Theme: Adapting and developing materials for B1 level learners contents introduction chapter psychological analysis of the problem of adaptation of first-year students at the stage of study at a university

Purpose : to study the forms of psychological and pedagogical support for first-year students at the stage of adaptation to study at a university.
The object of the study is the process of adaptation of first-year students in the university.
The subject of the study is the difficulty of adapting first-year students to the conditions of the university.
Research objectives :
1. To reveal the essence of the concept of "adaptation".
2. Consider approaches to the study of adaptation in the scientific literature.
3. To study the practical experience of identifying the difficulties of adaptation of first-year students.
4. Consider the forms of psychological and pedagogical support for first-year students at the stage of adaptation to study at a university.
Research methods : theoretical analysis of the literature on the research problem, comparison, generalization.

CHAPTER 1. PSYCHOLOGICAL ANALYSIS OF THE PROBLEM OF ADAPTATION OF FIRST-YEAR STUDENTS AT THE STAGE OF STUDY AT A UNIVERSITY
1.1 The psychological essence of the concept of "adaptation"
The problem of adaptation is one of the most fundamental interdisciplinary scientific problems, which is studied both at the pedagogical, psychological, and socio-economic, biomedical and other levels [15].
The study of the process of adaptation of first-year students to new conditions involves the analysis of the category "adaptation". In the encyclopedic dictionary, the term "adaptation" is defined as "... adaptation of self-organizing systems to changing environmental conditions", which more characterizes the biomedical aspects of this process [23].
In psychology, the term "adaptation" refers to the restructuring of the individual's psyche under the influence of objective environmental factors, as well as the ability of a person to adapt to various requirements of the environment without feeling internal discomfort and without conflict with the environment [ 18 ] .
Adaptation (Latin adapto - I adapt) is the process of adapting to changing environmental conditions. [9].
We can also distinguish several types of adaptation: psycho-physiological, socio-psychological, professional and organizational.
Psychophysiological adaptation - adaptation to new physical and psychological stress, physiological working conditions. In the process of psychophysiological adaptation, the totality of all conditions that have a different psychophysiological effect on the worker during work is mastered.
Socio-psychological adaptation - adaptation to a relatively new society, norms of behavior and relationships in a new team. In the process of socio-psychological adaptation, a person is included in the system of relationships of the collective with its traditions, norms of life, and value orientations.
Professional adaptation - the gradual improvement of a person's labor abilities:
professional skills;
Additional knowledge
· cooperation skills, etc.
As a rule, job satisfaction comes when certain results are achieved, and the latter come as the employee masters the specifics of work at a particular workplace.
Organizational adaptation is the assimilation of the role and organizational status of the workplace and unit in the overall organizational structure [29].
The adaptation process is characterized by duality. It acquires new capabilities and at the same time rebuilds existing ones. Preservation of the effectiveness of activity occurs due to the readiness for addiction in other situations [5].
The immediate impetus for the beginning of the process of social adaptation most often becomes the realization by a person or a social group of the fact that the stereotypes of behavior learned in previous social activity cease to ensure success and the restructuring of behavior in accordance with the requirements of new social conditions or a new social environment for the adaptor becomes relevant.
In general, four stages of adaptation of a person in a new social environment are most often distinguished:
1. the initial stage, when an individual or group realizes how they should behave in a new social environment for them, but are not yet ready to recognize and accept the value system of the new environment and strive to adhere to the old value system;
2. the stage of tolerance, when the individual, the group and the new environment show mutual tolerance for each other's value systems and patterns of behavior;
3. accommodation, i.e. recognition and acceptance by the individual of the basic elements of the value system of the new environment while simultaneously recognizing some of the values ​​of the individual, the group of the new social environment;
4. assimilation, i.e. complete coincidence of the value systems of the individual, group and environment [16].
Within the framework of the humanistic direction of psychology, the issues of adaptation are considered in the context of the position on the optimal interaction of the individual and the environment. A. Maslow considers the process of adaptation as a dynamic process of interaction between the individual and the environment; the degree of its integration with the environment is put forward as the main criterion for the adaptation of the individual [13].
Fundamental issues of socio-psychological adaptation of the personality are covered in the works of domestic and foreign researchers - A.A. Ball, L.I. Bozhovich, V.A. Petrovsky, J. Piaget, 3. Freud, E. Erikson and others.
In the neo-Freudian direction, adaptation is considered in the context of the social activity of the individual. Modern psychoanalysts widely use the concepts of “alloplastic” and “autoplastic” changes introduced by 3. Freud and, accordingly, distinguish two types of psychological adaptation:
1. Alloplastic adaptation is achieved by those changes in the external world that a person makes to bring it into line with his needs.
2. Autoplastic adaptation is provided by personality changes (its structure, skills, etc.), with the help of which it adapts to the environment [ 22 ] .
Among the works of the psychoanalytic direction, one should single out the conceptual approach of E. Erickson, who put forward the position on the mutual continuous adaptation of the individual and society. The process of adaptation in his concept is described by the formula: contradiction - anxiety - protective reactions of the individual and the environment - harmonic balance or conflict. E. Erikson considers the conflict as one of the possible outcomes of the interaction between the individual and the environment in the case when the protective reactions of the body and the “concessions” of the environment are insufficient to restore the disturbed balance [ 25 ] .
G.A. Score considers the concept of adaptation based on the universal nature of the tendency to establish a balance between the components of real systems. The scientist reasonably proves that the category of adaptation is applicable to the analysis of the process of personality development, its psychological mechanisms. G.A. Point emphasizes that the tendency to achieve equilibrium, in which it finds one of the manifestations of the principle of lawfulness of being, takes place at all levels of the development of matter, covers all forms of its movement from physical to social. According to the scientist, adaptation is a process aimed not only at preserving and reproducing some predetermined relationship, but also at going beyond the existing psychological situation [ 2].
According to the concept of J. Piaget, adaptation in both biology and psychology is considered as a unity of oppositely directed processes: accommodation and assimilation. The first of them (denoted by the term "adaptation" in a narrower sense) provides a modification of the functioning of the organism or the actions of the subject in accordance with the properties of the environment. The second process changes certain components of this environment, processing them according to the structure of the organism or including them in the subject's behavior scheme. These processes are closely related and mediate each other. "Just as there is no assimilation without accommodation, so there is no accommodation without assimilation"
According to J. Piaget, "adaptation provides a balance between the action of the organism on the environment and the reverse effect of the environment, or, which is the same thing, the balance in the interactions of the subject and object." A change in the object of adaptation (natural or social environment) or a change in the subject of adaptation, that is, a person, is usually understood as the cause and source of adaptation [ 17 ] .
L.I. Bozhovich points to the dependence of the nature of adaptation on the stage of ontogeny. In the early stages, mental characteristics and qualities arise by adapting the child to the requirements of the environment. Having arisen in this way, they then acquire an independent meaning and, in the order of reverse influence, begin to determine the subsequent development of man. The scientist notes that the child does not just adapt to the current situation. On the basis of previously formed personality traits, the child refracts the influence of the environment in a special way and (consciously or unconsciously) takes a certain internal position in relation to it. In the process of formation of conscious regulation of behavior, conscious goals increasingly control and direct the accommodative and assimilation activity of the developing subject.