The article substantiates theoretically a model of self-respect formation in the student age. The complex restructuring of psychological functions takes place in the student age, the whole personality structure is changed, because students enter into new, wider and more diverse social relations.
The attention is focused on the fact that self-respect in student age can be formed taking into accounts various psychological directions and approaches. The ideas of the personality-oriented approach were defined as fundamental for this formation. According to the personality-oriented approach each student is a unique personality, characterized by specific behavior, peculiarities of thinking, feelings, sustainable positive motivation. The most effective for students’ self-respect formation could be the psychological directions, such as cognitive-behavioral, analytical psychology, logotherapy, psychosynthesis.
We defined that self-respect is researched on the basis of main factors and conditions, both external and internal, effecting its appearance and development. The psychological condition of self-respect formation is development of self-image; self-attitude “to oneself as to another”; self-estimation based on the accumulated communicative experience; the desire for high appreciation of one’s achievements by others; positive interaction with “significant others”; positive motivation; highly realized own potential; the need of success in any activity.
We suggested and substantiated the model of effective correctional-developing work to form self-respect in the student age. The model included the following techniques for individual and group work: mini-lectures, group discussion, writing stories, fairy tales, project drawing, analysis of problem situations, building 3D situational models, workshops, video fragments, individual consultations, descriptive method.
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