Проблема и цель. В статье раскрывается проблема соотношения социальной ответственности и различных показателей инновационности личности как компонентов стиля ее инновационной активности. Целью статьи является определение особенностей влияния опыта профессиональной деятельности на стилевые особенности инновационной активности. Методология. В исследовании приняли участие 528 человек. Для теоретического обоснования оценки инновационности личности использовались следующие методологические подходы: концепция М. Киртона, позволяющая дифференцировать людей в зависимости от их отношения к новым идеям, технологиям и предложениям; концепция М. Басадура, позволяющая построить креативные профили личности; подход В. А. Артемьевой, в рамках которого социальная ответственность включается как отдельный компонент в общий показатель инновационности личности. Блок включал методики М. Киртона, М. Басадура, В. А. Артемьевой и методику оценки локуса контроля Дж. Роттера. Результаты. Сравниваются методологические и методические подходы к описанию и оценке стиля инновационной активности будущих специалистов. Результаты исследования показали, что работающие студенты проявили более высокий уровень социальной ответственности, чем не работающие. Получены достоверные различия по показателям инновационности личности между группами работающих и не работающих студентов. Общий показатель инновационности по М. Киртону и отдельные показатели инновационного стиля по М. Басадуру Артемьева Вероника Алиевнакандидат психологических наук, доцент, доцент кафедры управления организацией, Санкт-Петербургский государственный архитектурно-строительный университет (СПбГАСУ).

The urgency of the problem is caused by the fact that the creation of innovation and innovation environment in all sectors of the economy and people's lives puts forward special demands to each individual, the society in general and the quality of education and skills of personnel. The paper describes the results of the study of the hierarchy of values, personality traits according to Cattell and the locus of control among students with a high level of innovativeness. As an approach to the evaluation of innovativeness, the concept of M. Kirton was used. As a result of the research, it was revealed that individuals with high innovative activity are characterized by the internal locus of control and a set of basic values that differs from the set of basic values of a creative personality and it represents by itself a combination of such values as independence, stimulation, hedonism and power.

Introduction. The article is dedicated to analysing the possible ethical regulation of problems that arise during the interaction of participants in the educational process through integration and inclusion (based on the example of teaching children with disabilities and orphaned children in regular schools). The relevance of the article is in its discussion of the trend towards the spread of inclusive and integrative practices in modern Russian education. Materials and Methods. The study was aimed at investigating problems experienced in terms of inclusion and integration in the context of ethical principles of interaction in education. The study involved 391 respondents, all students of regular schools of St. Petersburg and the Leningrad Oblast, in which programs of inclusion and/or integration have been put into practice, as well as their parents and teachers. The problems arising in the interaction of subjects of education in the conditions of integration and inclusion were studied by sociometry (characteristics of the position of special children in the system of interpersonal relations with peers in a heterogeneous class), structured interviews (analysis of the teachers’ attitudes to work in heterogeneous classes) and questionnaires (analysis of the parents’ attitude to teaching their children in a heterogeneous class). Interpretation of the results was carried out by comparing the empirical data with the ethical principles fixed in the Model Code of Professional Ethics of Pedagogical Workers, as well as ethical codes adopted by representatives of related professions. Results. During processes of integration and inclusion, a hidden or obvious social exclusion is observed in every part of interaction during the educational process (“student-student”, “student-teacher”, “student-parent”, “parent-teacher”) and is specified by the following characteristics: discrimination and stigmatisation of children with special needs and their parents; exclusion of children with special needs to the fringes of the social system inside their class; intentional or unintentional information disclosure about the child’s health and/or his family status. The ethical principles that are most often violated in the interaction of participants in the educational process (the principle of respect, the principle of competence, the principle of confidentiality) are highlighted. A theoretical comparison of the items that reveal these ethical principles in the professional codes of doctors, social workers, educational psychologists and the Model Code of Professional Ethics of Pedagogical Workers showed that ethical regulation can become a useful resource for resolving moral conflicts that arise in pedagogical interaction. For this, it is necessary to indicate the principles of respect and competence regarding the conditions of an integrated and inclusive education, as well as to develop special content related to the principle of confidentiality. Discussion and Conclusion. The findings contribute to the development of pedagogical deontology and can be used to clarify ethical principles of interaction in ter ms of integration and inclusion in education.

Background. There is a growing movement worldwide for ethical regulation of psychologists' research-oriented, educational, and practical activities. However, expectations that the better the code of ethics, the safer and more effective the professional activity will be, are not being met. For this reason, it is beneficial to distinguish two levels of the psychologist's professional functioning: that related to his or her role, and that on the personal level; this makes it possible to more adequately analyze the psychological aspects of ethical and moral regulation in professional interaction.Objective. To compare the psychological foundations of the educational psychologist's ethical and moral professional behavior at the role and personal levels.Design. Analysis, generalization, and identification, through a review of the literature, of the main factors influencing the ethical and moral regulation of professional behavior of psychologists.Results. Surveys of specialists show that it is difficult both for the client and for the psychologist to follow a formal ethical code unconditionally. We considered the limitations of ethical regulation of professional activity, when, even with a good knowledge of the ethical norms on the part of the specialists, external monitoring is required to guarantee the safety of their subjects. We emphasize that the wide variety of psychological assistance provided by psychologists to their clients requires different degrees of personal involvement on the part of the specialist. We propose to distinguish two levels of professional interaction in the psychologist's activity: the role level and the personal level, corresponding to different mechanisms of the moral regulation of the specialist's behavior. At the role level, there is no need for deep personal involvement; the external motives of moral regulation (knowledge of the code requirements and fear of administrative sanctions for negative consequences) serve as psychological mechanisms of compliance with ethical standards. On the personal level, other psychological mechanisms are required for the performance of professional duties, such as internal motives underlying moral behavior (a mature and sensitive conscience and a positive philosophy of life). The personal level of moral professional behavior regulation makes it possible to provide a much greater degree of safety in the interaction between psychologist and client, and in the absence of external oversight.Conclusion. We compare two approaches to the explanation of the psychological foundations of moral functioning: models enumerating the personal qualities defining moral behavior and models of integrated moral functioning. The article describes the existential-ontological concept of moral functioning, correlating the maturity of individual moral consciousness, awareness of the adoption of a particular ethical system of norms and ideals, and the conscience. We conclude that it is necessary to educate future specialists as mature, integrated personalities, ensuring integrated...

Objective. Analysis of the role of social support in ensuring the subjective well-being of students. Background. Subjective well-being is an integral experience of physical, psychological, and social health. Social support as an important resource of subjective well-being of young people has not yet received comprehensive coverage. Study design. We studied the differences between students with high and low levels of subjective well-being in terms of attitude to social support and readiness to apply for it. Frequency analysis, descriptive statistics, and comparative analysis were used for data processing. Participants. The study involved 850 respondents. The sample includes students of different courses and faculties of universities in Saint Petersburg and Novosibirsk. Measurements. To collect empirical data, Russian-language versions of the following methods were used: 1) Multidimensional Scale of Perception of Social support — MSPSS by D. Zimet; 2) The Multidi-mensional Scale of Perceived Social Support (MHC-SF) — screening version of the test by C. Keyes to assess subjective well-being; 3) The General Help Seeking Questionnaire (GHSQ). Results. Students are more willing to seek help from people in their immediate environment (romantic partners, friends, parents, relatives) than from specialists (psychologists, doctors, religious figures). There are significant differences between students with high and low levels of subjective well-being in terms of intent to search for different types of social support. Conclusions. There is a large gap in students’ perception of the effectiveness of informal types of support (from family, friends, relatives, significant persons) and formal, professional types of support (psychologists, doctors, helpline). Informal types of support enjoy a degree of trust higher than that of professional types of support. That is why it is necessary to organize and improve the student assistance service at higher educational institutions