Psychotechnical model of adaptation as a problemoriented reference point for designing targeted practices to increase the resilience of educational actors

Abstract

The develops F.E. Vasilyuk’s psychotechnical approach by moving from a holistic theoretical vision of the problem of psychosocial adaptation of a person in a ‘global risk society’ to a set of practices through synthesizing a model that scientifically explains the degree and mechanisms of effectiveness of methods. The model is based on the theories of R. Plutchik et al. that provide a systemic view of four universal adaptation problems and fundamental means of solving them — one universal means (emotions) and three specific means (psychological defence mechanisms, coping styles and certain types of social selfrealization). Model. The introduces the idea of the adaptive profile of the actor, which provides a strict differentiation of the states of all universal adaptation problems and means of solving them. The purpose of psychological and pedagogical support is to facilitate the transition from maladaptive defensive behaviour to the coping behaviour which becomes adaptive and conscious due to appropriate coping styles and methods of social self-realization. Results. Using the model as a problem-oriented reference point, the designs a set of practices aimed at increasing the resilience of educational actors. I. Preventology in education. The ideas of the chronology and sensitive periods of the formation of specific means of adaptation in ontogenesis (which are reflected in the model) are the target reference point for developmental and educational programs in preschool and primary school age. II. Development support. An adapted questionnaire provides, in the context of psychological counselling, diagnostics of the state of an individual adaptive profile of adolescents, who experience the actualization of all universal adaptation problems. III. Compensatory and protective support. The collective adaptive profile of those actors who belong to a certain risk group, especially to the category of social protection clients, has a typical ‘stigma’ of disharmony. The purpose of supporting them at the compensatory and protective level is to train coping styles corresponding to the actualized universal adaptation problems. Conclusions. The proposed psychotechnical model provides a professional with confidence in the problem-oriented reference point aimed at targeted design of practices for improving the resilience of educational actors within the framework of education, counselling, special education and social protection programs.