Psychological counseling of students during the period of adaptation to learn ing conditions

Abstract

The article considers the problem of socio-psychological adaptation to studying in higher education institutions (HEIs) of junior students. Counseling at universities and the functioning of student services involves understanding the patterns of learning, growth and development of students. The first year of studying at a university becomes a serious test for students due to the large number of changes in everyday life, to which it is necessary to quickly adapt. The adaptation process affects several areas of life of yesterday's schoolchild and requires him to make significant efforts and psychophysiological costs. Individuals who have not coped with the difficulties of the transition period are distinguished by indifference to learning and social life, deviant behavior, doubts about the correctness of the chosen professional path, difficulties in relationships with classmates and mentors. As a result, such students experience a high level of emotional stress, increased anxiety, low self-esteem, apathy, pessimism, depressive disorders, which complicate their professional and personal development. In this regard, the study of socio-psychological problems of first-year students in order to provide them with high-quality psychological assistance in adapting to new conditions is relevant, as it contributes to increasing their self-esteem, spiritual and professional growth of the individual, and, consequently, the effectiveness of the higher education system as a whole. The implementation of the Program for Adaptation of First-Year Students in Higher Education Institutions can be considered successful and effective if the following results are achieved: a single adaptation environment of the university has been created, contributing to the optimization of the process of adaptation of first-year students to the conditions of study in Higher Education Institutions; students have been integrated into the socio-cultural environment; students are involved in youth policy; processes of maladjustment of various levels have been reduced; sustainable results in educational activities have been achieved; contingent safety indicators have been increased; a harmonious system of social relationships in student groups has been created.