The dissertation contains a theoretical generalization and a new solution to the problem of development of communicative properties of adolescents, in particular it carried out: experimental study of personality traits that can influence the development of communicative behavior of adolescents, revealed the peculiarities of the influence of these qualities on the communicative properties of adolescents as a whole, as well as considering age and gender criteria; identified a number of personal factors that positively or negatively affect the level of development of communicative properties of adolescents; the author's program of development of communicative properties of teenagers was developed and tested.
Personal qualities that are factors of development of communicative properties of teenagers are determined. All factors are divided into two groups: positive, that is, those that promote the development of communicative properties of adolescents, and negative, which impede the development of these properties. The positive include the level of empathy, the need for communication, the focus on communication, emotional stability, the level of self-control; to the negative: irritability, sensitivity, shyness.
In addition, the impact of factors at different age stages of adolescence (older and younger adolescents) and gender criteria were analyzed. Thus, it was found that certain factors may have different intensity of influence on the development of communicative properties depending on the age and gender of the teenager.
Thus, for younger adolescents, the most significant factors in the development of communicative properties are the need for communication and the focus on communication (extraversion-introversion), for older adolescents - irritability and the level of development of empathy. For teenage girls, the most important factors are need for communication and irritability, for teenage boys - irritability and the level of empathy.
The effectiveness of the author's program of development of communicative properties of adolescents, which is manifested in positive changes, has been proved: repeated psychodiagnosis of adolescents of the experimental group revealed their significant improvement (Mx = 8.3 - indicators of the experimental group before the program implementation, Mx = 12.8 - indicators of the experimental group after program implementation). The program combines elements of training, lecture and independent work.
