Gud G. Psychological features of the development of junior high school students’ negative experiences.

The work is devoted to the study of psychological features of the development of junior high school students’ negative experiences. Theoretical approaches to the study of a key concept are substantiated. The peculiarities of the development of junior high school students’ negative experiences (individual, personal, social) are revealed; the age peculiarities of their manifestation in junior schoolchildren are indicated. The component-criterion model of manifestation of junior high school students’ negative experiences is theoretically substantiated, the components of which are selected: emotional-personal (criteria: emotional attitude to oneself and to other participants of interaction with indicators: egocentrism, anxiety, aggression, over aspiration to leadership), cognitive-reflective (system of knowledge about oneself and one’s negative experiences; awareness of one’s role in reference groups, reflection on past experiences, experiences caused by “here” and “now” situations); motivational-semantic (motivation for self-understanding; ideas about one’s incentives for interaction with parents, teachers and peers, motivation for experiences comprehension and self-understanding, understanding of anxiety, feelings); behavioural-activity (self-regulation and self-mastery; resistance to emotional experiences, the self-esteem of negative experiences, the ability to resist in the process of interaction, self-regulation of negative memories, frustration). The study characterized the level differentiation of manifestation of junior high school students’ negative experiences (high, average, low). Based on the factor and cluster analyses results, we determined and described the junior high school students’ psychological types with negative experiences manifestation peculiarities (emotionally anxious, emotionally agitated, emotionally neutral, and emotionally favourable). The program of correction and prevention of the junior high school students’ negative experiences was prepared and tested taking into account the identified experiences features, which included diagnostic, corrective and preventive work with junior students and their parents; its effectiveness was proved.