Drawing on theoretical models and contemporary empirical research, this article describes the specifics of adolescent suicidal behavior in the context of school adversity. Current methodological challenges are identified, and the need to consider the school context in the psychological diagnosis, prevention, and counseling of adolescents with suicidal behavior is substantiated. Based on the results of a qualitative analysis, adolescents who attempted suicide described difficulties in general terms, particularly frequently mentioning somatic symptoms and having difficulty distinguishing between emotional and physical manifestations of stress. Adolescents with suicidal thoughts tended to describe stress in an emotionally charged manner, more frequently describing emotional distress, and citing interpersonal conflicts and bullying as key sources. It was noted that as suicidal risk increased, mention of active coping strategies and social engagement in problem solving decreased. Quantitative data revealed significantly higher subjective levels of school stress in adolescents with suicidal behavior. The main factors increasing this level were chronic academic difficulties and socially prescribed perfectionism, while social self-efficacy played a protective role, reducing stress. Perceived school stress was a significant predictor of suicidal ideation, but not attempt, suggesting the influence of other factors in the transition from ideation to action.

Access to a publication is allowed to students and the professorate of MSUPE in local network of the university.

Drawing on theoretical models and contemporary empirical research, this article describes the specifics of adolescent suicidal behavior in the context of school adversity. Current methodological challenges are identified, and the need to consider the school context in the psychological diagnosis, prevention, and counseling of adolescents with suicidal behavior is substantiated. Based on the results of a qualitative analysis, adolescents who attempted suicide described difficulties in general terms, particularly frequently mentioning somatic symptoms and having difficulty distinguishing between emotional and physical manifestations of stress. Adolescents with suicidal thoughts tended to describe stress in an emotionally charged manner, more frequently describing emotional distress, and citing interpersonal conflicts and bullying as key sources. It was noted that as suicidal risk increased, mention of active coping strategies and social engagement in problem solving decreased. Quantitative data revealed significantly higher subjective levels of school stress in adolescents with suicidal behavior. The main factors increasing this level were chronic academic difficulties and socially prescribed perfectionism, while social self-efficacy played a protective role, reducing stress. Perceived school stress was a significant predictor of suicidal ideation, but not attempt, suggesting the influence of other factors in the transition from ideation to action.

Electronic version of a publication is intended for educational and scientific purposes.

The study reviews research on the phenomenon of suicidal behavior, including it`s structure and classifications. Domestic and international models of suicidal behavior are analyzed, and empirical studies examining its determinants are described. The study provides a review of research on social anxiety as a factor associated with suicidality. Based on the results of the empirical study, the characteristics of individuals with high suicide risk and those with a history of suicide attempt are described. The findings indicate a significant effect of social anxiety on the severity of suicide risk in young people. The study identifies the influence of emotional loneliness, family emotional dysfunction, and intrapersonal emotional intelligence on social anxiety. Social anxiety is conceptualized as a mediating factor in the relationship between emotional loneliness and family emotional dysfunction and the severity of suicide risk. High intrapersonal emotional intelligence is identified as a protective factor against social anxiety and suicide behavior. Prospects for further research are outlined.

Electronic version of a publication is intended for educational and scientific purposes.

The study reviews research on the phenomenon of suicidal behavior, including it`s structure and classifications. Domestic and international models of suicidal behavior are analyzed, and empirical studies examining its determinants are described. The study provides a review of research on social anxiety as a factor associated with suicidality. Based on the results of the empirical study, the characteristics of individuals with high suicide risk and those with a history of suicide attempt are described. The findings indicate a significant effect of social anxiety on the severity of suicide risk in young people. The study identifies the influence of emotional loneliness, family emotional dysfunction, and intrapersonal emotional intelligence on social anxiety. Social anxiety is conceptualized as a mediating factor in the relationship between emotional loneliness and family emotional dysfunction and the severity of suicide risk. High intrapersonal emotional intelligence is identified as a protective factor against social anxiety and suicide behavior. Prospects for further research are outlined.

Access to a publication is allowed to students and the professorate of MSUPE in local network of the university.

On December 18, 2019, at Fundamental Library of Moscow State University of Psychological and Pedagogics, it will be the presentation of a collective scientific monograph: State Youth Policy inRussia: Socio-Psychological Foundations and Implementation Technologies / V. Zinenko, V. Karpova, N. Orlova, V. Pleshakov, S. Popova, M. Prokokhina, A. Pronina, E. Pronina, A. Selezneva, S. Chuev, I. Shilina; edited by S. Popova. — Moscow: Aquilon, 2019. — 448 p.

e-book

Presentation Program:

1. Meeting with authors of monograph.

2. Discussion of pressing issues of youth policy in Russian Federation.

3. Lottery (winning - printed version of the book!).

Time: at 18:30 - 20:00 (Moscow time).

Address: 127051, Moscow, st. Sretenka, 29. Audience: Library Reading Room (Room 104).

Keynote speaker: Svetlana Y. Popova, editor of this collective monograph.

Registration

Springer Nature Publishes conducts a Webinar on the features of scientific articles publication in international journals; Webinar will be organized with support of Russian State Public Library of Science and Technic.

Date and time of the Webinar: June 13, 13:00 – 14:00 (MSK)

Speaker: Daria Iovcheva, senior manager of licensing in Springer Nature.

Link to registration.

Link to enter in Webinar.

A parallel Webinar is planned on Utube-channel of Russian Government Public Science-Technical Library.

On September 21, 2016 at 15:00, will be held a seminar of Thomson Reuters Company «Information systems for the modern scientist".

At Sretenka 29, Federal State Budget Educational institute Moscow State Educational Rsychologist University.

The seminar will address practical issues of working with Thomson Reuters information resources, including information platform Web of Science, the basic abstracts database of scientific publications Web of Science Core Collection, a program for working with bibliography EndNote Online and tools to create and manage a list of their publications ResearcherID.

The Registration will be need for participation (see here).

will be held in October 7, 2015 at 15:00.

Theme: Integrated Search System of Electronic library Resources.

Seminar Location: st. Sretenka Str. 29, Moscow State Psychologo-Pedagogical University, reading room, room 104.

Topic: Using the System Ebsco Discovery Service to search for scientific information.

Heading: Andrei Sokolov, Regional Manager of EBSCO.

To participate in the seminar, you need to register.