Development of methods for revealing antivital experiences and propensity to autoaggressive behavior in educational institutions is one of the key steps in developing strategies for the primary prevention of suicidal behavior in adolescents. The purpose of this study was to develop an effective screening diagnostic package aimed at identifying antivital experiences and propensity to autoaggressive behavior. The survey methods we used were: Beck Hopelessness Scale, Russell Loneliness Scale, A.G. Shmelev Suicide Risk Questionnaire, PDQ-IV Borderline disorder and Narcissism scales. At the first stage we examined 750 minors aged 12-18 and identified risk group (85 people – 11.4%), which included adolescents with high levels of both individual scales, and their combination. At the second stage we examined 10 adolescents at risk. In 7 of them (70%) were identified antivital, suicidal thoughts of passive or compulsive nature, signs of subjective and objective socio- psychological maladjustment. Our preliminary conclusion is that high levels of hopelessness and loneliness in adolescents are stable predictors of mental and emotional distress and psychosocial maladjustment in the period of psychological crises and decompensation of character accentuation of borderline and narcissistic types. These scales can be recommended for primary screening of antivital (depressive) experiences and propensity to autoaggressive behavior in adolescents.

No abstract

The article presents the results of the work of the “Education for Children” Section of the Council under the Government of the Russian Federation on the Issues of Guardianship in the Social Sphere, which was carried out in the main areas of analysis, development and solution of the problems of professional training for working with vulnerable categories of the population: experience in applying professional standards for specialties in the social sphere, which are of a cross-sectoral nature; issues of professional training of specialists in accordance with the requirements of interdepartmental professional standards; problems of professional training of specialists in the education system to work with vulnerable categories of children; forms of work with the difficulties of children with special educational needs, their parents and teachers, due to the distance learning regime; requirements for the training of specialists in the social sphere for work in new social conditions. Based on the results of the analysis, a model for the formation and development of interprofessional competencies of social workers, based on the development of the best social practices, is discussed as a strategic direction for improving the training system. The presence of interprofessional competencies will allow specialists to act in concert and work in interdisciplinary teams, apply the best social technologies that have proven their effectiveness when working with vulnerable categories of the population. Within the framework of this direction, priority tasks have been identified to improve the system of professional training of such specialists.

The article describes a training model and support of specialists of child's helpline in the supplementary education system, delivered from 2011 to 2019 in the Moscow State University of Psychology and Education. In total, more than 900 specialists from 8 federal districts of the Russian Federation attended the program. The model includes 5 levels of supplementary vocational training (advanced training) of specialists executing the distance psychological counseling for children, their parents and teachers. The key element of the model is examined - professional post-training support (supervisor support) after the main stage of training. Statistical data on calls to the children's helpline for the period 2010-2018 at the Center for Emergency Psychological Assistance of the Moscow State University of Psychology and Education is included as well as the key categories of problems (inquiries) of child helpline users.

The article presents the data on the nature of changes in public requests of the population for distance psychological assistance during the pandemia and self-isolation period (January to May 2020). The empirical material was the data of the Children’s Confidential Helpline of the FSBEI of Higher Education of the Moscow State University of Psychology & Education, which is connected to the unified all-Russian number of the Children’s Helpline 8-800-2000-122 and provides psychological assistance to teenagers and their parents (mainly living in Moscow). On the basis of the analysis of 17449 calls in January-May 2020, and comparison of the data for the similar periods in 2010-2019, it has been revealed that the quantity of requests increased in January by 38,02%, in February by 49,0%, in March by 43,06%, in April by 13,26%, in May by 14,56%. The increase in the number of calls is due to the information requests in connection with the pandemic and self-isolation, while the share of psychological consultations decreased from March to April. In some months, the structure of the content of psychological consultations has slightly changed towards the increase of proportion of consultations associated with child-parent conflicts, health problems, children’s social adaptation, antivitality feelings and suicidal behavior, as well as alcohol consumption and smoking. The number of requests from teenagers decreased in April and May 2020 by more than 50%. The data obtained may serve to assess the population’s need for psychological assistance in conditions of limitations associated with a pandemia, and may indicate a possible reduction in the availability of psychological assistance for children during a period of self-isolation.