Aim. To describe the features of the relationship between the components of the emotional intelligence of convicted women and their personal characteristics.

Methodology. The study involved 60 convicts of the Federal Penitentiary Institution IK-28 of the Federal Penitentiary Service of Russia in the Perm Region. The following methods were used: psychodiagnostic methods (D. V. Lyusin's emotional intelligence test, R. Kettel's multifactorial personality questionnaire (13 PF), H. Shmishek's questionnaire), statistical data processing methods (calculation of the Spearman correlation coefficient).

Results. It was revealed that convicted women with a low level of emotional intelligence are characterized by such personality traits as low empathy, conflict, anxiety, increased emotional excitability, suspicion, caution and low activity.

Research implications. The obtained research results can be used by practical psychologists in the course of accompanying the process of adaptation and re-socialization of convicts into society.

Aim. Reveal the psychological characteristics of the emotional orientation of person with different levels of propensity for academic procrastination.

Methodology. The study involved 60 people, including 30 boys and 30 girls aged 18 to 22 years. During the study were used following methods: ascertaining experiment (method «Academic procrastination assessment scale» L. Solomon, E. Rotblum; adapted by M. V. Zvereva; method «Determination of general emotional orientation» by B. I. Dodonov); methods of statistical data processing (frequency analysis, the Kruskal-Wallis H-test, correlation analysis). During the study was used the application software SPSS 22.0 and MS Excel 2021.

Results. Proved that a person prone to academic procrastination are characterized by low manifestation of praxic and gnostic, as well as high manifestation of gloric emotional orientations.

Research implications. The results of the study can be used by practical psychologists during the psychological and pedagogical support of the person in the learning process.

Aim of the study is to teach constructive interethnic dialogue, taking into account the understanding of the role of cultural and psychological differences in the structure of ethnic identity of adolescents.

Procedure and methods: the indicators of the components of ethnic identity of students in grades 6–7 from schools in Moscow (Russia) and Ismayilli (Azerbaijan) are analyzed. The research methods were: “The study of ethnic identity” (J. Finney); the method of content analysis of essays on “How do I recognize a Russian/Azerbaijani?”; "Empathy level questionnaire" (I. M. Yusupov), “Self-esteem level questionnaire” (S. V. Kovalev); a questionnaire for measuring general social attitudes in children (E. Frenkel-Brunswick);, anxiety level questionnaire test (C. D. Spielberger, L. Khanin), aggressiveness test (A. Bass, A. Darki).

The results of the formative experiment confirmed the constructive manifestation of ethnic activity, reduction of tension in interethnic relations, adaptation to conditions in a new cultural environment.

Theoretical and/or practical significance: the results of the formative experiment confirmed the constructive manifestation of ethnic activity, reduction of tension in interethnic relations, adaptation to conditions in a new cultural environment.

The COVID-19 pandemic has had a serious impact on the lives and health of people around the world. An extremely important problem remains the search for determinants that make it possible to effectively cope with post-COVID consequences. Aim. Analysis of the relationship between subjective well-being and youth perceptions of the impact of COVID-19 on life and health in the post-COVID period. The study was conducted on a Russian sample in the period from May to October 2024 (n=131).

Methodology. We used the following tools: a standardized methodology for determining the level of subjective well-being by Ed Diener and author's questionnaire aimed at identifying the socio-demographic characteristics of the sample, a subjective assessment of the degree of COVID-19's impact on life and health and an emotional-associative aura towards the pandemic.

Results. The results of the study showed a subjective level of life satisfaction in the sample – above average. At the same time, young respondents don’t tend to highly assess the impact of the pandemic on significant areas of life. The state of physical and mental health is subjectively assessed as good. The correlation analysis revealed significant correlations of the scales of subjective well-being with the level of subjective assessments of the impact of COVID-19 on spheres of life and with subjective assessments of the state of physical and mental health.

Research implications. The results of the study expand the understanding of the importance of cognitive and emotional determinants in forming an understanding of the consequences of COVID-19, which can be used in rehabilitation practice.

Aim. The purpose of the article is to describe the study of cadets' ideas about conflict and the possibilities of changing them through working with theoretical knowledge and practical skills in the development of conflict competence.

Methodology. The article analyzes approaches to the definition of conflict and its perception, conflictological competence, and presents the results of its own research. The research uses methods of semantic differentiation, comparison, methods of interpretation of results and statistical analysis.

Results. The use of the semantic differential allowed us to see trends in the cadets' perception of conflict as a phenomenon associated with negative emotions, significant, but at the same time true and partially reasonable and mature. After conducting a cycle of classes to expand ideas about the functions of conflict, optimize the choice of strategies for behavior in conflict, accept its constructive functions and develop the ability to control emotions, one can observe shifts in those pairs of concepts that are the most emotionally neutral, there is less categoricality in the description of the conflict.

Research implications. The problem of cadets' perception of conflict as a mostly negative phenomenon is outlined, and the features of its assessment are described. The possibility of transformation of ideas and perception of positive aspects in conflict resolution, the need for the formation of conflictological competence of cadets is shown.

Aim. To research the relationship between the characteristics of psychological separation from parents and the level of resilience of the personality of young people.

Methodology. To determine the contribution of the level of autonomy from parents of maturing children to the development of their resilience based on theoretical and empirical research. The study involved 493 young people aged 20 to 27 (252 women and 241 men), who, according to J. Arnett, are in the period of “emerging adulthood”. The following psychodiagnostic methods were used: “Resilience of Personality” by A. A. Nesterova; Questionnaire for the Study of Psychological Separation from Parents (Psychological Separation Inventory, PSI, Hoffman, adapted by V. P. Dzukaeva and T. Yu. Sadovnikova); “Separation-Individuation Adolescent” (SITA) in the Russian-language adaptation by N. N. Poskrebysheva and K. V. Krimenchutskaya (Poskrebysheva & Krimenchutskaya, 2018); The Inventory of Parent and Peer Attachment (IPPA) by M. Greenberg and G. Armsden, adapted by D. V. Lifintsev and A. A. Lifintseva. A correlation and regression analysis were conducted to examine the nature of the relationship between indicators of resilience and psychological separation from parents.

Results. The study results demonstrate that successful separation from parents, particularly in behavioral and functional aspects, promotes the development of resilience. During emerging adulthood, attitudinal dependence on parents (reliance on their values and opinions) remains a critical factor in fostering resilience. However, gender differences in young adults’ needs necessitate a differentiated approach to psychological support. For young women, it is essential to balance autonomy development with consideration of family values; young men should maintain functional autonomy in decision-making while not dismissing emotional support from parents, especially the father.

Research implications. The results of the study contribute to understanding the mechanisms of maturation in the context of contemporary social challenges and can serve as a basis for developing programs to support youth aimed at fostering resilience. In the development of psychological support programs for youth, it is necessary to consider gender differences in the manifestation of the separation process. In practical activities, it is important to develop skills among young people to overcome complex aspects of parental separation, which contributes to reducing the level of separation-related anxiety.

Aim. The purpose of the study is to study the satisfaction of adolescents with relationships and the need for belonging with parents in large families.

Methodology. The study examined predictors and mitigating correlations of relationship satisfaction and depressive symptoms of adolescents' need for belonging with their parents. adolescents. Mini-essays on the topic ‘Difficulties of interaction with parents’ and the questionnaire ‘My relations with parents’ were used

Results. Adolescents identified the following characteristics of child-parent interaction in their families: undemanding parents due to lack of time, gentleness, absence of harsh punishments, especially on the part of mothers, as well as applied on the part of parents, emotional closeness to mothers, acceptance of adolescents' personal qualities, cooperation in interaction with mothers. Adolescents give a positive assessment of the authority of parents, but express dissatisfaction with the relationship with them, unwillingness to obey their demands, disobedience, going to the Internet and spending free time in it.

Research implications. The results of the obtained research can become the basis for further study of child-parent interaction between adolescents and parents, for the development of strategies to provide socio-psychological assistance to families psychologists, narrow specialists, can help to overcome the difficulties of interaction between parents and adolescents in modern conditions of digitalization.

Aim. Analysis of structural and substantive characteristics of ideas about responsibility in students and adults.

Methodology. The study was comparative in nature and was carried out in two stages. At the first stage the method of prototypical analysis of free associations by P. Verges was used to study the social idea of responsibility as an element of collective consciousness. At the second stage the content of subjective ideas about oneself as a responsible person was studied using the materials of self-descriptions "What am I?".

Results. The structure and content of the social idea of responsibility as a phenomenon of collective consciousness is characterized by the dominance of the categories of social responsibility and self-control. In adolescence the phenomenon of responsibility appears mainly as the ability to self-control (admission of guilt, punctuality, will) and responsibility for oneself; for adults manifestations of social responsibility for other people (duty, reliability) are more important. The presentation of the phenomenon of responsibility at the level of individual consciousness has age and gender differences. In adults personal qualities of responsibility have a higher rating than in adolescents. Girls realize responsibility as a quality of their own personality earlier and more fully than boys.

Research implications. The theoretical and practical significance of the study lies in clarifying the structural and substantive features of ideas about the phenomenon of responsibility among representatives of different social, age and gender groups. The data obtained will be useful in programs of psychological and pedagogical support for adolescent students.

Aim. To determine the relationships between symbols/signs and values-meanings in group subjects of life activity, on the basis of which to approach the development of a non-verbal express-methodology for professional-psychological selection.

Procedure and methods. Data were collected using the method of directed associations on a total sample of 76 people. Associative experiments were conducted in four real groups: Master's degree students in “Psychology and psycholinguistics of speech communication (psychology)” of Moscow State Pedagogical Univ. – 42 people (21 people aged 18–35, 21 people over 36 years old); “Psychology of service activity” of the Moscow University of the Ministry of Internal Affairs of Russia named after V. Ya. Kikot – 22 people, cadets and 14 people – students of the foreign faculty. The age of the Master's students and students is 18–35 years. Gender role composition of the groups is 2/3 girls, 1/3 boys. All respondents were studying on a budgetary basis. The study was conducted in the classroom. Procedure: give 3 associations (three signs) out of 380 to 22 stimulus-values.

Results. The presence of a stable relationship between signs/symbols and values in different age groups was revealed: labor, absolute freedom, wealth, traditional family. The use of the Pareto law showed that the distribution of the symbol/sign and value relationships was adequately reflected in the social mentality of the experimental samples. The choice of Russian cadets and masters: labor, mutual assistance, enterprise, own path, traditional family, life. The choice of foreign students: labor, wealth, traditional family, life, absolute freedom. The common thing in the structure of the relationships between symbols/signs and values are 3 expressed semantic nodes: labor, traditional family, life. The remaining relationships have differences. The reasons are small samples, ethnic characteristics, poor knowledge of the language of communication among foreign students.

Theoretical and/or practical significance. The relationships between meanings/signs and values of Russian and foreign masters, students, cadets, and listeners studying at Russian universities have been empirically substantiated. Approaches to developing a diagnostic tool have been made. The results obtained can be used by specialists to develop psychocorrectional and psychoprophylactic programs aimed at predicting the professional path of future young specialists in helping professions.

Aim. To determine the conditions and features of the formation of personal and professional qualities of a mediator in an inclusive educational environment of a university in order to organize a system of constructive conflict resolution and ensure the psychological safety of all participants in the educational process.

Methodology. The study is based on a systemic and constructive approach. The systemic approach allowed us to consider mediation as a complex process that includes the personality of the mediator, an inclusive environment, and methods of conflict resolution, while the constructive approach allowed us to study conflicts as a source of development. The following principles were implemented: polysubjectivity (taking into account the interaction of all participants in the educational process in an inclusive environment, including students with disabilities, normotypical students, and teachers) and practice-oriented approach (development of recommendations for the implementation of mediation in universities, including the formation of a mediation culture and the creation of conditions for the development of personal and professional qualities of mediators). The following methods were used: literature analysis, psychodiagnostics, observation, questionnaires, quantitative analysis, and data visualization. The factual basis of the study includes scientific publications (RSCI, Elibrary) and regulatory documents governing this activity. Research hypothesis: the formation of personal and professional qualities of a mediator in an inclusive educational environment of a university contributes to the organization of a system of constructive conflict resolution, the development of a mediation culture and ensuring the psychological safety of all participants in the educational process.

Results. The key conditions for the formation of personal and professional qualities of a mediator have been identified: the introduction of educational programs aimed at mastering mediation skills, conflict resolution technologies that contribute to the development of a mediation culture and the creation of a favorable educational environment at the university. In an inclusive environment, a mediator should develop empathy, tolerance, flexibility, taking into account the needs of students with disabilities. Based on the identified conditions, recommendations have been developed for creating a mediation system that includes mediation services, integrating mediation into the educational process and training teachers. The results of the empirical study showed that 70% of students demonstrate a sufficient level of emotional intelligence, which is an important condition for successful mediation. This indicates that students have a general potential for mastering mediation skills. However, the identified shortcomings in the motivational sphere and individual personal aspects indicate the need for targeted work on their development.

Research implications. The study contributes to the development of mediation theory, expanding its application in the context of inclusive education. The work systematizes and specifies the key qualities necessary for a mediator to work effectively in an inclusive environment. The development of recommendations for the training of mediators and the introduction of mediation practices into the educational process of the university contributes to increasing psychological safety and harmonizing interactions between participants in the educational process. The scientific novelty of the study lies in the comprehensive approach to the study of mediation in an inclusive educational environment, including an analysis of the personal and professional qualities of the mediator, the characteristics of the inclusive environment and the conditions for the formation of a mediation culture.