In the first part of the article, the theoretical justification of the research problem is presented, the typology of barriers in communication is analyzed, the specifics of emotional and psychological barriers affecting the effectiveness of communicative activity and selfattitude of adolescents are revealed. Considering egocentrism as a special personal formation that determines the self-consciousness of a teenager, the need to study characteristics of the components of self-attitude, the level of egocentrism and the subjective internal state of tension in communication — a psychological barrier in communication is justified. The second part of the article will present the results of an empirical study.

The article presents the results of a study of self-attitude, manifestations of personal egocentrism and their connection with the emotional and psychological barriers of communication among adolescents. Based on empirical studies, conclusions have been drawn about the direct positive relationship of the indicator of global self-attitude with the attitude towards others, other multiple bilateral positive relationships have been established, as well as a negative significant relationship between the indicator of the presence of emotional barriers in communication with global self-attitude, autosympathy, self-acceptance and selfunderstanding.

The presented materials reflect the results of an experimental approach to understanding the problem of responsible fatherhood among modern parents. Based on the results of the implementation of the method of theoretical analysis, and highlighting as the most important indicators of responsible fatherhood the possession of a man (father) with the information necessary to organize effective interaction with the child, awareness of himself as a parent, and, as a consequence, his desire to fully realize himself in this social role, describes the results of experimental testing of a program of psychological and pedagogical support for the process of forming responsible fatherhood as an integrative personal education

Openness to experience is one of the psychological properties described in the personcentered approach as the ability to encounter new experience, accept it, live it and incorporate it into the structure of the “Self”. In the future, the task is to discover ways to objectively determine openness to experience. Within the framework of this work, the goal is to test whether psychologists can use standardized examples (stimulus material) to determine the degree of openness to experience in a person. The materials of the experiment were 22 video recordings of structured interviews, the experts were 6 consulting psychologists. As a result of the experiment, it was possible to establish that expert psychologists can determine openness to experience with a sufficient degree of consistency.

The study of the psychological state of a modern transitive society requires clarification of the attitude to the uncertainty of students. The study determined the severity of a number of aspects of the attitude to uncertainty: tolerance and intolerance to uncertainty, risk-taking, dispositional optimism (in relation to the future) and satisfaction with life in the present. It was attended by teenagers studying in the 8th grade (14 years old, 80 people), high school students graduating from the 11th grade (17 years old, 80 people), students studying at the 2–3 courses of the university (20 years old, 77 people). The scales of tolerance and intolerance to uncertainty of S. Budner’s questionnaire, the scale of risk acceptance of D. A. Leontiev’s Test, the Test of dispositional optimism of M. Scheier, C. Carver and M. Bridges, the Scale of life satisfaction of E. Diner. It is shown that tolerance and intolerance to uncertainty in students of different ages and at different levels of education are expressed in almost equal (average) degree. The strongest link in a positive attitude to uncertainty is risk-taking, the weakest is dispositional optimism. The highest indicators of attitude to uncertainty were recorded among students.

The article discusses a modern psychodiagnostic test method for assessing the level of psychological and pedagogical competence of a teacher. This technique, developed by S. V. Klimin for the certification of teachers, allows us to identify the level of knowledge, skills and the availability of abilities for pedagogical activity of teachers. The methodology provides an objective assessment of teachers’ qualifications.

The article discusses social functions of shopping and entertainment centers. The definition and description of the main manifestations of the burnout syndrome are given, the factors of its development in social workers are analyzed. The diagnostic tools included standard methods and the method of expert assessments, according to which the heads of departments acted as experts, evaluating employees according to specially developed and highlighted criteria. The preferred career orientation of cashiers-bartenders and ushers is “Stability of the place of work”, the value career orientation is “Service”. Successful employees in stressful situations demonstrate “Confident actions”, “Entering into social contact”, “Seeking social support”.

This article presents the features of the inner world of the main characters of the works of A. N. Ostrovsky “Thunderstorm” and L. N. Tolstoy “Anna Karenina”. For the first time, the Cognitive-Emotive test was used as a method of studying the reflective profiles of literary characters. On the basis of mathematical data processing and their qualitative analysis, it was possible to create reflective portraits of Katerina and Anna, to see defensive reflective strategies and tactics that largely contribute to the tragic outcome of their lives.

The article substantiates the provisions on the leading role of pedagogical abilities in the admission and training of students of specialized psychological and pedagogical classes. It is noted that special pedagogical abilities are a symptom complex of personal properties, on which successes in pedagogical activity depend. It has been shown that the topic of pedagogical abilities — identification, formation, disclosure and correction is theoretical and practical interest for pedagogical psychology, psychology of abilities and creativity, teaching methods and in the training of pedagogical personnel.

Postpartum depression is one of the most frequent mental disorders of the postnatal period. The aim of the study was to evaluate the effectiveness of personalized psychological support for women with signs of postpartum depression based on the study of their experience of participation. Based on the results of participation in the personalized psychological support program, a qualitative study was conducted using the method of a single semi-structured interview. The “Grounded Theory” approach was used to analyze the data. The result of the study was a theoretical model of the perception of the experience of participation in the program. We can talk about the effectiveness of the program, since the result of participation was the consequence of “feeling like a mother”, and also the phenomenon of “self-love” was obtained, which should be taken into account when creating programs and diagnostic algorithms for the prevention of postpartum depression.

The rapidity of changes and transformations in the modern world is associated, first of all, with the development of the digital environment. Today the concepts of “virtual reality”, “augmented reality”, “mixed reality”, as well as the concept of “immersiveness” are increasingly used. To date, the effectiveness of immersive virtual reality technologies has been proven by medical, sports, organisational, cognitive and social psychology data. The use of immersive technologies also has great future potential in the above mentioned fields. This article lists some of the obvious benefits of these technologies in the fields of neuropsychology, clinical psychology and psychotherapy, anxiety disorders, substance dependence, obsessive-compulsive disorder, etc.

The article considers the possibility of using the word as a unit of psychological analysis of fictional texts. The word is understood as a psychological instrument of personal regulation and socialization of personality. The semantic structure of the word in objective and subjective reality is constructed. It is assumed that the types and levels of existence of a word in subjective reality are a sign, a concept and a symbol. In the objective — the sign, the meaning and the name. Using the example of the usage of words associated with the word “humor”, the dynamics and dialectics of mutual transitions of various forms of psychological existence of the word are described. It is proved that the comprehension of the word “humor” and those close to it in the history of poetry led to the “cultivation” of laughter, and the perception of poetic texts contributes to the socialization of personality and the appropriation of cultural standards of humor by it.

Philosophy for Children as a branch of practical philosophy is actively developing in Russia nowadays. “In Search of Wisdom” club at the Faculty of Philosophy of Lomonosov Moscow State University exists for more than 10 years under the guidance of Doctor of Philological Sciences, Professor Larisa T. Retyunskikh and has a significant impact on the development of the “Philosophy for Children” movement and various areas of philosophical practice with children (clubs, summer camps, philosophical balls, etc.) in our country. The focus of the article is to study the possibilities of philosophical practice with children as an educational technology that allows the formation and active development of critical thinking, emotional intelligence and other soft skills of school children.

Empirical examination of notation about parental behavior in student age is presented. In contrast to freshmen, the graduates have more mature and realistic notion about parental behavior. which shows a certain degree of psychological readiness to fulfil parental functions.

This article is a continuation of a series of publications highlighting the results of a study on the work school teachers with topics related to comprehensive sex education. The paper examines the relevance and content of comprehensive sexuality education from the standpoint of international studies. At the same time, the ideas of Russian teachers about the relevance and necessary content of this kind of education are analyzed. The data show that the content of international guidelines and the views of Russian educators mostly overlap. However, there is some controversy regarding gender issues.

The purpose of the study: to study the students’ ideas about the “reference” qualities of a person. Hypotheses: 1. Ideas about “reference” qualities of a person are formed through various social mechanisms. 2. Effects of direct influence of teachers on the formation of students’ ideas about “reference” qualities may not be great. Methods: psychodiagnostics (USK test questionnaire), research methodology (questionnaire “Man-woman — husband-wife” (MZHML)), rank correlation.

One way to represent the structure of students’ concepts is through the method of concept maps. Their analysis is effectively carried out using network theories, but for meaningful psychological interpretation the possibilities of mathematics are expectedly limited. At the same time, psychological theories of conceptual development provide meaningful directions for the mathematical analysis of concept maps and interpret the results of such analysis. The paper demonstrates possible ways of applying network analysis within the framework of L. S. Vygotsky’s theory.

The article is dedicated to the overview of virtual reality technologies in the educational system, aimed at social adaptation of self-excluded young people. Social isolation among the adolescents and the young people is a social problem lacking both explanation and resolution. However, successful examples of using virtual reality to decrease a sense of self-isolation among people who are unable to leave their room exist. Possible ways of using virtual reality for implementing isolated youg people into school grades are provided by the authors.

The article presents the actual problem of studying the career self-determination of a proactive personality. The problem of proactive career building is revealed in modern scientific domestic and foreign studies through such basic psychological concepts as potential, strategy, orientation, skills. The personal and organizational determinants of the implementation of a proactive career are analyzed. In this study, the universal characteristics of career proactivity are highlighted, and it is also shown that the system-forming property of career activity in the VUC environment is proactivity as an integral property of personality. In the paradigm of the system approach, the authors proposed a proactive career model for the VC environment, which includes three main components: value-motivational, strategic and competence. The integral nature of proactivity ensures relationship between these components of the career activity system, penetrating and filling each of them with content.

The article presents a theoretical model that describes proactive behavior as the basis for increasing the structural and social resources for showing initiative. In this theoretical model, both work and personal resources are considered as predictors of proactive work behavior, which determines the productivity of an employee in an organization. At the same time, personal and work resources determine proactive behavior to no lesser extent than work requirements.