The article reviews the views of various authors on the relationship between anxiety and self-awareness in ontogeny. An interpretation of the influence of the features of the development of self-consciousness on the level of anxiety in children from the standpoint of culturalhistorical psychology is proposed.

The article deals with the psychological concept of “psychic trauma”, the author’s method of psychological assistance “Systemic formation of the life path of the individual”. Its consideration is proposed to be carried out on the basis of the “4D-existence of a person” model, which describes the relationship of a person with himself, the social world, the objective world and life activity. Psychic trauma is defined as a deformation of a person’s relationship with himself and the world. The types of deformation are considered: distortion, infringement, suppression, destruction, loss, initial absence. Diagnosis, verbal gathering of information about the client’s symptom is discussed.

The article reviews the views of various authors on the structural components, origins and mechanisms of self-consciousness development in ontogenesis. Interpretation of the process of development of self-consciousness in early age from the position of cultural-historical psychology is offered.

The article presents the results of an empirical study conducted with 12-year-old adolescent girls studying in the 6th grade. When analyzing the self-esteem of adolescent girls, emphasis was placed on the parameters of self-esteem, reflecting the external attractiveness, significant at this age for building a system of interpersonal relationships with peers. We used self-esteem scales T. Dembo — S. Y. Rubinstein and body satisfaction BAS (Avalos). The relationship of body satisfaction with self-esteem of beauty, happiness and self-confidence was shown.

The article is devoted to the actual problem of pedagogical psychology — the study of aspects of pedagogical activity, taking into account professional orientation, as the desire to rationally apply their knowledge, experience and abilities. The main components of the teacher’s professional orientation are considered, its connection with personal orientation and the correlation of orientation with satisfaction with the profession and work as a long-term evaluation function are established. The results of the study of the features of the professional and personal orientation of the teacher and the degree of satisfaction with the profession and work, depending on the length of teaching experience, are presented.

The article presents the results of an empirical study conducted with 8 and 10 year old children studying in 2nd and 4th grades. 60 pupils took part in the study. The obtained data reflect the content parameters of junior school children’s perceptions of their future life and themselves as adults. It is shown that prognostic self-assessment practically does not change from 2nd to 4th grade.

The specificity of the components of self-awareness of student youth has been determined: the average level of adulthood, self-acceptance and agreement with oneself; below average level of self-imposition and self-searching; low levels of imitation and self-suppression, psychological profiles of the rebellious teenager and nostalgia for adolescence. It has been established: a very high connection between acceptance of one’s own self and agreement with oneself, and adulthood; agreement with oneself and adulthood; high connection between self-acceptance and selfimposition, and self-searching; agreement with oneself and the imposition of one’s own Self, and the search for oneself; adulthood and the imposition of one’s own Self, and the search for oneself.

The article focuses on the strategy of the educational process of the university, which is responsible for the quality of preparation of graduates to perform functional duties in extraordinary professional situations. As a significant educational task, the personal identification of students with their future profession is determined, which is expressed by the awareness of their professionally significant properties. The change in the strategy for reorganizing the areas of professional training and indicators for its assessment is illustrated by the change in the dominant personal characteristic, which confirms the compliance of the achieved educational goal with a certain strategy of university education. Based on a comparison of the dominant professionally significant properties, the significance of the professional self-awareness of graduates for successful adaptation in the professional sphere is affirmed. The results of a comprehensive study conducted at the Samara University, the sample of which consisted of 198 people, are presented. The data are confirmed by the positive results of testing the developed didactic system on the example of future law students.