DOI: 
http://dx.doi.org/10.15293/1813-4718.2505.13
UDC: 
159.9.37.015.31
Bolshunova Nataliya Ykovlevna
Доктор психологических наук, Prof. Department of General Psychology and History of Psychology, Novosibirsk State Pedagogical University; Prof. Department of Military Pedagogy and Psychology, Novosibirsk Order of Zhukov Military Institute named after General of the Army I. K. Yakovlev of the National Guard of the Russian Federation; Professor, Department of Psychology and Pedagogy, Novosibirsk State Technical University, nat_bolshunova@mail.ru, Novosibirsk
Ustinova Olga Anatolievna
Кандидат психологических наук, Assoc. Prof. of the Department of Psychology and General Pedagogy, Kuzbass Humanitarian and Pedagogical Institute of Kemerovo State University; Assoc. Prof. of the Department of Preschool and Primary Education, Siberian Industrial University; Curator of the Reconciliation Service, Lyceum No. 111, ustinova_oly@mail.ru, Novokuznetsk

Creation of a Harmonious Congenial Socio-Cultural Environment as a Condition for the Successful Operation of the School Mediation Service

Abstract: 
The article examines the role of creating a congenial socio-cultural environment in an educational organization for the successful operation of the school mediation (reconciliation) service. The purpose of the article. To formulate the main approaches and requirements for the creation of school mediation services based on the analysis of the problems of the modern school, the psychological and pedagogical specifics of communicative relations between children, adults (teachers, parents), between children and adults, the peculiarities of conflict situations in the context of digitalization. Methodology and research methods. The methodological basis is the systems approach and the cultural and historical concept of L.S. Vygotsky. containing ideas about the role of adults organizing the environment in the development and upbringing of children. Theoretical and methodological analysis of the situation. The main reasons for the increase in school conflicts are identified (the historical crisis of childhood and the loss of the role of an adult in mediating child development, the specifics of the socio-cultural state of society, which is characterized by socio-economic and school inequality, anomie, resentment, a decrease in the quality of communicative contacts, their replacement with virtual ones, the lack of experience in adults in organizing a digital environment, insufficient psychological and pedagogical training of teachers and the loss of experience in educational work, etc.). The specificity of school mediation is shown, which performs not only the function of conflict resolution, but also the restoration of relations based on socio-cultural development, including the development of self-regulation and subjectivity, communicative skills, social sensitivity, the ability to cooperate, accompanied by empathy and recognition of the right of another to be different. It is shown that work aimed at socio-cultural development contributes to the improvement of the activities of the school mediation service. The features of the digital environment as a new living environment of a modern person are considered, the need to develop subjectivity in children as the basis of sovereignty in relation to it is shown. Conclusion. The specificity of school mediation lies in its focus not only on positive conflict resolution, but on the development of cooperation and joint activities of students in the process of socio-cultural development, through the organization of a congenial environment, which actualizes the development of subjectivity, the ability to self-regulation and participatory communication.
Keywords: 
sociocultural environment; historical crisis of childhood; crisis of the education system; conflict; features of resolving school conflicts; features of the school mediation service; organization of the activities of the school mediation service
References: 

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