Tag: youth

Annotation: The article deals with psychological factors preventing the development of loneliness syndrome in first-year students. The concept of loneliness is considered in the article as a certain psychological and social state of personal isolation, alienation, accompanied by frustrating, depressive and anxious manifestations, supplemented by a feeling of uselessness. The emergence of loneliness in first-year students is caused, first of all, by individual personal characteristics (low self-esteem, shyness, inability to establish contacts on an interpersonal level, fear of rejection); the age characteristics of the development of persons of youth age as such, which is characterized by crisis; microsocial features, the nature of family relationships, patterns of upbringing, unforced stressful circumstances, in particular, loss of a loved one, divorce of parents; macrosocial features represented by the political, socio-economic situation in the country and the world, etc. The analysis of the functional features that accompany the subjective experience of loneliness by first-year students inspires a conclusion regarding the dependence of the features of the reception of loneliness by a person directly determined by his individual personal characteristics. However, the chances of successfully and effectively overcoming the mentioned problem are significantly increased if signs of loneliness and alienation are detected in a timely manner, as well as a clear definition of the causes of these psychological phenomena. Social and psychological training is proposed as an effective form of overcoming the loneliness syndrome in first-year students. This form of work represents learning through the acquisition and understanding of life experience, which is modeled in the group interaction of people. The training to overcome the consequences of experiencing loneliness among first-year students should be based on such principles as modeling the situation of novelty and uncertainty, the playful nature of the interaction between the participants and the trainer, positive feedback, refusal to criticize the content of the work, the balance between intuition and critical thinking , retrospective construction of parallels between the content of classes and life experience of the participants, wide use of means of visual and plastic expression.