The technologies of theatre therapy in modern social rehabilitation are presented, the components of the pair of theatre system are revealed: game therapy; hospital clownery; psychodrama; psychomelodrama; satidrama; figurative psychodrama; pesso-therapy; psychogymnastics; “theatre of the oppressed”; forum theatre; “political theatre”; invisible theatre; theatre of memories; playback theatre; theatre of homeless artists or other unprotected categories; theatre of sports. It is noted that theatre therapy is extremely important for the social rehabilitation of children. We discuss some of the most outstanding achievements of the experimental technology theatre therapy in different countries: USA (project “Invisible People”); Greece; Russia (Project “Invizibl people” or “People Invisible”; All-Russian Festival of Special Theatres “ProTeatr”; project “Ariadne's Thread”; project “Touch-Ables”; “Theatre of Open-Hearted”; “ARTель inspiration”; “NeFoрмат”; “Speak Freely” (L.V. Soloveva)). It is indicated that by means of theatre therapy there is an improvement of skills of conscious action in the conditions of dramatic work, processes of self-knowledge in the context of development of emotional-strong-willed and intellectual-cognitive spheres of the personality are stimulated. The implementation of art therapy technologies in the modern practice of social rehabilitation is extremely relevant and in demand. That is why so important theoretical and methodological justification of formation and promising directions of development of these technologies, as well as creating the appropriate database information and methodological support that takes into account the latest advances in medical and psycho-pedagogical branches of scientific knowledge. Also important specialized programs for retraining and advanced training of social workers, taking into account innovative developments in the field of social rehabilitation, including technologies of theatre therapy.

We consider the organization of individually-oriented teaching of preschool children in the field of choreographic art. The continuously developing concept of education, including the concept of teaching preschool children, the active introduction of innovative technologies, increasing the requirements that apply to the modern teacher, allow to make the section of preschool pedagogy regularly modernized science, the key goal of which is to introduce innovative techniques that are adaptively suitable to the psycho-physiological level of development of the modern child. It is shown that within the educational process of preschool children in the field of choreography as a fundamental goal is selected individually-oriented training and education in the field of choreographic art. The purpose of individual-oriented training and education in the field of choreographic art is the development of the child as a single person, a carrier of unique characteristics that will distinguish him from his peers. The principles of developing individually-oriented training and education in the field of choreographic art (the principle of naturalness; the principle of freedom of choice; the principle of openness of the didactic process) are characterized, the forms of organization of individually-oriented training and education of preschool children in the field of choreographic art are revealed. Research of dynamics of development of preschool children by means of choreographic art is presented. The main pedagogical technologies of individually-oriented teaching of preschool children in the field of choreographic art (health-saving educational technologies; pedagogical technologies that contribute to the systematic and harmonious development of the child's personality; project activities technology; “portfolio preschool” technology; information and communication technologies).

In connection with the transformation of the social and economic situation in Russia, serious changes took place in the structure of the Russian family, in the relations of its members, that is, a crisis of our domestic family is clearly observed, incomplete families appear. We analyze objective circumstances and subjective reasons for the appearance and existence of single mothers and single fathers raising one child or several children. This category of single-parent families requires a special approach in the work of psychologists, teachers, doctors and social workers. As the analysis of sources on the problem of an incomplete family shows, it is theoretically poorly developed, so the subject of our study was the characteristics of the psychological and pedagogical activity of social specialists with single mothers and single fathers. It should be noted that, from a scientific point of view, interesting data regarding single mothers is given by researcher S.I. Golod, however, the indicators of the 90s of the last century are now clearly outdated and there is a need to make new research in this direction. A completely natural question arises: “Can we consider single mothers and single fathers raising children without the second half families?” We argue that such a community is a family, albeit incomplete. The theoretical and methodological foundations of our study were philosophical and psychological approaches (system and structural, personality-oriented, subject and subjective, value and motivational, relational, spiritual and moral. The following methods were used in the study: analysis of scientific sources, observation, interviews, mental operations (analysis, generalization, structuring). As a result of the study, we highlight the reasons for such single-parent families, the features and difficulties of communicating with children, in most cases, material shortage experienced by each mother and each father raising one or more children. Therefore teachers, psychologists, medical and social workers should take into account not only typical, but individual approaches in activities with this category of single-parent families.

We present the social and pedagogical aspects of the formation of student potential as a personnel reserve. We reveal the functions and applied tasks of the social and pedagogical activity of the formation of student potential as a personnel which includes diagnostic, organizing, educating, developing, correcting, forming, prognostic components. We distinguish several typologies of the personnel reserve according to the type of activity, the speed of replacing posts, and the level of preparedness of a strategic and operational reserve. We study the student potential as a personnel reserve through an analysis of public opinion among full-time students of higher and secondary specialized educational institutions of Moscow and Tambov. The survey involved 220 full-time students. In addition to the survey, students were interviewed by the heads of various structural divisions and firms in order to find out their opinions on student employment and the formation of student potential as a personnel reserve. We indicate that in the process of formation of the personnel reserve a number of interrelated stages are distinguished: social and psychological study, selection of psychodiagnostic methods, psychodiagnostics and social and psychological prognosis.

We consider an urgent problem of the social and pedagogical conditions for the coach to develop self-belief in an athlete in his abilities and physical capabilities in situations of success and failure of his performances at competitions. The topic under consideration has been little developed and studied in scientific and methodic domestic and foreign sources that we analyzed. The purpose of the study is to determine the social and pedagogical conditions for the coach’s development of self-confidence in his pupils, both in case of successful and unsuccessful performances at competitions. The methodological foundations of the research are the personality-activity, subject-subjective, relational, axiological approaches. The following methods are used: analysis of sources on the problem raised, our own observations, interviews with coaches (men and women) and athletes (boys and girls), retrospective and mathematical methods. The use of the above methods made it possible to outline the social and pedagogical conditions for the upbringing of self-confidence in athletes in the sports activity of coaches. The structure of the athlete’s self-confidence and self-doubt and their signs are developed, on the basis of which it possible to determine the results of the social and educational work of the coach with the athlete and make adjustments in situations of success or failure of his performances at competitions. We use the opinions of coaches and athletes themselves about the impact of success or failure on the formation of athletes (girls and boys) “self-belief”, in their physical, biological, volitional abilities, capabilities and social and pedagogical conditions of their optimal use in training and during competitions. The revealed social and pedagogical conditions can be taken into account by coaches in the practice of sports and educational activities with athletes.