TRUST AND SAFETY IN THE PERSON-CENTERED APPROACH IN THEEDUCATION SYSTEM OF THE RUSSIAN FEDERATION

(Research report, Orenburg State University, Russia.)

CONFIANZA Y SEGURIDAD EN EL ENFOQUE CENTRADO EN LA PERSONA EN EL SISTEMAEDUCATIVO DE LA FEDERACIÓN DE RUSIA

(Reporte de Investigación, Universidad del Estado de Orenburg, Rusia).

CONFIANÇA E SEGURANÇA NO ABORDAGEM CENTRADA NA PESSOA NO SISTEMA DEEDUCAÇÃO DA FEDERAÇÃO DA RÚSSIA

(Relatório de pesquisa, Orenburg State University, Rússia.)

Iakimanskaia Irina, Head of the Department of Social Psychology

of the Orenburg State University, Ph.D., Associate Professor

yakimanskay@narod.ruThe article presents the author's approach to the definition of trust and

safety in relationships of people as the basis for a person-centered

approach. Understanding trust and safety is determined theoretically and

empirically, using a survey of schoolchildren, parents and teachers regarding

trust and safety in the educational system of the Russian Federation. It was

found that the relationship between students, teachers, parents, violated

boundaries of trust and safety, making it difficult to match the capabilities

of interaction and person-centered approach. Pupils see the danger in the

pressure of teachers, at the same time help and support is received from the

parents and friends who are very afraid to leave, they find it difficult to

build confidence in their own borders and safety, are oriented in the adults,

which require them to self-sufficiency and responsible behavior .

Keywords: trust, safety, interpersonal relationships.

El artículo presenta el enfoque del autor a la definición de la confianza y

la seguridad en las relaciones de las personas como la base de un enfoque

centrado en el estudiante. Comprender la confianza y la seguridad se

determina teórica y empíricamente, mediante una encuesta de escolares, padres

y maestros sobre la confianza y la seguridad en el sistema educativo de la

Federación de Rusia. Se encontró que la relación entre los estudiantes, los

profesores, los padres, violaron los límites de la confianza y la seguridad,

por lo que es difícil de igualar las capacidades de interacción y el enfoque

centrado en el estudiante. Los alumnos ven el peligro de la presión de los

docentes, en el mismo tiempo, ayudar y apoyo que se recibe de los padres y

amigos que son muy miedo de salir, les resulta difícil construir confianza en

sus propias fronteras y la seguridad, se orientan en los adultos, que les

obligan a la autosuficiencia y el comportamiento responsable .

Palabras clave: la confianza, la seguridad, las relaciones interpersonales.

O artigo apresenta a abordagem do autor para a definição de confiança e

segurança nas relações de pessoas como a base para uma abordagem centrada no

aluno. Compreender a confiança ea segurança é determinada teórica e

empiricamente, usando uma pesquisa de alunos, pais e professores sobre a

confiança ea segurança no sistema educacional da Federação Russa. Verificou-

se que a relação entre alunos, professores, pais, violaram os limites de

confiança e segurança, tornando-o difícil de igualar as capacidades de

interação e centrado no aluno abordagem. Os alunos vêem o perigo da pressão

dos professores, na ajuda mesmo tempo e apoio é recebida dos pais e amigos

que estão com muito medo de sair, eles têm dificuldade para construir a

confiança em suas próprias fronteiras e segurança, são orientados nos

adultos, que os obrigam a auto-suficiência e um comportamento responsável .

Palavras-chave: confiança, segurança, relações interpessoais.

Methodology

We often hear about the importance of trust for life

(Barber B.(1983). But clearly define this phenomenon no one

has, and it has been repeatedly emphasized. Such a variety of

interpretations of trust demonstrates the complexity of the

phenomenon and its importance for the person-centered approach.

Trust is defined as the condition for the existence of man's

relations to the world (Chua R.Y.J., Ingram P., Morris M.

(2005), the people themselves as a social resource identity,

allowing it to interact in a fairly wide range(Luhman N.(2000),

as the expectation of the obligations on the part of others

(Lewicki R.J., Mcallister D.J., Bies R.J.(1998), as an

indicator of success factors and partnership strategy in the

implementation of human activity (Mollering G.(2006). Trust is

defined as a psychological attitude, which includes interest

for the partner (Molm L, Takashi N., Peterson G.(2000),

expectations of satisfaction from working with partners, the

emotions that accompany these expectations(Rempel J.K., Holmes

J.G., Zanna M.P.(1985), positive emotional expectations from

the partner(Weber L.R., Carter A.I.(2002), and the general

state of tranquility due to the relationship with the partner,

the experience of successful interaction expectations. Trust

also is respected, built in the end based on the proven results

of the objective assessment of people and objects of the world

as a worthy, deserving of respect.

Safety associated with the notion of a social

environment, the possibilities of creativity and self-

realization. The experience of safety, according to many

researchers, is a basic human need, and at the same time,

arrangements for ensuring effective personal development and

change (Slovic P.(1993). Healthy sense of safety is based on

three categories of basic beliefs that make up the core of the

subjective world of the individual: 1) the belief that the

world is better than evil, and 2) the belief that the world is

full of meaning, and 3) the belief in the value of own "self."

Psychological safety is defined as the state of public

consciousness in which society as a whole and each individual

person perceive the existing quality of life as an adequate and

reliable (Molm L, Takashi N., Peterson G.(2000). The experience

of psychological safety is tiered nature; complete safety is

the state of boredom, sleepiness, for optimum life of a person

needs a certain amount of predictable risk for each person that

risk has an individual nature. Unpredictable risk, or a state

of uncertainty, is the experience of danger, stress,

accompanied with anger and aggression to the world.

Trust and safety are linked through the sensual sphere of

a person(Rogers C.R.(1957). The combination of the pole - the

trust-distrust and safety - risk generates four types of roles

that can be traced from clients with complex emotions

associated with these components – «traitor», « our », «alien»,

«orphan». The main driving force behind these changes in social

roles - feelings of guilt and resentment and acts of violence

and dependency. Customer experience difficulties in confidence

and security falls into the cycle, change one social role to

another in interpersonal relationships, cannot build a

constructive taking of relations with other people. Experience

of taking a relationship that he suffers consultation with the

psychologist is his unique resource in the output from the "us

and them" and to build relationships with the people around

him.

trust

ourtraitor

resentmacts ofviolenc

dependency safetyrisk

guilt

orphaalien

distrust

Figure 1. Model of interpersonal relations in the "trust- distrust"and "risk-safety."

Procedure

Changes in the social environment, most of all projected on the

education sector, it is in it, in our opinion, shows the cycle of

relations related to safety and trust. In the school there is an

interaction of teachers, students, parents, it is necessary that

these relationships were found confidence and security in the

optimal forms. Our study was conducted in schools in the Orenburg

region in describing appearances, opinions and behaviors related

to trust and safety in the face of changes in the school system in

Russia.

The achievement of the objectives of the solution of a number

of basic research tasks.

a) to examine the safety status of the educational environment

in the views of the Orenburg school students;

b) to describe the presentation of adolescent value priorities;

c) to analyze the role and the place of parents and teachers in

opportunities Assistance in schools;

d) to evaluate the capacity of parents and their ideas about

the interaction with the school;

e) give a general description of professional and innovative

capacity of teachers;

In the framework of the research program has been on a number

of hypotheses, socio-economic and socio-psychological

characteristics. We believe that the factors that determine the

general characteristics of the manifestation of trust and safety

in the Orenburg region and are now as follows:

- The fact that many young people a clear confidence in

possibility of parents to help in difficult situations, similar to

the views of parents;

- Not safe learning environment in the home and in the

educational institution;

- Lack of coordination in the organization of training,

education, support the development of children and adolescents;

Goals and objectives we have undertaken extensive research has

its main subject. As such, the act:

- Value-orientation orientation of behavior Orenburg students;

- Motives and acts committed by teenagers;

- The content and direction of the expectations of the

different forms of assistance;

- Presentation of the parents of the opportunities the school

content, interaction with it;

- The expectations of teachers and set against innovation;

The main objects of our study are:

- Teenagers, students 7-11th grade schools in the city of

Orenburg and the region;

- Their parents and teachers.

The study used the following main methods of data collection,

processing and interpretation of the results:

a) Work with the objective information:

- Analysis of official documents, judgments, orders, decrees,

laws, central and local, related to the problem being studied;

- Analysis of current and historical records of urban

educational organizations;

b) Work with the subjective nature of information:

- A questionnaire survey of young people, parents and teachers;

The following table presents the total sample (of 6239 studied

people) group of respondents (number of people).

Respondents students

by sex - boys-861, girls-1192

Age (years) - 13-14 - 552. 15 - 16 - 1070, 17-18 years - 354,

Respondents parents

gender male-258, female-1860

by years - 17-20 years - 10. 21 - 30 - 175, 31-40 years - 1245,

41-50 years - 653, 51-60 - 81.

Classes in which children learn respondent’s parents

Grades - 1-2 class - 224, 3-4 class - 275,5-6 class -549,7-8

class - 494,9-10 class - class 452.11 class - 142.

Respondents teachers

gender - male-278, female-1790

Age (years) -17-20 years - 19.21 - 30 - 271, 31-40 years -

803,41-50 years - 663, 51-60 - 373.

Type of educational institution

Secondary School - 1671, School - 231, Gymnasium - 233.

Results and data discussion

Preliminary conclusions about the overall safety evaluation

of the educational environment and its dynamics in the

detection of positive attitudes and loyalty of young people in

relation to their own institution. Given the choice, most teens

are tempted to study in school. Many who want to attend school

and high schools, about the same number are choosing evening

school, want to study at home, in a private school, or

somewhere else. Of the overall results in 2009 also found that

the majority of students believe that the school give what

useful in life, but there are doubters. Can state conflict -

the desire to learn in their own school against assessment of

its work as part inadequate. This contradiction is resolved by

an increase in self-study students. That school is preparing

for a successful life, it turns out that this important

function is performed only partially. It is important to

saturate schooling additional features in the manifestation of

self-learners, practical value in terms of school experience in

public life.

Pupils had good relationships with teachers, classmates,

plenty of opportunities to take the initiative and activity,

less than meets the students degree of preservation of personal

dignity in the school and educational institution account of

their personal problems and difficulties. In contrast to the

results of previous measurements, we can see an increase in

satisfaction of communicating with teachers. These results

indirectly suggest that, in the school setting, there are risks

of infringement of the personal dignity of students, their

humiliation, and these risks are more pronounced for boys than

for girls. Perhaps as a result, it is useful to introduce a

program of Teacher Training courses on gender psychology and

pedagogy.

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Hazards in the school environment

1 - Public humiliation / insult classmates, 2 - Public

humiliation / insult teachers, 3 - Threats classmates 4 - Threats to

teachers, 5 - Forced to do anything against the wishes of his

classmates, 6 - Forced to do anything against the wishes of

teachers, 7 - ignoring classmates, 8 - ignoring teachers, 9 -

Unfriendly attitude classmates, 10 - Unfriendly attitude of

teachers.

Figure 2. The balance of opinions teens on dangers in the

educational institution.

Pupils assessed as the strongest safety risk - forced to do

anything against the wishes of teachers. Next level of hazard -

negative attitude classmates. And only then - negative attitude

of teachers. The main sources of security breaches of the

educational environment, according to the students, is a

classmate, he publicly humiliated, force to do something, is

unfriendly, the students see it, naturally react anxiety,

protest, alarm. Risks in relationships with teachers are more

connected with the fact that they are forced to do anything

against the will. Least expressed in the opinion of children as

a source of danger - danger classmates and teachers, negative

attitude of teachers. Compared with previous studies of the

negative impact of teachers decreased, and classmates -

increased. In this connection it is useful to teach children

constructive ways of resolving conflicts and solving conflicts

in interpersonal contacts not through pressure and by seeking

mutually acceptable solutions.

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concerns in the life 2011

concerns in the life 2009

1 - I'm afraid of homelessness, 2 - I'm afraid of the new and unexpected after school, 3 - I'm afraid to go into a new life, to become useless, 4-I am afraid to get into the army, 5 - I'm afraid to meet with bad people, 6 - I am afraid that I will have a bad life.

Figure 3. The balance of opinions teenagers about the dangers in the next life.

Basic fears pupils outside the school associated with

unexpected events to which they are not prepared, as well as

with the expectation of meeting with the bad people. Such fears

were more pronounced in girls and senior classes is increasing.

Compared with studies in 2009 decreased fear a bad life,

children have become more confident about their prospects, but

remained high values of fear of the new and unexpected, and bad

people. Thus, already noted, the setting changes from the fear

of failure in life, she goes to the inability to build positive

and constructive relationships with different people react to

unexpected situations. Pupils increase their fears of

unexpected changes; they want predictability and measured life.

Most hinder adjustment to life outside the school longing

for old friends. The second reason for the children to specify

their own emotional stress and aggression that hinder social

relationships, and the third - the expectation that access

them, and they do not come into the conversation. This type of

reaction shows poor social activity in contacts inherent to our

students. Compared with previous studies of this plant has

shown a tendency to increase.

Perhaps in response to such results is urgently needed in

the implementation of school events (through extracurricular

activities, through elective courses) to increase social

competence and social activities of students, which not only

helps to build social ties in the new conditions of life, but

also to address for help with difficult feelings and are close

connections among the people around them.

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adaptation difficulties outside school

1 - Do not know how to effectively communicate, 2 - I do not know

what they think, feel, experience other people, 3 - and I'm afraid I

do not like strangers, 4 - Longing for the old friends, 5 - My

emotional stress, anxiety, aggressiveness, 6 - Waiting that will

appeal to me, not I join in the conversation, 7 - Lack of social

experience with other people, 8 - Limited personal choice, lack of

initiative and independence, 9-passivity, finding approval, failure

to plan ahead.

Figure 4. The balance of opinions on the causes of the low teens

to adapt for the future.

When describing the failure to adapt to student life

teenagers are the following qualities - hope to help others,

the inability to invest wisely, to realize their own desires,

difficulties in communication, inability to build relationships

with others. A contradiction: students realize their own

difficulties in communicating with others, and, at the same

time want to be perfectionists, to achieve the ideal in life.

When comparing data from different studies can observe an

increase in the choice of quality misfit schoolboy related to

incompetence in the field of finance and communication,

inability to choose their actions, which may indicate a

deepening of the above controversy, and, as a consequence,

lower self-esteem and self-esteem of adolescents. In connection

with these results, we can recommend teacher training

techniques and methods of self-esteem and self-esteem

adolescents, teaching accounting errors, adoption failure in

life, setting real goals in life.

In adolescents, the results of our study, is dominated by

adequate forms of reactions - they take responsibility for

their actions, look for the cause in their behavior, are

grateful for the experience. Inadequate forms of reaction

produces reactions associated with shyness, shy teenagers.

Girls also characterized by a passive protest reactions, they

are also characterized for pupils aged 15-16. That is, the most

common barriers to the development of social experience related

to the personal qualities of teenagers - shyness, shy, passive

protest reactions. Compared with the previous study found

reduced active-aggressive reactions, they are replaced by

passive. You can suggest a trend of aggression transition from

external to internal forms, students react own negative

feelings with you, alone, from whom little divided.

One can assume that since 2004 there has been some increase

in aggressive, hostile reactions from the children, they have

become not only sanctions, but also for promotions, which

generally made it difficult to control the behavior of adults

and reflected in the system of self-regulation. Currently,

aggressive reactions are falling, there is an increase of

adequate and passive-aggressive reactions, that is, and there

is a shift in the internal form. In this case, there is a high

probability of auto-aggressive tendencies, which need to be

prevented.

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General feeling of security 2011General feeling of security 2009

1 - Nothing and no one is afraid, 2 - have never faced this

danger, and 3 - Dangerous situations arise, but I deal with them, 4

- Quite often faced with danger, 5 - In the evening I prefer to stay

home.

Figure 5. Rating teenagers general feeling of safety.

In assessing the overall safety status of the two groups of

children were found, about equal to the amount which, according

to them, to cope with the dangers or do not meet. And among the

first big boys, and among the latter - girls. Among those who

have to cope with the dangers of more younger teens and older

say that have never faced this danger. When comparing the

results from 2009 can be seen an increase in the "alarming"

teenagers. More and more students are often faced with the

danger, while somewhat less preferred to stay home.

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level of independence in learning 2011level of independence in learning 2009

1 - I go to school, I try to learn everything, and 2 - I try to

understand what is being offered, and 3 - to study independently

additional materials, 4 - to take an extra teacher.

Figure 6. Rating adolescents level of autonomy in learning.

In determining the degree of independence of teenagers often

choose the way when you need to understand what is offered in

school, this is what you need to learn. Much less frequently

selected answers related to the manifestation of self-learning,

such as doing additional himself or with the teacher. And in

2009, more independent students were more.

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The most importanteasy to reach

1 - Active, active life, and 2 - Health 3 - Interesting work, 4 - The

beauty of nature and art (the experience of beauty in nature and art), 5

- Love, 6 - Material and secure life, 7 - Availability of good and loyal

friends; 8 - Self-confidence (no doubt), 9 - Knowledge (ability to expand

their educational horizons) 10 - Freedom of independence in the behavior

and actions, 11 - happy family life, 12 - Creativity

Figure 7. Representations of teenagers about the most important and

easy to reach values.

Pupils appreciate how important these values - health,

availability of trusted friends, happy family life. Less

important values - the beauty of nature and art, freedom and

independence in the behavior and actions. Perhaps more important

values associated with social relationships, less important differ

individualistic nature. But more important is the presence of

individual values - health, it should be noted that such

priorities are characteristic of the Russian sample for a long

time, it is important to build a quality educational environment

for them to navigate.

The most easy to reach values - active, active life, there are

good and true friends, confident, interesting work, cognition.

Less appears easy to achieve in the values of "beauty of nature

and art", "material and prosperous life." You can see that some

aspects of the quality of life for students considered easily

achievable, and may, therefore, their value decreases.

The most important characteristics are close and attainable

only for the value of "the existence of good and loyal friends"

and other important values often are not defined as easy to reach.

It's interesting that the value associated with this strong fear

of schoolchildren, it easy to reach important, but losing friends,

to part with them after school.

Boys identified as an important and easy to reach active work

life and work as an important value - a happy family life, as well

as easy to reach - the presence of good and loyal friends. Girls

identified as an important value health, the presence of good and

loyal friends, a happy family life, and as achievable - active

work life, self-confidence. You can see that for boys and girls is

important to the creation and support of the family, but it is

difficult to reach, it is interesting that it is not related to

the value of friendship, though more often she is the basis for

the construction of high-quality family relationships.

It should be noted that the importance of health admits

students of all ages, family life as more important release 13-16

year, the value of "true friends" stands out in 15-16 years. Easy

to reach in the 13-14 years of active life, 15-16 - self-

confidence and knowledge, in the 17-18 - all three values.

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Referrals

1 - Cool heads, 2 - A school psychologist, 3 - school teachers, 4

- Psychotherapist, 5 - juvenile inspectors, 6 - Doctors, 7 - Parents,

8 - Friends, 9 - call the helpline, 10 - for adults, The Trusted, 11 -

mastering yourself, 12 - Do not know

Figure 8. Recipients seeking care for adolescents.

Found that the system of care in adolescents is still quite

scarce. The main destinations are accessed by teenagers -

parents and friends, in second place - the class teacher, adult,

trusted himself schoolboy. The system of professional support

for school psychologists and other specialists, less in demand.

It often answers: he can handle, hard to answer. They show that

in a difficult situation, it is likely that the adolescent will

be left alone, without the help and support of friends and

family. That is why it is important to pay attention to

informing young people about the system of professional help

from psychologists, social workers and other professionals, as

well as essential to pay attention to special training for

teachers and class teachers to provide personal care and support

to adolescents. For this to work requires special skills.

It should be noted that boys and girls have the same orientation

on the support of friends and family, to self-support problems,

girls differ somewhat greater support from the class teacher. In

a more younger and older systems support more poor - friends and

parents, aged 15-16 students but friends and parents support the

class teacher and the adult they trust.

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Sources of personal change for teens

1 - Serious illness, 2 - Life Crisis 3 - General poor condition, 4 -

The failure in the making, 5 - Example of a healthy lifestyle

authoritative person, 6 - Love 7 - Reading the literature, 8 -

Participation in lectures and seminars on the topic 9 - Participation

in psychological training, 10 - Counseling Psychologist, 11 - The

death of a loved one, 12 - a big win in the lottery, 13 - An

unexpected inheritance, 14 - a new school or place of work.

Figure 9. Sources of personal change for teenagers.

Personality changes, according to the teenagers associated with

difficult life events - the death of a loved one, a new school

or place of work. The same sources of changes in personal

characteristics are the general poor condition, failure in

business, an example of a healthy way of life respected man in

love. You can see the internal and external factors, factors

associated with consciousness, self-esteem and his contumacious

teenager.  The least impact on the personality changes involved

in lectures and seminars on the subject and winning the lottery.

Apparently, hose events are regarded as affecting the changes in

life by adults.

2011

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100

200

300

400

500

600

700

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5 6 7 8

2009

Group 1 - indecisiveness antisocial, non-anxious;

Group 2 - dependent, pro-social, non-anxious;

Group 3 - dependent, pro-social, anxiety;

Group 4 - independent, pro-social, anxiety;

Group 5 - independent, asocial, non-anxious;

Group 6 - independent, antisocial, anxious;

Group 7 - independent, pro-social, non-anxious;

Group 8 - dependent, antisocial, anxious.

Figure 10. Distribution groups typology teenagers

In our research, we consider features related directly to

the characteristics of adolescence. For the analysis, we chose

the most important of them - the level of independent study,

the characteristics of the emotional sphere, in particular

anxiety, and social orientation. That adolescence - activation

time individual to start an independent, demands for freedom in

various areas.

We are particularly interested in the level of

independence in such an important area for teenagers, as

training. The level of independence we have provisionally

identified two groups of adolescents, and conditionally call

them - on their own students (these teens do in addition to the

school program with teachers, either on their additional

material) and non-self-learners (such teenagers trying to learn

that offer teachers in the school, understand the material in

the school curriculum).

The peculiarities of the emotional sphere, we also

provisionally identified two groups of teenagers and

conditionally call them anxious and non-anxious. Troubled teens

are often in their daily lives are at risk and prefer to sit in

the evening at home, and non-anxious - afraid of nothing, and

never faced a real danger. Since the tasks of research, for a

brighter display researched trends, we were excluded from the

analysis of a group of adolescents with moderate anxiety that

meet dangerous situation, but to cope with them.

According to the social orientation we arbitrarily

identified two groups of teenagers, tentatively called

antisocial and pro-social. Antisocial adolescents believe that

deviant behavior no one will notice, and you can get an

interesting experience, and pro-social believe that aberrant

act necessarily lead to punishment for an unsuccessful life in

the future.

In the process, we have a combination of eight teenage

groups.

In general, the distribution of adolescent groups is

presented in Figure 10. Found in comparison with 2009 the

increase of non-automatic, prosocial, anxiety and a decrease in

the group of independent, anti-social, non-anxious.

Most educators region is divided into two groups - one

(smaller) monitor innovation and strives to implement them, and

the other - very - little use in their classes innovation.

Accordingly, the first group - often conducts innovative classes,

the second group - rarely. There is a relatively small part of the

teachers, not knowing about the new forms of organization of

training and deploying them. Teachers 17-20 years, most often

conduct innovative activities, 21-30 - almost non-existent, 31-50

divided into three equal groups, often rare and not conducting

innovative classes, teachers over 50 are divided into two groups -

often conducting and conducting innovative activities. In groups

of teachers and administrators as well see the difference -

teachers differentiate the groups conducting and non-conducting

innovative activities, and the administration - on teams

conducting such studies often rare. Thus, the more loyal to

innovate and use them in their work of young teachers and school

administrators, other teachers differentiated by loyalty to the

restructuring in education rather harshly. In general, we can say

that in most cases the teachers' staff polarized adoption of

innovation, which is the basis for the conflict in the educational

activity. In connection with this state of affairs may recommend a

specific activity administration to discuss innovations in

education, mentoring, implementation of various approval

procedures within schools that will creatively to resolve the

conflict between the host and the host innovation in teacher

education.

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frequency of occurrence

1 - very often, 2 - rarely, 3 - do not spend, because I do not

know what it takoe.4-better answer

Figure 11. Experience of innovative activities

In assessing the extent of training school students for

independent living parents' opinions were divided into two almost

equal groups - one of them believed that the school provides

students with the skills needed for independent living, and the

other - that it is more concerned with the family. It should be

noted that the number of parents who expressed an opinion, almost

equal. We can make the assumption that it is in the subject

highlighted above contradiction appears more. Parents and teachers

need to harmonize the position that it is in the skills that are

important for independent living raising a family, that - the

school, as they cannot compete, but complement each other.

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frequency of occurrence

1 - The school provides students with all the important skills

for independent living, 2 - School teaches only partly, but

mostly trained for independent living, and 3 - School is only

partially gives children important skills for independent

living, 4 - School provides knowledge, and is engaged in raising

a family, 5 - schools are not ready for independent living, and

provides the knowledge and values their

Figure 12. The degree of training school students for

independent living

Thus, trust and safety are linked differently from students,

teachers and parents. For high school students experience a

focused priority of trust and inadequate understanding of their

own safety, that is, actively experienced social positions

"traitor-victim" and "orphan-thrown," parents and teachers

observed the position of "us and them". Perhaps, the students

noticed the prevalence in the pedagogical environment effects of

coercion and pressure. According to the study, we plan to create

discussion groups in schools issues together with students,

parents and teachers may jointly discuss the content of the

interactions will help to establish harmonious relations with

their trust and safety.

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