Syllogomania is a deviant behavior recognized as socially dangerous, since gathering turns the territory of a syllogoman into a dump of unnecessary things. Unsanitary conditions are difficult to be eliminated. The pathological gathering is studied by psychologists and medical psychiatrists. The research subject is behavioral deviations in old age associated with personality characteristics of the syllogoman; situations that initiated the development of this deviant behavior were described, the reasons for the development of syllogomania and the role of old things for elderly persons were analyzed. Recommendations for implementing pedagogical rehabilitation measures for elderly people prone to pathological gathering were given. The main task of pedagogical activities is reintegration of the elderly syllogoman into society, restoration of lost ties and resocialization. The leading areas of rehabilitation are restoration of the social status, family and social rights and obligations, self-care and hygiene skills, medical work.

In the presented study, the need for the development of project activity of students in a modern professionally oriented high school is determined, and its targets are identified, which make it possible to track the effectiveness of pedagogical activity and personal development of the student. Among the scientific approaches, the practice-oriented approach of D. Dewey and the concept of the “open” school of T.S. Shatsky, which have found application and development in modern scientific psychological and pedagogical discourse, are predominant. The criteria for the formation of project activity: motivational, cognitive, rational, personal, promising allowed us to determine a list of indicators that can be monitored through diagnostic tools, which allows us to develop the conclusions obtained experimentally. The theoretical conclusions made were confirmed by the calculation of the expediency index, as well as by an expert survey of teachers of educational organizations in the number of twenty-eight people. In general, the conducted research demonstrates the need to develop the project activity of students in the educational process, as well as to design the educational process in such a way that the personal development of students becomes more ambitious, professionally oriented and aimed at the personal development of students. The presented results can be applied in the process of research and educational work in higher educational institutions.

В данной статье авторы поднимают проблему достижения личностно развивающего эффекта военнопрофессионального образования. Основное внимание сосредоточено на наличии выявленного в ходе теоретического исследования противоречия между существующей необходимостью сферы военного образования в обосновании концептуальных оснований военно-профессионального воспитания, обучения и развития и отсутствием в социально-педагогическом и психолого-педагогическом дискурсе знания, позволяющего удовлетворить выявленную потребность на основе личностно ориентированного подхода. Значимость разрешения указанного противоречия, характерного для системы военнопрофессионального образования, определяется спецификой обучения и развития курсантов. В частности, важен учет не только потребностей государства и военной профессии, но и интересов самих курсантов, их потенциальных возможностей, что обусловливается социальным заказом и новыми задачами, стоящими перед Вооруженными силами Российской Федерации. В работе акцентируется внимание на специфике военно-профессионального образования и сложности реализации возложенных на него функций. Авторская гипотеза проведенного теоретического исследования предполагает, что реализация в учебно-воспитательном процессе военного вуза личностно ориентированного, аксиологического и акмеологического подходов с опорой на андрагогические принципы обучения позволяет повысить его личностно развивающий потенциал, создать условия для профессионально-творческого развития личности будущего военного специалиста посредством организации субъект-субъектного взаимодействия. Ключевые слова: профессиональное образование, личностное развитие, ценностные ориентиры.

We indicate the main results of the empirical and experimental work aimed at exploring the possibilities of recreational activities for people aged forty-five to fifty-four years. The need to consider and study the needs of working age people for recreational activities is determined by the state request for improving the quality of life of the population and the motivation formation for a healthy lifestyle. The purpose of this study was to identify and justify the needs of including an adult in physical educational and recreational activities. As a result of the survey among the respondents of the experimental group, the needs for recreational activities were identified, as well as the most popular form of recreational activities: classes in health groups. In addition, the priority types of classes are grouped by the types of prevailing physical activity: general health, forming the skills of a dynamic regimen or proper breathing; health-improving, developing compensatory mechanisms; specially developing, restoring utilitarian and professional motor skills. In resolutive part of the study we clarify the socially significant functions of physical education in the context of its development and application in the social work system.

Shoplifting is one of the varieties of deviant behavior – theft. The spread of this type of deviant behavior becomes spontaneous and poorly controlled, which requires special attention from practitioners who develop programs of preventive measures. The purpose of the article is to identify social and individual personal imperatives for involving teenagers in shoplifting. Research methods: to determine the theoretical conclusions, methods of analysis and synthesis were used, which make it possible to establish socially determined risk factors for involving a teenager in shoplifting. In the empirical part, the methods of short questions and answers were used; expert survey, a one-time mass survey method for adolescents, as well as diagnosing a tendency to deviant behavior. The methodological base is represented by relevant psychological and pedagogical concepts that reflect the essence of deviant behavior of adolescents and the factors of its development. The conclusion is based on the results of a theoretical study, which can be considered the establishment of socially determined risk factors that contribute to the involvement of adolescents in shoplifting. And also on the results of an empirical study, during which the characteristic individual-personal characteristics of a teenager were identified, which determine his involvement in shoplifting. The compilation of the obtained results made it possible to identify the dynamics of teenagers’ involvement in shoplifting, which, in turn, will allow a specialist working in the field of deviant behavior of minors to determine the content of preventive social and pedagogical activities.