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

CONCLUSION
The problem of adaptation of students in the first year at the university is today in the focus of attention of many researchers and practitioners working in the field of education. Today, the problem of adaptation and self-adaptation of the personality, the formation of its social and professional identity is becoming extraordinarily actual.
In the pedagogical literature, the problem of accompanying the adaptation process was considered by M.R. Bityanova, K.Yu. Grachev, V.C. Kagerman, L.I. Kokhanovich, V.A. Komarov, B.A. Karakovsky, L.P. Lazareva, A.P. Tryapitsina, OE Shafranova, as a system of professional activity of a psychologist, a teacher aimed at creating socio-psychological conditions for successful learning, self-determination and psychological development in situations of interaction in the learning process.
Adaptation (lat. adapto - adapt) - the process of adaptation to changing environmental conditions.
Allocate psycho-physiological, socio-psychological, professional and organizational types of adaptation.
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.
There are four stages of adaptation of the individual in a new social environment for her: the initial stage, the stage of tolerance, accommodation, assimilation.
The criteria for adaptation are: the quality of the work performed, the amount of work performed, the impression made on people, the ability to join the team, and the interest in the work.
There are such indicators of adaptation as: objective (characterize the effectiveness of labor activity, the active participation of employees in its various areas) and subjective (characterizes employee satisfaction with the work as a whole or its individual manifestations; they are divided according to belonging to one of the types of adaptation).
Adaptation of a student's personality to learning is a complex, lengthy, and sometimes acute and painful process. It is due to the need to abandon the familiar, the inevitability of overcoming numerous and diverse adaptation problems and professional difficulties.
According to the studies studied, it can be seen that most of the students, and this is 50-65%, successfully completed the adaptation without any difficulties.
To study the adaptation process, you can use the following methods: the method of studying school adaptation and maladjustment, the "Intellectual lability" method, Bourdon's proofreading test, the "Tree" projective test, the Eysenck test, the neuropsychic adaptation method.
The purpose of psychological and pedagogical support is to enable the teacher to help each student to be successful.
Forms of psychological and pedagogical support of work depend on the number of students. There are collective, group and individual forms of work.
An adaptation camp is a kind of new form of work of university teachers, which takes place outside the walls of the institute.
Curatorship is one of the forms of educational work performed by employees of the teaching staff as part of their official duties, provided for by their individual plans. The main activities of the curator at the university are: the involvement of students in socially active life, the formation of a sense of responsibility in them, the education of a morally and physically healthy person.
To successfully complete the adaptation process, parents need help in adapting and creating favorable conditions for communication. Coming to the first parent meeting at the institute, the curator needs to give advice to parents for the adaptation period: celebrate the smallest achievements during the adaptation period; support the child's initiatives, his attempts to overcome difficulties; be interested in his relationship with classmates, with subject teachers and his attitude towards the new school.