Abstract: The subject of the study is the coping strategies and protective mechanisms of 1st and 4th year students with different levels of adaptability.
Successful adaptation of a student is an important condition for successful educational and cognitive activity. Based on this, the problem of studying the adaptation process and determining the factors that affect the success of this process among students is relevant. Significant and important factors influencing the adaptation process of students are coping strategies and the protective mechanism of personality. Students of 1st (30 people) and 4th year (29 people) were examined. Significant differences were obtained in the groups of highly, medium and low-adaptive 1st and 4th year students in terms of psychological defense parameters and coping strategies. The study was conducted using the following methods: the methodology for diagnosing the socio-psychological adaptation of K. Rogers and R. Diamond, the Plutchik – Kellerman – Conte questionnaire "Lifestyle Index", the questionnaire "Methods of coping behavior" by R. Lazarus. The scientific novelty of the study is related to the results obtained in the diagnosis of coping strategies and defense mechanisms of the 1st and 4th year students with different levels of adaptability. 1st and 4th year students with a high level of adaptation have similar mechanisms of psychological protection, namely: rationalization, compensation, as well as similar types of coping strategies: problem solving planning, self-control, taking responsibility. 1st and 4th year students with a low level of adaptation have differences in the mechanisms of psychological protection, namely: 1st year students have such types of psychological protection as: regression; coping strategy – escape- avoidance; 4th year students have types of psychological protection – denial; coping strategy – search for social support.

Keywords: students, education, adaptability, defense mechanisms, coping strategies, personal characteristics, adaptation, Course of Study, confrontation, social support

References:
Antsyferova, L.I. (1994). Personality in difficult life conditions: rethinking, transformation of situations and psychological protection. Psychological Journal, 1, 3–18.
Belan, E. A. (2004). Psychology of coping behavior. Krasnodar: Kuban State University.
Bogdanov, R.V. (2019). Adaptation of students to the educational process as a result of extracurricular work. Vestn. Krasnoyarsk state un-ta. Ser. Humanitarian sciences, 3/1, 106–107.
Grigorieva, M.V. (2020). Subjectivity of the adapting personality of the university. Personality and being: a subjective approach: mat. scientific conf., dedicated 75th anniversary of the birth of corresponding member. RAS A.V. Brushlinsky, October 15–16, 2008. Resp. ed. A. L. Zhuravlev, V. V. Znakov, Z. I. Ryabikina. Moscow: Publishing house IP RAS, pp. 522–524.
Ershova, N. G. (2020). Methodological aspects of psychological and pedagogical support of the educational process during the peri

Abstract: The object of this study is the role models that can be chosen by the participants of the confrontation within the framework of bullying, the subject of the study was social consequences of the application of specific behavioral scenarios in the conflict. These consequences are manifested through the results of the confrontation and the impact of these results on the statuses and positions in the educational environment at different levels, changes in the structure of factions, and interaction between them. Among the applied research methods are comparison, generalization, and synthesis. In the context of conflict methodology, the work is based on the consideration of the theories of conflict functions of Lewis Сoser and the conflict of Ralph Darendorf. The innovative aspect of the research consists of a comprehensive understanding and analysis of Western experience in the field of pedagogy and the development of new conceptual models. It should be emphasized that few studies of bullying in Russian pedagogical conflictology have been carried out. Western researchers often consider the victim of bullying as a passive participant deprived of subjectivity. The authors propose to perceive bullying as a conflict and consider it not only as bullying but also as a situation of negative leadership. The new models considered in our study highlight victim role scripts and assimilation/accommodation of behaviors within the aggressor/victim dichotomy. In addition, the novelty of the study is manifested in the introduction of the concept of role (emotional) benefit and a comprehensive consideration of the aspects of benefit that a "victim" receives in a conflict. The authors propose a system of scenarios and sub-scenarios of victim behavior, taking into account the assimilation/accommodation of certain behavioral patterns when subjects are included in a bullying situation.

Keywords: bullying, sustainable development of social skills, conflictmanagement, effective communication, interaction, agressor, victim, conflict, crisis, school conflict regulation services

References:
Coser, L. (1956). The functions of the social conflict (pp. 8-16). NYC: The free press.
Krisberg, L. (1973). Sociology of Social Conflict (pp. 10-18). N.Y.C: Prentice-Hall.
Darendorpf, R. (1959). Class and class conflict in industrial society (pp. 50-81). Stanford University Press: California.
Trufanov, G. А. (2019). Governmental control over information distribution as a basis of the social conflict. Konfliktologia, 3, 207-221.
Trufanov, G. A. (2021). The problem of bullying in schools: conflictological comprehension. Вопросы устойчивого развития общества [Issues of the sustainable development of society], 9, 115-128. doi:10.34755/IROK.2021.72.59.076
Usov, S. S. (2020). Эмоционально-оценочная номинация реалий в политическом дискурсе в XXI в. Известия Волгоградского государственного педагогического университета. [Bulletin of the Volgograd State PedagogicalUniversity], 3(146), 105-109.
Varfolom

Abstract: This article raises the issue of interpersonal gender conflict between working men and women. The author voices their understanding that one of the main sources of this conflict is gender stereotyping and gender segregation on the labour market. This work offers an overview of modern research that confirms the relevance of the issue at hand. Basing on literary analysis the author shows the negative effects of gender stereotypes on professional self-realization of both men and women, especially those employed in a non-polytypical professional area. The author uses theoretical methods of research - analysis and systematization of data presented in scientific literature on the topic. The determining role of gender segregation and gender stereotyping in professional areas is shown from the viewpoint of working men and women forming an interpersonal gender conflict. Thus, it is shown that gender stereotypes on professional areas clash with individual gender traits of a person. The author provides several recommendations for correcting gender role conflicts.

Keywords: feminity, role expectations, polytypical professional area, gender-role differentiation, masculinity, gender stereotypes, gender discrimination, gender segregation, interpersinal gender conflict, gender self-evaluation

References:
S. 44-51. Erina S.I. Rolevoy konflikt i ego diagnostika v deyatel'nosti rukovoditelya. Uchebnoe posobie. Yaroslavl', 2000. S. 43. Gendernaya diskriminatsiya na rossiyskom rynke truda. Sayt [sayt webeconomi.ru]. URL: http://www.webeconomy.ru/index.php?page=cat& newsid =2005&type=news (data obrashcheniya: 02.12.2016) Vitselyarova K.N., Aksaeva Yu.E., Oganesyan V.G. Gendernye osobennosti zanyatosti v krasnodarskom krae // Innovatsii i investitsii. 2016. №
S. 101-105