THE IMPACT OF STRESS FACTORS ON THE PERSONALITY OF ADOLESCENTS DURING TRAINING INTERACTION

Abstract

The article provides a theoretical analysis of the impact of stress factors on adolescents during training interactions. It is noted that training is an effective tool in working with adolescents, involves interaction with peers, provides an opportunity to receive support in developing certain qualities, and contributes to the satisfaction of social and emotional needs, but due to stress factors, it can have different effects on their personality. In the study, stress is considered as eustress, which has a positive and mobilizing effect on participants, activates internal resources to overcome obstacles and achieve results. It has been determined that by participating in training, especially for the first time, adolescents find themselves in a new situation that is stressful and requires them to leave their comfort zone, causing uncertainty, cognitive dissonance, social anxiety, facilitation, and inhibition among participants. It is noted that teenagers participating in training may be very sensitive to social contexts; feel insecure and worry about how others perceive them; experience fear of the need for social contact in a new situation; new knowledge is likely to conflict with established experience; when performing complex, unfamiliar tasks, or unusual activities, participants may become passive (the effect of social inhibition will occur), or their activity may increase and the results of individual activities may improve (the effect of social facilitation will occur). Emphasis is placed on the fact that the trainer is responsible for the consequences of group interaction, must take care to reduce the impact of stress factors on the adolescent's personality, and must consider actions to optimize group interaction. The steps that the trainer should take to improve the condition of participants during the training in order to achieve the effectiveness of this tool in working with adolescents are highlighted