents from families.
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