Aim. To adapt the A Questionnaire of Cognitive and Affective Empathy - QCAE on a Russian-speaking sample and to test the hypothesis about the relationship between empathy and the components of emotional intelligence. Methodology. This study included the translation of the questionnaire, checking its factor structure, validating the questionnaire in the Russian-speaking sample, identifying the links between the QCAE scales and the Emotional Intelligence questionnaire. Results. The convergent validity of the questionnaire was established, and the differentiating role of highlighting the cognitive and emotional components of empathy was shown. Cognitive empathy is positively associated with interpersonal emotional intelligence, while affective empathy is negatively associated with intrapersonal emotional intelligence. Research implications. The results of the study contribute to the development of tools for diagnosing and determining the level of empathy.

Aim. Revealing distortions in a person’s perception of their own body in VR space, due to the specifics of an anthropomorphic character. Methodology. The study involved 35 volunteers - students of universities in Ryazan. As part of the experimental impact, they immersed themselves in the VR environment “Baby Hands VR”. To assess the distortions in the perception of their own body, the method “Measurements according to M. Feldenkrais” (I.A. Solovyova) was used. Results. Statistically significant distortions in the perception of head width, length of the shoulder, humerus and forearm were stated, as well as chest width. These distortions bring the subjective scheme of the human body closer to the proportions of the intra-environment character. Research implications. The results obtained indicate the emergence of a special mental state when a person is immersed in a computer virtual reality and can be used in the development of correction programs in various approaches.

Reflection, which is a complex psychological phenomenon, is directly related to a person’s ability to transform the emotional content of his experiences into a verbal and logical form. Students, suffering from alexithymia, have difficulties in expressing, defining, and verbally describing their emotions and feelings, which leads to the risk of developing psychosomatic diseases, problems with self-understanding and self-regulation, and establishing effective interpersonal interaction. Constructive types of reflection contribute to the timely disclosure of personal problems in the emotional sphere and their elimination. Aim. To identify the relationship between constructive and non-constructive types of reflection with the level of alexithymia in students. Methodology. Theoretical research methods were used. Based on the theoretical analysis and generalization of the works of domestic and foreign authors, the main types of reflection and their main characteristics, the features of alexithymia and its consequences for the development of personality are determined. The testing method included the use of the questionnaire «Differential type of reflection» (D. A. Leontiev, E. M. Lapteva, E. N. Osin and A. Zh. Salikhova), the methodology «Level of personal reflection» (O. I. Kayasheva), Toronto Alexithymia Scale (TAS-26). The method of mathematical statistics was used - Spearman’s rank correlation coefficient rs. Results. It is revealed that there are significant positive interrelations between non-constructive types of reflection (quasi-reflection, introspection) and alexithymia, and negative interrelations between constructive types of reflection (system reflection, personal reflection) and alexithymia of students. Research Implications. The results obtained will allow practical psychologists to implement measures to prevent alexithymia in students and improve the effectiveness of training future professionals in psychological and pedagogical specialties.

Aim. To develop a new method for the diagnostics of personality traits in adolescents using animated images. The method was called “Animated Personality Test - KEATP”, “Personality ATest - KEATP” for short. Methodology. The Tilda Publishing (tilda.ws) was used in the research as well as the application Google Forms for questions management. The pilot version of the “Personality ATest - KEATP” includes 15 pairs of opposite animated images to diagnose basic personality dispositions: extraversion, benevolence, conscientiousness, neuroticism and expressivity. The study involved 141 adolescents aged from 12 to 15 years; there were 81 girls (57.4%) among them. Results. The five-scale structure of the questionnaire was confirmed by the exploratory and confirmatory factor analysis. The internal consistency of the ATest scales was substantiated. The convergent validity of the method was justified by the expected statistically significant correlations of its scales with the scales of the “Big five questionnaire - children version”. The results support the idea of creating animated tests for using them in psychological research and they are a small step towards responding to the growing digital challenges of psychological reality. Research implications. The research is aimed at finding and creating new effective tools for psychological diagnostics in adolescence using modern digital technologies.

Aim. To study the existential pictures of the world of Generation X and Generation ‘Millennium’ representatives, the differences in their coping strategies when faced with the given of existence, in particularly to consider the interrelation of a person’s subjective alienation from the significant phenomena of his existence and the feeling of loss of meaning. Methodology. The article describes the empirical study of the peculiarities of experiencing the subjective alienation and the degree of expression of the life-meaning crisis by the generations’ representatives. The main methods of research are: psycho-semiotic analysis of texts, diagnostic tests, statistical treatment, generalization and interpretation of results. Results. Based on the data obtained, the peculiarities of experiencing the existence meaninglessness by representatives of Generation X and Generation ‘Millennium’ are described. Research implications. The research results can be used in psychotherapeutic counseling, in particular, when working with fears, existential neuroses, existential vacuum, midlife crisis.

Aim. To study of the psychological characteristics of mobbing in various teams - research-and-production ones and pedagogical ones. Methodology. A sample of 198 people. (92 men and 106 women aged 25 to 35) of state-owned companies Roscosmos and Rosatom; 8 colleges of Moscow region conducted the survey, included observation, conversations. The diagnostics of mobbing conflicts by EA Ugnich, SG Zarzhevsky was used, as well as the Lemur - Tessier - Fillion psychological stress scale RSM-25. Results. Analysis of foreign and domestic studies showed that: a) the duration of mobbing varies from 1 to 5 years; b) from 30 to 50% of employees become victims of mobbing; c) in education, the prevalence of mobbing is twice as high as in other professional areas; d) in 90% of cases, psychological abuse is initiated by the boss. A mobbing research model has been developed. It is empirically found that the vertical mobbing is more common than other types of mobbing. Almost all employees of state-owned companies and institutions of secondary vocational education have encountered manifestations of mobbing. There is a higher level of mobbing in the state-owned companies. The results of this study largely coincide with the data of other studies on the prevalence of mobbing in Russian organizations. The most common mobbing strategies are: getting tasks that other employees have to do; situations where the decisions and actions of the employee are questioned; getting pointless assignments. A higher level of stress is observed in the collectives of the state-owned companies, however, no correlations between the manifestation of stress and mobbing actions were found. A survey of college staff found relationships between stress levels and all types of mobbing. Research Implications. The revealed results make it possible and necessary to introduce practices aimed at mobbing preventing and eliminating in the workplaces of Russian companies and educational organizations.

Aim. To study the stress-filled life of older adolescents, as well as to determine the interrelation of child-parent relationships with the ways of coping with the stress of older adolescents from full and incomplete families Methodology. The authors analyzed the empirical data obtained on the basis of a secondary school in Moscow in 2019. The study examined the stress-filled life of adolescents, i.e. the number of events that children described as stressful. Copings and family education styles of older adolescents from full and incomplete families were analyzed. The influence of the family education style on coping of adolescents from different types of families was determined using multiple regression analysis Results. It is empirically revealed that adolescents’ life is filled with stress and the stresses of children from full and single-parent families differ in the estimates of emotional discomfort. It is shown that the influence of the style of child-parent relations on the coping strategies of adolescents is different in full and incomplete (maternal) families. The same style of child-parent relationships can be a predictor of different coping strategies of a teenager, depending on the type of family. The links between parenting styles and coping strategies of adolescent girls are more diverse than those of boys. Research Implications. The results of the study will help determine the areas of work with families of different types to correct child-parent relations and related non-constructive coping strategies of adolescents.

Aim is to study the relationship of gender and hardiness with the parameters of social interaction. Methodology. A survey was carried out (N = 273), the methodology “Hardiness” (by S. Maddy), the author’s scale of masculinity and femininity and the questionnaire of social interaction were applied; correlation and factor analysis (SPSS 27.0) was performed. Results. The relationships between hardiness and gender with dominance, submission, frequency of competition, emotionality, and initiative were found. With an increase in femininity, hardiness is enhanced by taking risk (the desire for development and the willingness to gain valuable experience), with an increase in masculinity, hardiness is enhanced by increased control (confidence in its influence on the situation). 6 factors are described through which gender and hardiness are involved in the regulation of social interaction. Research implications. The research results deepen the understanding of the personality determinants of social interaction.

Aim. To identify the comparative level of professional identity status of the ninth and eleventh grade graduates. Methodology. For the investigation of the age characteristics of the professional identity formation A.A. Azbel’s «method of studying the status of professional identity» was used. Results. The study presents the results of an empirical study of the age characteristics of the occupational identity formation. Research implications. The social situation of children and adolescents in a post-industrial society has varied influences on their personal and psychological development. Rapid changes in the economic bases and sociocultural conditions of life make the process of self-determination of younger generations very difficult and lead to the phenomenon of «slow maturation» of young people.

Aim. Identification of the personal functions of teachers with different experience of professional activity and the allocation of the determinants of professional development, as part of the professional development programs. Methodology. The empirical part of the study was carried out using the following methods: Work-life balance, the Strategic Approach to Coping Scale (SACS) questionnaire, developed in 1994 by Stevan E. Hobfoll, Russian adaptation was made by N. Vodopyanova and E Starchenkova, KOSCOM questionnaire “Measuring communicative and social competence” by V. N. Kunitsina, 2001). Results. The empirical research results are as follows: 1. The attitude to professional activity of the majority of the interviewed teachers is balanced with their personal life. 2. Both groups of teachers are characterized by a high level of constructiveness in coping strategies. 3. There is a general tendency towards a high level of communicative competence, including the competence through the demonstration of high communicative and personal potential and understanding of the situation and other people. 4. The surveyed teachers are characterized by reduced indicators of achievement motivation. 5. There are statistically significant differences between the groups of teachers with more than 10 years of experience and less than three years, found on the scales: “passive coping strategy”, “operational competence” and “approval motivation”. At the same time, teachers with long experience are statistically distinguished by increased indicators of a passive coping strategy, low operational competence and a tendency to motivate approval. Thus, as a practical solution to the issue of the content of psychological support for the professional development of teachers, it is proposed to use the resource of the communicative and personal potential for the choice of methods of professional development of teachers. Research implications. At the moment, identifying the personal characteristics of teachers as a determinant of professional development is a very urgent problem. This is primarily due to the fact that the teacher is the subject of dynamic innovative activity and his professional development takes place in the context of new paradigms. As a result, there is a need to create a system of psychological support for the work of personal characteristics of teachers, as a determinant of professional development, within the framework of professional development programs.

Aim. To study the relationship of the vitality and stress resistance of teachers with different length of service at school. Methodology. The authors carried out an analysis of scientific works and empirical material to study the problem of stress and its determinants in pedagogical activities, stress resistance and vitality of a teacher depending on the length of work experience. The article presents the results of the study of the relationship between the vitality and the stress resistance of teachers with different length of service carried out at the sample of teachers of the secondary education schools of the city of Tula (n = 67). The diagnostic material used the procedure for diagnosing the state of stress (A.O. Prokhorov); S. Maddie’s residence test (translation and adaptation by D.A. Leontiev, E.I. Roman); the test of self-assessment of stress resistance by S. Kuhien and Villiance. Statistical data processing was carried out in the SPSS Statistics 27 (IBM) program. Results. The results of the study showed the presence of a positive connection between the indicators of stress resistance, the resilience and the comprising components: involvement, control and risk taking. In terms of severity of stress resistance and resilience, significant differences between groups with different length of service are detected. Theoretical and Practical implications. Research materials expand the existing empirical data on the problem of the teacher’s stress resistance and can be used in the work of the psychological service of the educational organization and contribute to improving the effectiveness of pedagogical activities, as well as serve as a basis for the development of preventive programs for the prevention of emotional burnout, additional education programs and advanced training programs.