Program "Forming adolescents’ values for a meaningful life in European integration conditions"

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Institute of Problems on Education of the

National Academy of Educational Sciences of Ukraine

Program «Forming adolescents' values for a meaningful life in European integration conditions»

Kateryna Zhurba, Doctor of Educational Sciences, Professor

Ivan Bekh, Doctor of psychology, Professor

Olena Dokukina, PhD in Educational Sciences

Svitlana Fedorenko, Doctor of Educational Sciences, Professor

Iryna Shkilna, PhD in Educational Sciences

The Program highlights the main principles of forming values of meaningful life in adolescents in the conditions of Ukraine's European integration progress. It focuses on the issues assisting adolescents in solving existential problems related to searching for meaning in life. The key educational aspects in this direction (e. g., the formation of adolescents' self-concept, the notion of the meaning of life, the definition of the purpose of life, life goals, life perspective, awareness of one's own subjectivity, valuable attitude to life, awareness of life's meaning of choice, formation of resilience, ability to plan one's life and face life crisis) are considered. Forms and methods of forming values of meaningful life in adolescents are offered in the Program for each aspect mentioned. The Program is based on the following principles: recognizing a person as the highest value; the priority of value education of adolescents; assimilation of spiritual and moral, cultural heritage of humanity; subject-subject relations of a teacher with parents as well as a teacher with children in organizing extracurricular activities; formation of positive motivation in all participants of the educational process; formation of self-regulation mechanisms of the individual; stimulating the participants of the educational process to sustainable internalization of the values of meaningful life. The Program outlines promising ideas regarding forming values for a meaningful life of adolescents, taking into account the realities of life in Ukraine (expanding the field of life meanings and their successful integration, forming the ability to navigate appropriately in various life situations, make sense of one's behavior, define and differentiate life goals, form models of positive behavior and life goals strategies in adverse life circumstances). The program is aimed at creating favorable conditions for life creation and self-realization of a growing personality. It is based on a person's awareness of the need for well-rounded personal development; determination of near, medium and distant perspectives and goals that would determine their life activities and behavior, as well as spiritual and moral attitude towards society, nature, and themselves; awareness of one's own uniqueness and one's purpose in life; creative self-realization and constant self-enhancement. The program is designed for scholars, teachers, students of institutions of higher pedagogical education as well as for pedagogical workers of institutions of general secondary education.

Keywords: values for a meaningful; adolescents; self-realization; forms and methods of educational work; I-concepts of a personality.

Катерина Журба, Іван Бех, Олена Докукіна, Світлана Федоренко, Ірина Шкільна

Програма виховання смисложиттєвих цінностей в євроінтеграційних умовах

У Програмі окреслено світоглядні засади виховання смисложиттєвих цінностей підлітків в умовах євроінтеграційного поступу України. Розкрито вікові особливості дітей підліткового віку та представлено основні напрями виховання смисложиттєвих цінностей підлітків, зокрема: формування Я-концепції, уявлення про смисл життя та здатність до осмислення, визначення мети життя і життєвих цілей, усвідомлення власної суб'єктності, ціннісне ставлення до життя, усвідомлення життєвого вибору, формування життєстійкості, вміння планувати своє життя та протистояти смисложиттєвим кризам. У Програмі до кожного блоку подано форми і методи виховної роботи. В основу Програми покладено: визнання людини найвищою цінністю; пріоритет ціннісного виховання підлітків; засвоєння духовно-моральних, культурних надбань людства, зразків досягнення смислу життя у процесі виховної діяльності основної та старшої школи; суб'єкт-суб'єктні взаємини педагога з батьками, педагога з дітьми в організації позакласної роботи школи; формування позитивної мотивації в усіх учасників освітнього процесу; формування механізмів саморегуляції особистості; мотивація підлітків до стійкої інтеріоризації смисложиттєвих цінностей. У Програмі окреслено перспективні ідеї щодо виховання смисложиттєвих цінностей підлітків з урахуванням реалій життя в Україні (розширення поля життєвих смислів та їх інтеграція, формування уміння доцільно орієнтуватися в різних життєвих ситуаціях, осмислювати свою поведінку, визначати і диференціювати життєві цілі, формувати моделі позитивної поведінки та життєвих стратегій у несприятливих життєвих обставинах). Програма спрямована на створення сприятливих умов для життєтворення та самореалізації зростаючої особистості. Вона ґрунтується на усвідомленні людиною необхідності в особистісному зростанні, визначенні близьких, середніх і далеких перспектив, цілей, які б визначали її життєдіяльність та поведінку, а також духовно-моральне ставлення до соціуму, природи, до самої себе; усвідомлення власної унікальності та свого життєвого призначення; творчу самореалізацію та постійне самовдосконалення.

Ключові слова: смисложиттєві цінності; підлітковий вік; самореалізація; форми і методи виховної роботи; Я-концепції особистості.

semantic value education teenager

Introduction

In today's conditions of rapid technological changes, as well as military conflicts and sociocultural confrontations, the growth of personal destructive tendencies has led to a decrease in the value of human life, devaluation of the highest values of a growing individual who strives to become the subject of their own life. At the same time, the uncertainty of the meaning of life and meaningful life values is the cause of social deviations in adolescence.

The formation of meaningful values is one of the priority areas of education, as evidenced by the content of various regulatory documents on the international and national levels, which are as follows: the UN Declaration and Action Plan “A World Fit for Children” (2002); the UN Declaration Human Rights Education and Training: good practices, challenges. (2021); the Constitution of Ukraine; Laws of Ukraine “On Comprehensive General Secondary Education” (2022) and “On Education” (2021); the Concept of a New Ukrainian School (2016); Program “New Ukrainian School in Progress to Values” (2018), etc.

The program is aimed at creating favorable conditions for life creation and self-realization of a growing personality. It is based on a person's awareness of the need for well-rounded personal development; determination of near, medium and distant perspectives and goals that would determine their life activities and behavior, as well as spiritual and moral attitude towards society, nature, and themselves; awareness of one's own uniqueness and one's purpose in life; creative selfrealization and constant self-enhancement. Taking into account that modern education is based on the provisions of humanistic ethics, moral and cultural values of the nation, it has a formative effect on the spiritual life of society as a whole, and on the meaningful life sphere of the individual in particular.

The Program is based on the following principles: recognizing a person as the highest value; the priority of value education of adolescents; assimilation of spiritual and moral, cultural heritage of humanity; subject-subject relations of a teacher with parents as well as a teacher with children in organizing extracurricular activities; formation of positive motivation in all participants of the educational process; formation of self-regulation mechanisms of the individual; stimulating the participants of the educational process to sustainable internalization of the values of meaningful life.

Taking the above into account, it contributes to meeting important moral needs of schoolchildren of grades 5-9 in:

- cognitive development (deeper understanding of oneself, one's own life experience and the surrounding world);

- communication (exchange of views, life experience, evaluation and recognition of the achievements by others);

- self-affirmation (striving to occupy a worthy place in society, belief in one's own strengths, capabilities, self-confidence, self-enhancement, recognition of achievements);

- self-determination (awareness of oneself and one's purpose in life, choice of appropriate social roles, meaning of life, development of a certain life strategy, life plans);

- self-realization (the effort to use one's potential, abilities, life experience to achieve life goals, vocation, life mission);

- peace of mind (the desire to feel a positive attitude towards oneself, love, sympathy from relatives, friends, others).

In general, the process of forming values of meaningful life in adolescents is aimed at developing: their positive self-concept, which manifests itself in inner freedom, a sense of selfworth and conviction in one's own significance, objectivity of self-evaluation; confidence in the benevolent attitude of adults and peers; self-awareness as a subject of a decent life, one's own capabilities in successfully mastering various types of creative activity; high moral qualities, such as freedom, love, dignity and justice; meaningful behavior, skills of collaborative interaction; meaningful life sphere and spiritual and moral needs; thirst for self-knowledge.

Age-specific features in terms of forming values of meaningful life in adolescence

Each age period has its own peculiarities in terms of forming values of meaningful life, due to needs, changes and contradictions in understanding a growing individual about themselves, their purpose, and the most important life goals. The most acute question of finding meaningful life values arises in adolescence, when young people try to find an answer to the question of what they live for, what their life aims and vocation are. The lack of understanding of the meaning of life, the lack of values of meaningful life is the cause of the life crisis of teenagers, which negatively affects their self-perception and self-attitude, making life choices, and the ability to solve problems that life poses to them. But it is the experience of a meaningful life crisis that prompts adolescents to define new perspectives, develop certain moral qualities, and fill their own lives with new meanings. The age crisis requires finding meaning, clear answers to questions, choosing a constructive strategy for solving meaningful life problems.

Psychologists argue that their inner world is more significant for adolescents than real life. This is the reason for discrepancies between self-perception and their perception by other people. Detachment from real life, the tendency to fantasize is typical of teenagers, and the definition of life plans and perspectives of the most important meaningful values often do not correlate with the capabilities of the subject himself. According to Bekh and Chorna (2008), it is in adolescence that the mastery of one's own inner world and the emergence of a life plan as a certain system of adaptation to life take place. During the period under study, the prerequisites for the formation of ideas about the meaning of life are created. The accumulation of life experience and the development of reflection processes contribute to developing adolescents' need for the correlation of the following concepts “past”, “present”, “future”, as well as solving problems on distinguishing between such notions as “life” and “meaning of life”, understanding the meaning of life and realizing one's own life perspective (Bekh & Chorna, 2008, p. 26).

It is during adolescence that friendship is the most important meaningful value. The choice of friends is carried out based on the similarity of views in the activities of different groups and sometimes it can be antisocial in nature, which requires close attention of adults. In the course of this period, the psychological foundations of true friendship are formed. A peer (no longer being a good or bad accomplice) begins to be interested in themselves as self-worth, as a person with certain mental and inner qualities (Bekh, 2003, p. 131). Teenagers are well aware of the difference between just an acquaintance and a friend to whom they confide their secrets and share their experiences. Another important meaningful life value for teenagers is love, which is completely concentrated in one person, whom the teenager considers the most important in his life. Teenagers are extremely sensitive to the teachers' injustice, mistrust on their part, react violently to irritation and other negative manifestations in relationships.

Striving for independence, a teenager cannot always determine their life priorities and life goals, but they seek to test themselves in the most dangerous situations, not realizing their possible consequences. Their desire for meaningful life values can be combined with indiscernibility in the means of achievement, justifying their immoral actions with a high goal, noble desires. In this sense, one should pay attention to the fact that the main content of the motivation of activities in adolescence is mainly aimed at self-affirmation.

In addition, the behavioral manifestations of adolescents are often polar. If one part of teenagers asserts itself in a deviant way, the other chooses self-development and self-enhancement. It is important that adolescents who choose the way to overcome difficulties and contradictions in achieving meaningful life values through self-development and self-improvement, go through the age crisis much easier, because they engage in constructive activities that help them confidently assert themselves through internal work on themselves. The development of moral self-awareness, which is based on self-knowledge, the development of self-concept and self-esteem related to life pursuits, which in unity ensure the realization of life plans and prospects, are vital factors in the aspiration of adolescents to self- enhancement. According to Okrishko (2013), the discrepancy between the content of “I”-real and the “I”-ideal in the process of self-analysis by adolescents of their own personal characteristics becomes a motivating aspect for making a decision and indicates the beginning of work on self- enhancement.

Adolescents abandon meaningful life values if they do not receive approval of adults who they consider significant in their life or support from peers. Trying to expand the boundaries of their freedom, teenagers show a special interest in everything forbidden. “The fact is, probably, that the child wants to discover their human essence in some way, to test and confirm the strength of their personality. What is allowed is not interesting, much more attractive is what is forbidden” (Sukhomlynskyi, 1977, p. 267).

Adolescents' awareness and experience of their own meaning of life significantly influences the construction of the image of the future path of life and the choice of the most important meaningful life values and triggers the deployment of self-creative processes as the main methods of optimizing individual psychological and pedagogical parameters, which are key for the selfrealization of the individual in the future. In this period, self-affirmation acts as a moral need of one's own self in life. It largely depends on the evaluation of others. Self-affirmation in adolescence is due to the desire for recognition, high evaluation of qualities, achievements and self-esteem of an individual, which affects their behavior, the process of self-improvement.

In general, the process of forming values of meaningful life creates the potential for selfaffirmation of the individual due to the disclosure of their inner potential, the affirmation of their essential forces, determining the mechanisms and essence of the individual's goal-setting.

Basic values for living a meaningful life

FREEDOM, LOVE, JUSTICE and DIGNITY are basic moral values as well as basic values for living a meaningful life (Zhurba, 2018).

Freedom as a value for a meaningful life consists in teenagers' awareness of their real possibilities within the framework of socially significant value priorities, which are embodied in individual strategies of behavior, activity, communication and present the available essential forces and their adequate self-realization. Freedom is inseparable from responsibility and opposes arbitrariness, presupposing alternative and moral choice, the ability of the individual to act according to the situation, the choice of ways of self-realization. It should be noted that today social, personal and spiritual freedom are distinguished (Zhurba, 2018).

Love is a highly emotional attitude of an individual to the world of people and the world of things and to themselves, stimulates productive life energy, serves as the basis for a humanistic orientation of an individual. Love is the most important value of life and a condition for raising a child, their valuable attitude towards themselves and other people. The following types of love have been identified: for oneself, for parents, gender and love for the Motherland. Deficit of love is a destructive factor, manifested in primitivism, alienation, loneliness, isolation, numerous complexes, inability to build relationships with other people.

Justice is the attitude of an individual to others, which is based on an objective assessment of their real actions and deeds and does not involve intellectual-emotional subjectivism in this process. Justice is a component of successful relationships, the basis of children's trust in other people, which consists in objective assessment, unity of word and deed, impartiality, equality, attitude to duties and responsibilities, as well as self-criticism.

Dignity reflects a person's value attitude towards himself, which is determined by his spiritual and moral values in action and ensures personal stability and autonomy. Dignity as a meaningful life value acts as an integrator of the personal and social life of an individual, as it reflects the moral attitude of an individual towards themselves and society towards a person.

Individual's I-concept

The formation of the I-concept of an individual is based on self-knowledge, self-evaluation, reflection and self-realization of the individual. Self-knowledge is carried out on the basis of the individual's ideas about himself, assessments of their own potentials, abilities, their own live aims, which affects the choice of values for living a meaningful life and influences the nature of activity. A manifestation of self-knowledge is the self-awareness of an individual, which determines their life pursuits and serves as motives for creating meaning for an individual, finding their place in life, and gaining a certain status among peers. The process of a person's awareness of themselves as an individual involves the creation of sufficient psychological depth (or self-depth) for difficult, highly meaningful decisions and their practical implementation. Self-awareness is a way for a person to better understand themselves for the purpose of forming their own meaningful life concept.

The process of self-discovery of adolescents is accompanied by a gap between the “I”-real and the “I”-ideal, which prompts them to compare themselves with others, analyze their capabilities and needs, and ways of self-improvement. It should be taken into account that self-knowledge “for adolescents acquires special significance, and the evaluative influences of others are perceived by them, as a rule, very painfully in connection with an insufficiently established self-esteem and a socially immature self-image” (Tyschenko, 2008, p. 803). Self-esteem as a psychological mechanism for the formation of values for a meaningful life in elementary and high school students reflects the choice of a life goal (unattainable, real, easily achievable), demandingness and selfcriticism in relation to oneself, as well as attitude to one's own successes and failures. Depending on self-esteem (overestimated, adequate, mixed, underestimated), a person chooses meaningful values, correlates his strengths with the tasks they try to solve independently. Inadequate (overestimated or underestimated) self-esteem deforms the meaningful life sphere of the schoolchild and prevents their life self-realization.

In adolescence, it is extremely important to be able to correctly assess one's strengths, abilities, and potentials in order to correct one's own behavior and develop moral and willful qualities. Self-esteem of an individual is inextricably linked with the understanding of one's own activities, experiences, mistakes, taking into account a specific situation, state of mind, interests, and needs. Adolescents' self-esteem is influenced by assessments of their behavior and activities by other people (adults, peers). As for the individual characteristics of adolescents, love, faith in their strengths in the assessments of parents and teachers, tact is a condition for their emotional wellbeing. Discrepancies between a child's self-esteem and other people's assessment can cause depressive states, a crisis of values, etc. Self-esteem reflects a person's love for themselves. Adolescents with low self-esteem have problems with self-attitude due to numerous complexes, while adolescents with high self-esteem are not capable of self-criticism. Sometimes, in some situations, adolescents show adequate self-esteem in others, overestimated or underestimated, which requires the attention of teachers and psychologists.

Reflection is also a psychological mechanism of forming values for meaningful life of adolescents, which consists in the ability of an individual to understand their motives, to evaluate the consequences of their own actions and actions in relation to themselves and other people, to reconcile the goals of their own behavior with the means of achieving them. Reflection makes it possible to correlate those qualitative changes in the moral growth of the individual that occur during the transition period. Reflection is a highly active process that contributes to the awareness of the components of the inner world of the subject's self and is a decisive factor that creates the content range of the self. The deeper and more versatile the reflection, the more differentiated the self. Acting as a determinant of the meaningfulness of life, reflection provides an idea of one's own life in the self-creation of a person and determines the emotional attitude to meaningful life values, on the basis of which the process of their internalization unfolds, during which positive experiences are transformed into additional incentives. Acting as the subject of one's own life, a person must be able to plan, evaluate, forecast, correlate the past and the future, and take responsibility for the decisions made.

Self-realization consists in self-realization, the embodiment of one's life program, creative potential, essential human forces in concrete meaningful life values, and is also the result of understanding one's own life, appropriating meaningful life values, hard work, and the development of abilities and aptitudes. Self-realization of an individual is largely determined by the environment of the individual, which has an impact on his life prospects, expected and unexpected events that make up the value and meaning of the individual's life.

Self-realization is impossible without awareness of one's own self-efficacy, as an important meaningful life tool in achieving life goals. Based on this, confidence in one's own self-efficacy gives adolescents faith in their ability to cope with life's trials and tasks in the realization of their purpose and understanding of values for living a meaningful life.

Table 1 - Some Pedagogical Techniques and Methods for Forming Individual's I-concept

The meaning of an individual's life is a dynamic system that combines primary and secondary meanings, and is the rod on which a person leans in various life situations. The formation of the meaning of an individual's life is influenced in a certain way by spirituality as the ability for positive personal transformations, as a multifaceted personality quality that includes (Fedorenko, 2017, p. 63-64):

- active search for answers to the so-called “eternal questions”;

- global view of life that goes beyond ethnocentrism and egocentrism, a sense of care and compassion for others and the surrounding world as a whole, combined with a way of life that involves serving others;

- ability to maintain a sense of calm and concentration, especially in stressful situations.

In general, the development of spirituality involves: the internal process of self-knowledge, self-worth and integrity - necessary aspects of human existence; a deep connection with inner self and other people as well; reconciliation of the goals of one's life with the well-being of others.

In addition to spirituality, the meaning of an individual's life can be determined by one or several values for a meaningful life, which characterizes its certain plasticity and changeability. However, a wide range of meaningful values in most cases indicates the uncertainty of their role in an individual's life. Also, the meaning of life implies an active life position of the individual in choosing values for a meaningful life. The meaning of an individual's life should be realistic, such that it takes into account the individual's capabilities, as well as real life circumstances and conditions, which in turn can also affect motivation and change his perception of the meaning of life. Also, the meaning of life should be constructive, that is, based on the needs and requests of the individual in his life pursuits and self-realization, and optimal, ensuring the maximum disclosure of the essential forces, abilities and capabilities of a specific individual.

The combination of “meaning” and “meaningfulness” enables an individual to understand the meaning of their own life. It is necessary to take into account the relationship of the meaning of life with life circumstances and situations in which a certain correction, change or rejection of certain values for a meaningful life takes place, which requires the restoration of the previous value system or the construction of a new system of the values for a meaningful life. The meaning of an individual's life is formed, affirmed, transformed and realized with the help of meaningful life values. On the one hand, meaningful life values are included in the structure of an individual's personal values, and on the other hand, the meaning of life, which characterizes the values of a person and their choice of the meaning of life.

Table 2 - Some Pedagogical Techniques and Methods for Forming Adolescents' Meaning of Life

Understanding the concept “meaning of an individual's life” is closely related to the “purpose of life”, where the latter is considered in the context of moral ideals, needs and ideas of the individual about his own future. Whereas the “meaning of life” is the pursuit of a goal. So, the goal of life can be imagined as a task that a person solves during their life, and which cannot be easily achieved, it requires tireless work, significant moral efforts. It is the purpose of life that drives a person to self-change, to self-creation, to the formation of their values for a meaningful life. The ability to choose a goal turns a person into a creator of their own life, capable of realizing their own values for meaningful life, establishing their own life program, aiming for the future. The purpose of life is oriented to a specific result, while the meaning of life - to self-realization and achieving life goals. In general, the components of a dignified life are self-knowledge, duty, responsibility (Fedorenko, 2020, p. 171).

Thus, the purpose of life is the main reference point of the life activity of the individual, embodied in the values for a meaningful life. At the same time, there may be many life goals, but all of them are subordinate to the goal of life. The purpose and tasks of life enable the individual to distinguish between the main and the secondary aims.

Table 3 - Some Pedagogical Techniques and Methods for Forming the purpose of life

The result of the individual's awareness of themselves as the creator of their own life, the choice of values for a meaningful life, the interpretation of their own moral experience is the creation of a personal meaningful space that reflects the moral development of the individual, integrity, autonomy of the individual and creates conditions for its self-realization.

Table 4 - Some Pedagogical Techniques and Methods for Forming adolescents' subjectivity

Attitude to life based on values presupposes physical, psychological and spiritual health, which determines an individual's attitude towards themselves, adequate assessment of life circumstances and events, awareness of one's own mission, efforts for positive changes and constructive behavior, opposition to immoral and destructive influences.

Table 5 - Some Pedagogical Techniques and Methods for Forming an Attitude to Life Based on Values

Values for living a meaningful life are a conscious choice of an individual, acting simultaneously as a determinant, having a certain significance (“meaning”) for a person and a function of the meaning of life, acting as his motivation and a rod aimed at achieving the goal of life. Values for a meaningful life combine the purpose and perspective of life, as well as the generalized and realized principles of life, which lie in the sphere of the value regime of life and life demands, that is, expectations, hopes, demands that an individual experiences in relation to his future, to life (Holovakha, 2003).

Therefore, values for living a meaningful life are a system of generalized aspirations related to the meaning of an individual's life, which in a developed form characterize his spiritual and moral self-concept, the search for their own purpose and the corresponding lifestyle, which is realized in behavior, activities and communication.

Table 6 - Some Pedagogical Techniques and Methods for Forming Values for Living a Meaningful Life

A strategic decision is an individua's life choice, which determines the activity and orientation of the self-development of the individual, the transformation of meanings, a certain dissatisfaction with one's life, and the desire for change. Each choice is an attempt to take risks, to experiment with oneself and one's own life, an attempt to truly create one's new life world (Miliutina, 2013, p. 567). At the same time, the inability to make a life choice is due to the inability to identify alternatives, take into account one's own mistakes, self-doubt, lack of independence, life incompetence and irresponsibility. Life choice characterizes the transformation and formation of personal meanings, the meaning of life, qualitative changes in the understanding of the meaning of life, purposeful activity in the development of meaningful life values. Making a choice, a person is determined with values, ways and means of achievement, which ultimately determines the meaning of his life.

Table 7 - Some Pedagogical Techniques and Methods for Forming an Individua's Life Choice

Modern Ukrainian schoolchildren are growing up in the conditions of a permanent political and social crisis, war with the Russian Federation, and the coronavirus pandemic, which generally has a negative effect on the formation of the meaningful life sphere of the individual and is the cause of negative programming, anxiety, the destruction of life expectations and crises of a meaningful life. At the same time, the absence of meaningful life values, a life goal, awareness of one's own prospects reduce the level of vitality, and it is the cause of loss of landmarks, and even interest in life in all its manifestations at large and in oneself in particular. A crisis of a meaningful life can be the result of some event or a series of events that destroy the established way of being and a person's relationship with the world in general and with themselves in particular. Overcoming a crisis of a meaningful life depends both on the life situation and on the individual, their energy resources and experience.

In view of this, a crisis of meaningful life is experienced as a revision or transformation of values, the need for personal changes, the acquisition of new qualities, rethinking of one's own mistakes, the past, etc. Characteristic features of meaningful life crisis are strong emotional experiences, disorganization of life, narrowing of personal space and opportunities, inability to solve the problem in the usual way. In a state of the crisis of a meaningful life, a person feels oppressed, feeling danger, threat, uncontrollability of some life processes, senselessness of life, which forces him to actively search for ways out of the crisis, to mobilize his abilities and potentials. In the case when a person has sufficient willpower, vitality, they are able to overcome the crisis, creating their own new meanings of life.

Personal resilience is the ability to survive in adverse conditions (ecological disasters, war, losses, etc.), to act constructively and use external and internal resources, to maintain internal balance despite difficulties and trials. An important aspect of educational work in this direction is the formation of adolescents' life perspective and the ability to define tasks and goals for themselves in the near, medium and long term, which will allow them to plan their own lives, develop the desired qualities and skills necessary to achieve the goal.

Table 8 - Some Pedagogical Techniques and Methods for Forming Resilience

The effectiveness of forming values for living a meaningful life depends on the appropriate use of forms and methods in this direction. Individual forms of work are used with the aim of forming a positive self-concept, positive self-perception, objective self-evaluation and developing moral qualities and personal potential in adolescents. Such work helps the teacher to better understand and reveal the individuality of each and every adolescent, their abilities and inclinations, to direct their development. While an adolescent has the opportunity to receive qualified consultation, teacher's confidential advice on those questions or problems that concern them. Choosing individual forms of work, teachers show interest in adolescents. And through exploiting diagnostic and educational methods and showing pedagogical tact and communicating with adolescents on a subject-subject level, teachers can understand adolescents in the situation in which they find themselves, (Kremen, 2008, p. 967). Practice has shown that individual work with high school students is impossible without coordinated actions of teachers, parents and students as subjects of the educational process, which is achieved under the condition of constant contacts and mutual trust, exchange of opinions and life experience.

Proven and effective forms of individual work in forming values for a meaningful life are as follows: psychological and pedagogical support, individual conversations, consultations, pedagogical observation, projects, competitions, which makes it possible to take into account the individual and age characteristics of pupils, life circumstances for the purpose of optimization educational process.

Work in microgroups unites children by interests, which promotes dialogic communication on a parity basis. Microgroup forms of work are based on the active interaction of adolescents with each other and the partnership of all participants in the educational process. This accustoms adolescents to work in a team, contributes to the formation of team spirit, a sense of a comrade's elbow. At the same time, work in microgroups activates the processes of critical and creative thinking, self-education, promotes the correction of goals and means, taking into account one's interests and those ones of other people. Microgroup activity is appropriate in problem-based and creative activities.