PSYCHOLOGICAL SUPPORT OF THE HIGHER EDUCATION APPLICANTS’ ADAPTATION PROCESS IN QUARANTINE CONDITIONS

Abstract

In the article, an adaptation is considered as the process and result of an active human attitude to the world, personal adaptability is analyzed as the relatively constant trend-result of human activity and at the same time the psychoform of the inner world of the individual that is the specifically human internal frame of reference which self-organizes other mental formations and manifests itself as the universal ability of a person to harmonize their relationships with the world and itself. It is shown that the adaptation of students to study in a higher education institution in quarantine is a complex multifactorial process that contains five interrelated stages: initial response, orientation, internal processing and understanding, the choice of adaptation strategy, productive interaction. Meaningful characteristics, dominant components-indicators, and indicators of successful completion of each stage are defined. It is noted that the violations of the adaptation process at certain stages relate to those components that bear the greatest load, and which are indicators (indicators) of the stage itself. The following main types of violations are distinguished: 1) unsuccessful implementation (inadequate performance) of the particular stage main task; 2) skipping the stage; 3) fixation at a certain stage; 4) regression (return) to the previous stage. Detection of deviations from the optimal model of the adaptation process allows identifying key problems and point-constructive directions of overcoming them. This is especially important in quarantine when the use of traditional methods of studying the process of adaptation is limited. Isolation of the components of the adaptive resource (both individual and educational institution) at each stage of the adaptation process allows you to build an effective program of psychosocial support for participants in the educational process, aimed at developing their adaptive capabilities. The example of the educational process at WUNU shows that the constructive psychological support of the educational process allows qualitatively increasing the personal adaptive potential of higher education applicants and optimizing the process of their adaptation to learning in quarantine conditions