The article describes the development and testing of the SJT-ICC situational judgment test designed to measure intercultural competence of a teacher in the form of behavioral preferences in the professional field of interaction with students and their parents. This approach makes it possible to assess behavioral aspects of intercultural competence in a particular professional area more effectively than survey methods. The SJT-ICC consists of 18 cases from pedagogical practice and four possible behavioral options for the teachers, from which the subject must choose the most appropriate one. These situations were prepared on the basis of qualitative research in the format of in-depth interviews centered around difficult, critical situations that a teacher encounters when working with children and par¬ents from other cultures (n=53). The assessment of the intercultural competence of the answer options was made on the basis of an expert survey of 23 special-ists.1367 teachers took part in the research to validate and check the consisten¬cy of the SJT-ICC. The outcome of the categorical principal component analysis (CatPCA) was a one-scale structure of the SJT-ICC which was confirmed by the confirmatory factor analysis. The relationship between the results of the SJT-ICC and the scales used for validation is predictable: intercultural competence is associated with indicators of professional success of a teacher working with students of other cultures. It is concluded that the SJT-ICC can be effectively used to assess the prerequisites for intercultural success among Russian teachers.

Представлены результаты исследования взаимосвязи уровня сформированности психологических границ и развития ассертивности младших школьников . Рассмотрены основные теоретические представления об ассертивном поведении в трудах отечественных и зарубежных психологов, обозначены ключевые аспекты феномена «психологические границы» в современной психологической науке . В исследовании приняли участие 165 учащихся третьих и четвертых классов . В качестве методик исследования применялись: методика «Границы Я» Н . Браун, «Тест ассертивности личности» В .П . Шейнова, тест Томаса-Килманна «Стиль поведения в конфликтной ситуации» . Выявлены и описаны взаимосвязи сформированности психологических границ с моделями поведения в конфликтной ситуации и развитием навыков ассертивного поведения учащихся . Делается вывод о том, что развитие ассертивности может оказывать положительное влияние на формирование автономности, здоровых психологических границ младших школьников, повышать у них уверенность в себе, способствовать развитию умения конструктивно преодолевать трудности в различных жизненных, в том числе и конфликтных ситуациях .Ключевые слова: психологические границы, ассертивность, ассертивное поведение, поведение в конфликте, социальные страхи, младшие школьники .* Боголюбская Людмила Александровна, педагог-психолог ОАНО «Школа права и экономики», аспирант факультета социальной психологии, ФГБОУ ВО «Московский государственный психолого-педагогический университет», Москва, Россия .

The issues of projecting personality developing pedagogical systems, such as underestimating the role of students’ educational needs in educational projects and also underestimating impetuses and opportunities of social and cultural macro-environment are considered in the article. Subjective (needs and motives, aims, individual experience) and objective (demands, contradictions and risks, communicative and pragmatist opportunities of the environment) factors which influence personality development are named. The model of personality development in its interaction with educational environment – sequential changing student’s role positions, his educational needs and necessary environmental conditions – is given. On the basis of this model the variant of a questionnaire which investigates students’ educational needs, is suggested. The process of testing the questionnaire is described briefly. The results of questioning students of higher educational and further vocational educational institutions are given and analyzed. Practically significant conclusions for pedagogical projecting personality developing educational systems are made.

The conflict interaction in the adolescent environment, mainly in the context of intercultural interaction, is considered in the article on the basis of theoretical analysis. The relationship between conflict in adolescence and the overcoming of adolescent crisis is described, as well as the conflict was correlated with other age characteristics. A special emphasis is placed on intergroup conflicts. An additional specificity of conflicts in school classes with mixed cultural composition is discussed. An analysis of the specifics of the conflict interaction in connection with the measurement of cultures by G. Hofstede was carried out (individualism-collectivism, power distance, masculinity-femininity and avoidance of uncertainty). The conclusion about the greater urgency of potential contradictions is being made if there are teenagers belonging to widely differing cultures in the school class. The role of laughter culture as manifestations of antipodes in game form for the prevention and correction of conflicts in a adolescent multicultural environment is shown.