PSYCHO-SOCIAL FEATURES OF WORK WITH GIFTED YOUTH TAKING INTO ACCOUNT THE ASYNHRONY OF DEVELOPMENT

Abstract

In the article, a theoretical analysis of the socio-psychological features of working with gifted youth is conducted. The asynchrony of development causes a pronounced disharmony in the formation of individual mental processes and the personality as a whole, as a result of which the processes of control and self-regulation undergo changes.

It is noted that giftedness can organically integrate into the life of a young person or give rise to numerous complex socio-psychological contradictions, with the latter being more common. The manifestations – symptoms of this developmental trajectory are highly diverse. Its main characteristic lies in the fact that in their behavior, learning, internal psychological state, gifted young individuals tend to approach a state of maladjustment. It is emphasized that the gifted are often misunderstood by those around them, and their normal developmental process is seen as abnormal maladaptation to life in society. It is determined that from a psychological point of view, giftedness is a complex object in which cognitive, emotional, volitional, motivational, psychophysiological, and other spheres of a person's personality are inseparably combined. The complexity of the phenomenon of giftedness determines the specificity of relations with its carriers. In this process, there are constant pedagogical and psychological difficulties associated with the diversity of types of giftedness, the multitude of conflicting theoretical approaches and methods of its determination, the variability of modern education, and the insufficient number of professionals, professionally and personally prepared to work with different categories of gifted individuals in educational institutions. It is outlined that the natural inclinations of a person to perform a certain type of activity emerge as the potential possibilities of the individual, which develop and materialize under certain conditions. Giftedness is considered as the highest level of development of abilities, accompanied by high achievements in a certain sphere of activity. Thus, abilities and giftedness are phenomena of the same order in the sense that they transition from a lower level to a higher one based on the development of abilities and are subject to the laws of the development of abilities, i.e., they have the ability for constant development and improvement.

The article emphasizes that researchers of the giftedness problem more often focused on younger children, rightly considering that abilities and talents need to be identified and developed as early as possible. Therefore, in scientific terminology, the concepts of a 'gifted child' and a 'child with signs of giftedness' have been analyzed in detail, while the term 'gifted youth' has not gained widespread use. Only in recent years have specialized studies begun to emerge, focusing on the peculiarities of the development of giftedness in youth. In our opinion, the period of late adolescence has its specific features in the manifestations of giftedness, which should be taken into account by university instructors when organizing the learning process.