The study is devoted to comparing the career orientations of schoolchildren (N=461) from the Omsk region, who have different levels of giftedness, and the search for relationships between their career orientations and migration attitudes. The method of determining career orientations by E. Schein and the scale of migratory attitudes of the individual S.A. Kuznetsova were used. Groups of schoolchildren with reduced and increased educational activity, gifted in one or more areas, were identified. It was found that schoolchildren with reduced educational activity significantly higher than in more active groups developed orientations towards professionalism, autonomy in work, stability of place of residence and work, and the desire to integrate different aspects of life. Migration attitudes of all respondents are expressed at the average level and are negatively related to the orientation towards the stability of the place of residence. The desire to migrate among gifted students has a positive correlation with an orientation towards autonomy in work, among schoolchildren with increased educational activity, in addition, there is a connection with career orientations for managing people and entrepreneurship.

Аннотация. Миграционные движения в современной России характеризуются переселением в направлении с востока на запад и из более мелких населенных пунктов в крупные города. При этом «регионы-доноры», из которых население предпочитает уезжать, сталкиваются с демографическими, экономическими и социальными последствиями подобной ситуации, ухудшением условий проживания, которое в еще большей степени настраивает население на переезд вместо решения проблемы в родном регионе. Два возрастных пика миграции приходятся на 17-19 и 22-25 лет -моменты окончания школы и завершения профессионального образования, потому особенно важно учитывать в работе миграционные установки школьников и студентов, а также определяющие их факторы. В исследовании проведен анализ влияния субъективного благополучия на миграционные установки учащейся молодежи Омского региона. Для достижения этой цели применены методы тестирования и анкетирования. Методический инструментарий: «Диагностика субъективного благополучия личности» Р. М. Шамионова, Т. В. Бесковой, «Шкала психологического благополучия» К. Рифф, «Шкала миграционных установок личности» С. А. Кузнецовой, «Якоря карьеры» Э. Шейна. Исследование проведено среди 579 учащихся средних и высших образовательных учреждений г. Омска и Омской области (41,8% юношей, 58,2% девушек) от 14 до 23 лет. Выявлено, что школьники с низким уровнем субъективного благополучия чаще демонстрируют высокий уровень собственных миграционных установок, тогда как молодые люди со средним и высоким субъективным благополучием менее настроены на переезд из родного города. На студенческой выборке доказано, что ориентированные на переезд имеют меньшие показатели по эмоциональному и эго-благополучию, тогда как различия по шкалам психологического благополучия обнаружены не были. Результаты могут быть использованы в образовательном процессе с целью оказания влияния на миграционные установки обучающихся через создание условий, стабилизирующих эмоциональное самочувствие молодых людей, усиление их самоценности, уверенности в себе на фоне формирования позитивного образа региона.

The article discusses the problems of the competency-based approach through the prism of the formation of personal competencies of students. The question is posed of the possibility of operationaliz-ing the methods of quantitative and qualitative assessment of an educational product through differen-tiated, comparable indicators of the level of development of specific competencies. As a sphere of perso-nality, important for the professional activity of the future specialist-psychologist, communicative compe-tence is chosen. A model of the structure of communicative competencies is introduced, which make up a set of professionally important qualities of a specialist, as well as tools for monitoring them in the process of studying at a university. A method for assessing the specific communicative abilities of students, their dynamics, as well as development methods in the context of educational and vocational training is proposed. The use of the model for the diagnosis and support of students receiving a psychological education in adulthood is justified. The proposed model meets the following requirements: 1) through the structure of communication reflects the components of communicative competence, taking into account the possibility of influencing them with a view to development; 2) contains scientifically based tools to make the necessary measurements; 3) allows you to track the dynamics of the communicative development of the individual at different stages of educational and vocational training, including, including initial measurement (“at the entrance”) and final (“at the exit”). The model was tested within the framework of the “Workshop on the Psychology of Communication” discipline, the main purpose of which is to form a systematic idea of students about communication as a socio-psychological phenomenon and about themselves as a subject of communication through familiarity with the methods of studying and developing the personality’s communicative qualities based on fundamental and applied knowledge on the psychology of communication.

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The article raises a problem of strengthening personal resources when facing difficult life situations at the stage of self-realization. The latter refers to the period of personality develop-ment from the age of 20 to 55. At this stage, the adaptation potential, the level of self-actualization; and proactive coping behavior are highlighted as personality resources. Proac-tive coping behavior is considered to be an important factor in the personality’s self-efficacy, while the other two constructs are its predictors. Proactive coping is revealed as a set of strate-gies that launches preparatory work to prevent stress exposure, the purposeful development of which is an independent copying resource. Presumably, at the stage of self-realization, a person seeks self-actualization, the maxi-mum manifestation of his abilities, based on existing experience in opposing adverse envi-ronmental influences. The study involved 155 people aged from 21 to 55. The main method of data collection is psychological testing, implemented via the following methodological com-plex: Self-actualization test (E. Shostrom, adapted by Yu.E. Aleshina, L.Ya. Gozman, M.V. Zagika, M.V. Kroz); Losses and acquisitions of personal resources (N. Vodopyanova, M. Stein); Proactive coping behavior (L. Aspinwall, R. Schwarzer and S. Taubert, adapted by E. Starchenkova). Statistical data processing method is the regression analysis. The results of the regression analysis proved the influence of self-actualization and adaptive potential on the proactive coping behavior of an individual at the stage of self-realization. The choice of each strategy is determined by predictors (from 2 to 6). The greatest contribution belongs to the indicators of self-actualization scales (9 out of 14). Value orientations, spontaneity, synergy, cognitive needs and creativity stayed outside the influence on proactive coping. The connec-tions between the proactive coping strategies and the components of self-actualization are contradictory and ambiguous (most of them - 14 out of 22 - have the opposite character). The explanation is largely determined by the traits of the collectivist culture, the values of which are shared by adult members of the society. Adaptation potential was revealed to have a con-nection only in relation to the strategy of preventive coping. Self-esteem, sociability and the ability to find the optimal balance in the system of “internal-external support” should be attributed to the key predictors of proactive coping at the stage of self-realization.