The article presents the results of the study of crisis situations described by people who have experienced crisis states and coped with them. Based on the descriptions of crisis situations, the types of crisis states, their causes, components and signs will be highlighted.

The article presents a number of propositions and hypotheses of V. P. Zinchenko concerning development in ontogenesis. His commitment to L. S. Vygotsky’s cultural and historical concept and the changes and additions he makes to it are shown. His views on the child’s mastery of the word and the development of actions and images interrelated with it are given. The ideas about the self-development of personality in culture and the danger of rigid purposeful personality formation are reflected. The general scheme of the genome of cultural and historical personality development is described.

The article discusses the question of whether in European history it was possible to instill a love for the family tree, and the author understands both of these phenomena in a general way, stipulating the problematic nature of such an approach. Analyzing the formation of love in archaic culture, the concept of platonic love, the medieval concept of courtly love and the new European concepts of romantic love, the author comes to the conclusion that love could not be organically united with the family. He discusses the reasons for this, which have much to do with the discrepancy between the European individual and the family as a social institution. Accordingly, arguments from both psychology and sociology are used. In conclusion, the author’s “concept of creative love” is outlined.

A new interpretation of the famous work of Mikhail Prishvin “The chain of Kashchey” is proposed. The main ideas of the author’s concept of ontogenesis are outlined: the distinction between childhood and the formation of personality, the idea of cultures of life. Then, relying on the work “The chain of Kashchey” as an empirical material, the childhood of Kurymushka-Alpatov is analyzed: the situation of “prama”, the understanding of the adult world with the help of schemes, fairy tales and metaphors, the expansion of the child’s independence within the framework of prama, the attitude towards the hero’s mother and governess Masha. The next section of the study is outlined — a characteristic of the formation of the personality of KurymushkiAlpatov. Here are considered: the disintegration of prama, a deep crisis of development, switching of relations to the children’s community, the formation of thinking, the first independent actions, fluctuations in terms of self-determination of the individual.

В статье анализируются значимые вехи истории изучения в российской педагогической психологии образовательной среды развития учащихся, выделяются ее основные модели, а также показано их значение для оптимизации учебно-воспитательного процесса формирования мышления и личности в современном образовательном пространстве.

This article covers the psychological analysis of cyberbullying. It also describes psychological mechanisms that cause cyberbullying adolescents in the internet environment and its consequences. Psychological conditions for preventing cyberattacks on adolescents and remedial actions have been pointed out and justified. Approximate methods of cyber security have been presented.

The article analyzes the scientific and organizational activity of one of the leading specialists in this field, Honorary Academician of the Russian Academy of Sciences, Chairman of the Moscow Branch of the Russian Psychological Society (RPO) D. B. Bogoyavlenskaya against the background of the evolution of the study of thinking, abilities, giftedness, creativity in Russian human studies. The relevance of the article is determined by the need to study the history of the Russian psychology of creativity and determine the contribution to its development of D. B. Bogoyavlenskaya with the participants of the scientific school of diagnostics of abilities and development of giftedness and creativity created by her. The novelty of the article lies in the fact that for the first time in the institutional and personological plan, the periodization of D. B. Bogoyavlenskaya’s life creation was constructed and a system—holistic analysis of the logic of the development of her cognitive research and scientific and social activities was carried out according to the 30-year leadership of the Moscow Branch of the RPO, the Laboratory of Psychodiagnostics of Creative Abilities of the Psychological Institute of RAO and Inter.

The article is devoted to the problem of positive socialization of older preschoolers. Taking into account the materials of the theoretical analysis of literature and the state of the problem in practice, the relevance of the search for effective methods of positive socialization of children is substantiated. The authors reveal approaches to the use of educational situations in the positive socialization of older preschoolers. The article presents some results of experimental work on the construction of educational situations and their use in the holistic educational process of older preschoolers. In conclusion, the authors draw attention to the need to implement a systematic approach in the design and use of educational situations in the educational process of older preschoolers.

The article examines negative impact of historical fakes on the personality of the student and ways to deal with them. The authors of the article reveal the concept of “historical fake”, give examples of lies about the history of Russia. The article also examines the place of false historical information in the propaganda machine of our political opponents and reveals the details of the confrontation with fakes both at the state level in general and at the school level in particular. Due to the analysis of various false data about the history of our country that have appeared over the past 30 years, our article clearly demonstrates the depth of the problem of historical fakes, the need and ways to solve it in the context of teaching and educating a citizen and patriot of Russia at school.

This article presents a review of the latest edition of the “Handbook of Personality: Theory and Research” (2021). Newest version presents modern research in the field of personality psychology, which reveals new prospects for its development. In addition to a new perspective on the personality characteristics already discussed in previous editions, the latest handbook edition describes the study results on the relationship between aspects of personality and external conditions, as well as information on the influence of the latter on personality development. The review analyzes the new trends in the research of personality psychology which are highlighted by the authors of the handbook.

The problem of the presented in this article research is the search for methods of personal living of collective trauma. The study was conducted in the format of general personology, based on the definition of the specificity and comparison of collective and individual trauma, the living of collective trauma by society and personality. Personal living of collective trauma is studied with an emphasis on autobiographical memory, which has found representation in reflexive texts, or Self-narratives. The results of the study are the construction of theoretical, hermeneutic and reflexive models of living collective trauma, the personological interpretation of forty-six Self-narratives and the identification of five ways of personal living of collective trauma: “strengthening of I”, “renewal of I”, “liberation of I”, “regression of I”, “I-as-others”.

The logic and methodology of the century-old development of one of the largest areas of general and pedagogical psychology, founded in the twentieth century by S. L. Rubinstein and led at the turn of the XX–XXI centuries by his student A. V. Brushlinsky are analyzed. From the standpoint of the institutional-personological approach to scientific creativity and by analyzing half-forgotten sources, the key stages of his life are differentiated for the first time, achievements in his development of problems of general and pedagogical psychology based on the subject-activity paradigm are characterized in interaction with participants of the schools of S. L. Rubinstein and A. V. Brushlinsky himself, as well as with a number of Russian philosophers, psychologists and teachers.

The article analyzes the situation that requires the development and implementation of a new civilizational education project. It is stated that the traditional paradigm and the project of education have exhausted themselves. New trends and requirements for education are considered: a variety of educational practices, school competition with other institutions providing educational services, a new understanding of a person, features of modern sociality, new educational needs. The author argues that the civilizational project of education should be developed within the framework of social and permanent design, the characteristics of which he discusses at the end of the article.

In connection with the current trends in the development of Russian society, there are also relevant requirements for the modernization of higher pedagogical education, focused on the formation of active and creatively thinking teachers-researchers. The substantiation of conditions ensuring the development of readiness for reflexive activity among students of the pedagogical magistracy in the process of research activity remains out of the field of view of researchers. The purpose of this article is to reveal the pedagogical potential of research work in the development of readiness for reflexive activity among students of the pedagogical magistracy. The result of the study was the position that the potential of the pedagogical magistracy can be considered as an important educational resource that creates opportunities for students to move into the position of self-governing subjects.

The article reveals the pedagogical potential of poster art in the education of military personnel. The relevance of posters at the present time is substantiated. It has been determined that the priority area for the use of posters is educational work with military personnel in a military team. It was revealed that the use of posters is aimed at the implementation of the tasks of manifestation and consolidation of a worldview position, the education of patriotism, the formation and development of personal and collective responsibility, the development of professional, personal and moral qualities that are important for a soldier, the development of creative abilities, the aesthetic perception of the surrounding reality, the establishment of a close harmonic ratio between the knowledge, skills and orientation of the personality of servicemen. It is concluded that the pedagogical potential of poster art in the education of military personnel has a dual focus: on the part of the officers on the personnel (designing and creating posters as part of educational work) and on the part of the personnel on themselves (in the process of performing their own artistic and creative activities).

The article reveals the process of professional training of teachers of Suvorov military schools for the formation of a military-professional orientation of pupils. Strategies, directions, forms, methods and techniques are considered that contribute to the effective training of specialists for the upcoming activities in the formation of a military-professional orientation among Suvorovites based on the organization of their project activities.

The concept of an educational cultural-semiotic and private environment for the life of a developing person is formulated, focused on new forms of education in the context of a change in the main pedagogical paradigm and changes, which the author calls “a quiet revolution in education”. The principles of the traditional and new paradigm of education are briefly characterized. The question is raised about the reality, which will make it possible to comprehend and interconnect the individual principles of the new paradigm. The author describes the image of culture that he developed in the course of many years of cultural research and helped him see a new reality. But he called this reality not culture, but environment. The characteristics of such an environment are indicated, two levels of its description are distinguished — abstract (as a reality) and more specific (ontological). The latter is illustrated on the material of the problems of teaching mathematics. In conclusion, criteria are discussed that allow for the demarcation of competencies for new types of education.

The article presents an analysis of the literature on the problem of achieving self-identity in persons with disabilities. The analysis of literary sources devoted to the problem of disability and self-identity of the self is carried out. A comparative analysis of the self-identity of the self and the internal picture of the disease is carried out. Suggestions are made about the role of selfidentity as a resource for resilience in people with disabilities.

The article is about the actual problem of professional education of pedagogical university students in a new society. The author demonstrates the shift of educational priorities in a modern university from traditional ones, based on imitation, to new ones, based on creating conditions for the development of a self-valuable, creatively active, highly cultured student personality. The article demonstrates a new concept of professional education of students at the pedagogical university, defines the educational space of a pedagogical university. The author points out the importance of the communicative educational space of a pedagogical university and defines a number of its constituent elements, each of which has its own purpose, functions, content; such elements are: personal, facilitating, and didactic elements. A number of academic disciplines are presented and extracurricular activities are characterized, providing for the creation of a communicative educational space and providing professional communicative education for students. The author also points to methodological approaches that are the basis for the competent organization of the speech educational space of the pedagogical university.

The article substantiates the determination of creativity as a culture-creating activity by the intellectual and personal activity of its subject. The contradictory self-realization of talent is expressed in the dynamics of his experiences and reflexive self-attitude, which are mediated by a system of sociocultural interactions as a space for personal development and professional growth of the subject in concrete historical conditions. These patterns are investigated in the scientific plan by means of a meaningful and semantic analysis of creativity based on the material of the life of the psychophysiologist-encyclopedist N. Ya. Perna. He developed an original method of reflexive psychological study of the psychobiography of the life path and productivity of the activities of outstanding talents. This was summarized by him in the fundamental concept of the rhythmology of life creation, an innovative contribution to the