Background. Children and adolescents currently spend a great deal of time at school and teachers are viewed as a source of social support in different areas of their personal development, such as their career adaptability.

Objective. To provide insight into the way students in secondary vocational education perceive teacher support and to explore the association between perceived teacher support, career adaptability, and other demographic and academic variables.

Design. A questionnaire battery with two main tools, the Teacher Support Scale and the Career Adapt-Abilities Scale, was the data collection method. Subjects were students in the last year of full-time study at public secondary vocational schools and vocational upper-secondary schools. The sample comprised 3,028 participants aged 18–26.

Result. Students perceived the support of their teachers quite positively, with the difference between boys and girls not being statistically significant. The satisfaction of the student with the field of study, academic performance, and satisfaction with the academic success rate predict the perception of teacher support. The level of perceived teacher support positively correlates with students’ overall career adaptability, as well as with all the dimensions of career adaptability, and is also a significant predictor.

Conclusion. Both key concepts, teacher support and career adaptability, have the potential to attract the attention of psychologists working in the educational system.

Background. In Sweden, teachers are subject to high turnover, unfavorable working conditions, and high incidence of stress-related disorders. The aim of the present study was to (a) assess teachers’ perceptions of work-related health and working conditions, (b) examine the relationship among several key characteristics in teachers’ work environment, and (c) examine the importance for well-being of job satisfaction, separation between work and spare time,and recovery from work.

Design. Primary and lower secondary school teachers in Sweden were invited to participate in a questionnaire study assessing five central aspects of health (subjective well-being, physical activity, self-rated health, sleep quality, and health complaints). Building on previous research, the effect of job satisfaction on well-being as well as on health complaints was tested using a mediation model with separation between work and spare time, and recovery from work, as mediators.

Results. Of the respondents, 40.2% scored below the cut-off recommended in the screening for depression, 43.8% qualifiedas leading a sedentary lifestyle, and 33.7% reported insufficient recovery from work. Sixty-one percentreported one or more sleep problems indicative of insomnia. Well-being correlated highly with self-rated health, health complaints, and separation between work and spare time. There is moderate support for the two models used to analyze the associations between job satisfaction and the outcome variables – well-being and health complaints – as both separation between work and spare time, and recovery from work, partially mediate the associations.

Conclusion. The results confirm recent research pointing to the teaching profession as a vulnerable occupational group. Especially disconcerting and relevant for teachers in Sweden are results indicative of problems with recovery from work and insufficient separation between work and spare time.

Background. Children with deficits in self-regulation often perform worse in school and are less accepted by peers. However, self-regulation can be trained and developed by making detailed plans to achieve specific goals. One such strategy is WOOP (it includes thinking about wishes, outcomes, and obstacles, and creating a plan to achieve a goal), known in the literature as MCII, or if-then plans. 

Objective. Noting the encouraging results of the WOOP method, we aimed to evaluate whether WOOP has the potential to ameliorate self-regulation deficits on a day-to-day-level .

Design. In total, 49 school-aged children (M= 11.2 years, SD= 8.4 months) were randomly assigned to one of two groups: 1) Condition 1, underwent a WOOP intervention; and 2) Condition 2,  performed the intervention without contrasting obstacles and planning. The self-regulation abilities were assessed each day over an 18-day survey period by both the children themselves and their parents. ADHD symptom-severity was assessed as a proxy for self-regulation; specifically, we used six items from the Conners 3 scale and the German adaptation of the Brief Self-Control Scale.

Results.The children in both conditions demonstrated increased self-regulation, according to their self-reports at the beginning and end of the survey period. The parents reported different progressions of the two conditions over the survey period, but these did not differ significantly. In addition, both conditions  are helpful to improve children's self-regulation in daily life. 

Conclusion. Further research on implementing practicable interventions in schoolchildren´s daily life is highly recommended.

This article describes research on visual semantics, different forms of metaphor used in rhetoric and philology (tropes: metonymy, hyperbole, litotes, oxymoron, and others), and images, which are metaphorical also. The research was carried out using paintings. The authors state that the function of metaphor is to transform the sense of the image from a psychological point of view.

One of the central topics in the studies of O. K. Tikhomirov and his collaborators was the link between cognitive and emotional processes. It is important not only how emotions are involved in the process of the productive performance of thinking tasks but also how cognitive processes mediate the involvement of the emotions in the regulation of activity. The efficacy of this regulation is represented through goal achievement and also through the correction of one’s actions in the case of wrongdoing. Reformation of one’s errors is the best way to improve one’s abilities and skills. In moral philosophy the central instance of this reformation is conscience, which ensures positive or negative self-appraisal of one’s own and others’ actions. Unfortunately, in psychology this concept remains unclear. The goal of this article is to clarify it in the context of the contemporary psychology of emotion. Studies of emotions have shown the significance of appraisal in determining particular feelings. The special role of moral emotions, mainly guilt and shame, in the self-correction of one’s actions is emphasized. According to this model, guilt and shame in particular can represent twinges of conscience in the mind because the cognitive dissonance between our (or others’) actions and values shapes the basis of all these phenomena.

This articles concerns the relatively and new and specifically developed in Russia methodology of research of social consciousness. The purpose and in the same time the method of the research using this methodology is reconstruction the system of categories (superordinate personal constructs in the terminology of G. Kelly) through which people perceive world and events around him (her). Especially it is very powerful method when dealing with political and socio-cultural issues, because allows to explicate implicit stereotypes which typically are very deep and difficult for diagnostic. Several examples from different topics of political psychology will be presented.

This article looks at the content strategies of the Russian media and discusses whether they conform to humanitarian values. The content strategies that prevailed in different eras and the social and psychological effects that they engendered are compared. Special attention is paid to conflicts of values and other negative consequences of the communicative incompetence of the media in Russia; this lack of competence poses a threat to the information security of society.

This chapter explains the strategy for the sociocultural reform of education as a socialization institution that plays a key role in the focused development of value systems, standards, paradigms, and behavioral patterns in the population of Russia. The author reveals the role education plays in modeling such phenomena of social development as the social consolidation of society, the civil identity of representatives of various social groups and national cultures, the encouragement of social confidence, the successful socialization of oncoming generations, and the social stratification of the population of Russia. This chapter also considers the benefits of the sociocultural reform of education as a growth driver for the competitive strength of the individual, the society, and the state and for the further design of long-term programs for the social and economic development of Russia, including the federal education-development program.

This article presents an analysis of Vygotsky’s work on the psychology of art and his use of the image of Hamlet in the psychological analysis of personality. It also describes the capabilities of the dialectic method for assessing psychological problems. Reference to three dialectical oppositions—of the story and the plot, of the main character’s spinelessness and his insanity, and of subject and personality—allows the development of a theoretical analysis of the psychology of personality in its relationship to culture. Culture is defined as the system of normative situations. Keywords: image of Hamlet, dialectic method, culture, normative situation, personality, subject.

The work presents historiographic and theoretical methodological study of establishment of fundamental theses of L.S. Vygotsky’s cultural-historical concept within the field of clinical psychology.

We prove potency in application of contemporary philosophical concepts, which help distinguish between the types of scientific rationality (classical, nonclassical, and postnonclassical), for scientific reflection over the development of psychology and designation of paradigmatic status of cultural-historic concept suggested by L.S. Vygotsky and Vygotsky-Luria syndrome approach at the contemporary stage of science.

Present study of scientific works of L.S. Vygotsky and his followers demonstrated that fundamentals of cultural-historic conception suggested by L.S. Vygotsky and further developed in methodology of Vygotsky-Luria syndrome approach, these fundamentals presented the origins of not only non-classical, but as well post-nonclassical model of scientific rationality. They are characterized by post-nonclassical understanding of the object and method of psychological study and post-nonclassical mode of thinking of the scientists.

As it was showed, in works of L.S. Vygotsky there formulated general methodological requirements to organization of mental studies, which, on the whole, go in tune with the requirements introduced for study of complex self-developing systems. There were produced arguments to prove that the concept of Vygotsky-Luria syndrome approach describes mental syndromes as dynamic structures, which display the features of self-organization, self-determination and adaptive rationality. Hence, they can be regarded as open self-developing systems.

We assume and verify the hypothesis that the syndrome analysis, due to the features of post-nonclassic modeling of scientific rationality it reveals, may be regarded as theoretically productive methodological approach at the modern stage of science.

The article aims to demonstrate advances in methodological means suggested by Vygotsky’s cultural-historical concept in association with a theoretical model of a Person-centered diagnosis and practical use of the construct for clinical psychology and medicine. This, to a greater extent, arises from the fact that the cultural-historical concept (due to its humanistic nature and epistemological content) is closely related to the person-centered integrative approach. But for all that the concept corresponds to the ideals of postnonclassical model of scientific rationality with a number of ‘key’ features. Above all it manifests its “methodological maturity” to cope with open self-developing systems, which is most essential at the modern stage of scientific knowledge.

The work gives consideration to ‘defining pillars’ of Person-centered approach in modern medicine, to humanistic traditions of the Russian clinical school, and high prospects in diagnostics of such mental constructs as “subjective pattern of disease” and “social situation of personal development in disease” - within the context of person-centered integrative diagnosis.

This article discusses the need for implementation a cross-cultural study of subjective pattern of disease and its correlation with a particular “social situation of personality development under disease conditions”. It aims at development and substantiation of the model of person-centered integrative approach, enhancement of its diagnostic scope and, consequently, improvement of the model of person-centered care in modern psychiatry and medicine.

Background. Ideas about relationships between “I”, egocentric spatial orientation and the sense of bodily “Self ” date back to work by classics of philosophy and psychology. Cognitive neuroscience has provided knowledge about brain areas involved in self-ref­erential processing, such as the rostral prefrontal, temporal and parietal cortices, often active as part of the default mode network (DMN).

Objective and Method. Little is known about the contribution of inferior parietal areas to self-referential processing. Therefore, we collected observations of everyday be­havior, social communication and problem solving in patients with brain lesions local­ized either in the left inferior parietal cortex (LIPC group, n = 45) or the right inferior parietal cortex (RIPC group, n = 58).

Results. A key characteristic of the LIPC group was an overestimation of task com­plexity. This led to a prolonged phase of redundant and disruptive contemplations pre­ceding task solution. In the RIPC group, we observed disorders in reflective control and voluntary regulation of behavior. Abilities for experiencing emotions, understanding mental states, and social communication were to a great extent lost. Results are inter­preted within a multilevel framework of cognitive-affective organization (velichkovsky, 2002). In particular, we highlight the role of right-hemisphere mechanisms in self-refer­ential cognition, emotional and corporeal awareness. This is consistent with recent data on a profound asymmetry in connectivity of left and right hippocampi within the DMN (Ushakov et al., 2016)

Conclusion. It seems that the center of egocentric spatial representation plays a spe­cial role in accessing self-related data. Normally, the right hippocampus provides a holis­tic representation of surrounding and, thus, an easy-to-find gateway into much of what we used to call “subjective experience”. This heuristics becomes misleading in the case of right-sided brain lesions.

Play and playfulness are basic features in early childhood education. The elements of play are pleasure, a sense of freedom, and the co-construction of shared meaning through the use of rules or rhythms. Play and learning are closely related in early childhood. But when the focus on the educational benefits of play becomes too strong, the most essential feature of play is lost: children’s pleasure. Young children in group settings often have to adapt to the teachers’ demands related to security, hygiene, and social norms and values. But the playfulness of the teachers helps to overcome differences in power in the caregiver-child relationship and prevents young children from becoming overburdened with strict rules and group discipline. Play and playfulness are a resource of shared pleasure and creativity in learning processes.