Russian Psychology Research Articles

Jaan Valsiner’s Cultural Psychology. Part I. In the Discourse of Global Science

We introduce a variant of international cultural psychology, insufficiently known to the Russian reader, the leader of which is Jaan Valsiner. It differs significantly in its methodological principles and orientations from most related to cultural psychology, both international and Russian. In a certain sense, the methodology of the school of dynamic semiosis seems to be an alternative to the modern development of the discourse of cultural psychology in Russia. Russian cultural psychological discourse primarily moves towards a general humanitarian synthesis, with a focus on the intersection of the humanitarian subject area of psychology with the humanities, while cultural psychology of Jaan Valsiner represents a movement of trans-subject synthesis, embrasing not only the humanities, but the entire scientific sphere, including the exact and natural sciences, along with the humanities. Thus, the task of “vertical” integration of psychological knowledge, that is, the integration of natural science and humanitarian psychology, appears the main target, which should become the mission of cultural psychology in the development of psychological science.

Pedology and applied psychology in Russia in the first third of the XX century

The article examines the formation and liquidation of pedology and psychotechnics in Russia in the 1920s–1930s. The general and the different in practical tasks and scientific problems of pedology, psychotechnics and general psychology are discussed the position of L.S. Vygotsky on the relationship between pedology and psychotechnics.The crisis of pedology and psychotechnics and their elimination after the Resolution of the Central Committee of the CPSU (b) on pedology (1936) correlates with the mistakes of the representatives of these disciplines, as well as the change in the socio-economic and ideological-political conditions of society in the USSR during the reconstruction period, as well as with the aggravation political confrontation between communism and national socialism in pre-war Europe.Conclusions are drawn about the responsibility of applied psychology to society when it intervenes in the tasks of social practice.

The Kantian origins of Sergei Rubinstein's theory of moral improvement

The early and late texts of the Russian psychologist and philosopher Sergei Rubinstein focus on ethical issues. The unfinished and fragmentary nature of these texts has contributed to the limited exploration of the ideas they contain. Rubinstein's main concern was the possibility of human moral improvement, a concern that originated in the young Rubinstein's study of the philosophies of Kant and Hegel, and somewhat later, the early manuscripts of Marx. In this paper, I show the pivotal importance of Kantian ethics for Rubinstein's theory of moral improvement. By criticising Kant's doctrine of the intelligible character of the human being, Rubinstein revises the relation between subjects and their deeds and shows that, in this relation, subjects not only express but also determine themselves. On the same basis, Rubinstein formulates the principle of creative self-activity, which he proposes to place at the foundation of a renewed ‘Socratic–Platonist pedagogy’ that can reveal the intersubjective nature of self-consciousness and will. In his critique of Kant, Rubinstein relies, to a large extent, on interpretations offered by Cohen, Natorp and Rickert. Rubinstein also attempts to solve Kant's problem of the dual nature of the human being, and in justifying the need to reconcile duty and inclination, he follows the same critical path as Schiller. Adducing the categorical imperative in its ‘formula of humanity’, and the principle of human self-determination through action, Rubinstein places the concept of educating behaviour at the core of his theory of moral improvement.

Subject-activity approach of S.L. Rubinstein: Neo-Kantianism and Marxism

Pages history Soviet psychology often contain gaps, which are due to incomplete or inaccessible sources as well as to ideological distortions реrception and interpretation events epoch totalitarianism. Historical-psychological reconstructions, inspired these days archival and revisionist turns, as well as methodology latent change, offer other interpretative models, on one hand, overcoming established mythologems, and on other, revealing а complex, contradictory and ambiguous picture development socio-humanitarian knowledge first half 20th сеntury. Under influence globalization and transnational research projects, contemporary Russian historiography in one way or another updates its methodological tools, turns to polyparadigmatics and transdisciplinarity, and shifts from linear interpretative schemes to constructions that include marginal and non-obvious narratives and discourses along with canonical ones. In light new interpretive model, which takes into асcount historio-graphical materials related sciences as well as hidden currents Soviet culture, three methodological milestones are singled for analysis in S.L. Rubinstein’s intellectual biography: neo-Kantian, Marxist, and anthropological (existential) реriods scientific work. It is emphasized that Soviet historiography left almost no doubts concerning Marxist foundations S.L. Rubinstein’s subjectivе-асtivity арproach, but other models interpretation not only immerse Russian psychology in context epistemological twists and turns in socio-humanitarian knowledge 20th сеntury, but also problematize established ideas and call them into question. Among such problematizations is а comprehension neo-Kantian and Marxist premises S.L. Rubinstein’s doctrine. It is stated that principle creative асtivity, notion self-development and individuation subject, problem ethics and values as internal guidelines human development represent latent neo-Kantianism in intellectual biography scientist.

TO STUDY THE PROBLEM OF STRESS IN THE PSYCHOLOGY OF FOREIGN COUNTRIES

The problem of stress in the life of society today has become one of the most important issues of modern psychology. This problem has been widely studied in foreign and Russian psychology since the beginning of the twentieth century, and even today this problem has not lost its relevance.

Sex and Age Differences in the Personal Orientation of User Activity in the Russian Social Network “VKontakte”

The role of factors of individual differences in user activity in the Russian social network VKontakte is analyzed. At the moment, in Russian psychology, there are several directions for the study of user activity in social networks. However, none of them has considered user sex and age differences. There are also limitations due to the predominance of subjective indicators in assessing user activity. The aim of this work is to study sex and age differences through the analysis of objective data on the profiles of social network users. The paper also provides an overview of modern Russian studies on sex and age differences in user activity. Using a comparative analysis of groups and analysis of the structure of relationships between indicators of user activity, the 9699 profiles of users of the social network VKontakte at the ages from 18 to 55 were examined. As a result, multiple individual differences were found in relation to the sex and age of the users. Additionally, the structure of user activity was obtained, consisting of two components: Self-presentation and Utilitarianism. These components characterize the personal orientation in the use of the social network. Sex and age play a significant role as factors of individual differences. The most important thing has turned out to be that men are more focused on expanding the circle of acquaintances, which is an attribute of status. Women, on the contrary, are generally characterized by greater activity in the social network, a greater desire to present themselves and a greater focus on other people. Young people - aged 18-25 years - are less active users, they often use the social network as a source of video content. Users belonging to the older age groups differ slightly from one another.

E. S. Kuzmin as a historian and methodologist of social psychology (to the 100-th anniversary of his birth)

The historical, theoretical and methodological views of E.S. Kuzmin on the history of the formation of Russian social psychology from the middle of the 17th century.until the 70s of the XX century. Deep and comprehensive knowledge of E.S. Kuzmin of the history of philosophy and psychology contributed to the creation of a theoretical and methodological basis for social psychology. The scientist carried out purposeful work to integrate social psychology into the world of psychological science, streamline and synthesize the accumulated knowledge. It is shown how E.S. Kuzmin convincingly argues that human consciousness is formed not just in the process of work, but a system of interactions and relationships between people is necessary. The history of social psychology, which E.S. Kuzmin divided into three periods: 1) the accumulation of socio-psychological knowledge within the framework of philosophy and general psychology; 2) descriptive period; 3) experimental period. E.S. Kuzmin insisted that the formation of social psychology as an independent science begins in our country simultaneously with the same process in Germany and the United States. He considered the process of communication between people to be the subject of social psychology. The methodological foundations of social and psychological science were determined, and a monograph was published describing the methods of social psychology. The results of research of social psychologists, which were introduced into the practical work of domestic industrial enterprises, are highlighted.

Philosopher of psychology (to the 100-th anniversary of the birth of M. S. Rogovin)

The article is dedicated to the centenary of the birth of the famous Russian psychologist M.S. Rogovin. His contribution to the development of many branches of psychological science (pathopsychology and medical psychology, military psychology, cognitive psychology, general psychology, history of psychology, methodology of psychology, etc.) is noted. His contribution to the philosophy of psychology is emphasized, it is noted that his research devoted to the logic of the development of psychological science was of the greatest relevance. The article attempts to highlight the main features of the scientist's scientific style. On the basis of the historical and methodological analysis of the development of world psychological science carried out by M.S. Rogovin, an attempt is made to reconstruct the main provisions of the author's philosophy of psychology. It is noted that the researcher's contribution is unique: in the sixties of the twentieth century, M.S. Rogovin wrote his works, clearly and unequivocally referring to world psychology as a unified science (Soviet psychology, contrary to ideology, was considered by the author not as a new stage in the development of psychology, but in no way more than one of the directions in world science), which has its own patterns and development trends, which were the main subject of his scientific analysis. An analysis is given of M.S. Rogovin's warnings about dangerous trends in the development of psychological science, which are still relevant today. The characteristics of the decisions made by M.S. Rogovin and his students of the most important methodological issues of psychological science are given.

Fostering creativity and critical thinking with the use of ICT: Theoretical foundations and empirical examples

The purpose of this article is to highlight some theoretical foundations for a connection between critical thinking and creativity as concepts to develop at school, to find the feasibility of use of ICT in such lessons, and to give examples of lessons conducted in such a logic. The competence approach, despite the ambiguous attitude towards it in secondary vocational education, has been re-examined by researchers in connection with a new wave of discussion on how to develop key competencies in secondary education. Critical thinking and creativity are seen as part of key competencies. The article describes in detail these constructs and correlates with well-known works of Russian and foreign practitioners and psychologists, such as L. Vygotsky, J. Piaget, and J. Dewey. The concepts overlap in many ways, which should be taken into account when evaluating innovation and designing educational experience of students. Despite the some differences, the existing modern didactic Russian and foreign approaches (such as problem-based learning, activity-based approach, student-centered learning, and others) meet the objectives and organization of a lesson, which foster critical thinking and creativity. Portable digital devices contribute to the development of greater student autonomy, which is one of the most important components of the development of key competencies. The final part of the article is structured through three theses on implementation of ICT in such lessons with examples of use of such practices by teachers during the project “Fostering creativity and critical thinking in education with the use of ICT” in 2018–2019. Examples allow us to determine how theoretical concepts, having many diachronic intersections, can be implemented in practice.

Особенности интерпретативных репертуаров восприятия других людей в индивидуальных «образах мира»

Various sociocultural, value-related and normative contexts of individual and group existence are simultaneously supported by the postmodern society. Their mismatch is partly responsible for intra- and interpersonal conflicts and crises in the system of relations. Therefore, nowadays researchers stay focused on the problem of systematizing the subject’s ideas about other people and other social phenomena. The problem is always relevant for international and Russian psychologists, since these cognitive formations affect the behavioral strategies of a person in everyday communication with people around him/her. The purpose of this theoretical study was to determine cognitive structures in interpretative repertoires of perceiving other people. The objects of the study were the phenomena of “interpretative repertoire”, “mental representations”, “social representations”, “frames”, mediating perception of communication partners as one’s “own” people and “alien” people. We formulated the hypothesis of the study regarding the interconnections of social representations, mental representations and frames as cognitive formations, which determine the interpretative repertoires in perceiving one’s “own” people and “alien” people, and those embodied in them. The following methods were applied: theoretical socio-psychological analysis of approaches to the phenomena of “interpretative repertoire”, “mental representations”, “social representations” and “frames” in Russian and foreign psychology; analysis of the results of the empirical research. The scientific novelty of the study is that for the first time a theoretical socio-psychological model of cognitive structures was developed in the interpretative repertoires of perceiving another person, as one’s “own” person or an “alien” person. We disclosed the interconnections between interpretative repertoires and social representations, mental representations and frames in social cognition based on the example of empirical studies of the subject’s ideas about one’s “own” people and “alien” people, “enemies” and “friends”. Their results indicate differences in the interpretative repertoires of describing another person in a metaphorical-narrative form.

The effect of the methodology of thinking and action on the development of the education system in the twentieth century

The article presents an analysis of the terms of systems thinking, revealing the methodology of the concepts of "thinking", "activity", "thinking" and "theory of activity", "scientific thinking", "structure of activity", "form of activity", "educational activity", "labor activity ”,“ research activity ”. The objectives and methods of research have been clarified. The review of psychological, pedagogical, philosophical literature is carried out. The ideas and statements about the thinking of the great second teacher of the world Abu Nasyr Al Farabi are analyzed. The provisions on the theory of thinking and activity in the works of famous Russian psychologists A.N. Leontiev, S.L. Rubinstein, B.G. Ananyev. The research is based on the directions of the developed methodology of the mental activity of the famous scientist G.P. Shchedrovitsky, who defined the pragmatic approach of scientific and systems thinking. The meaning of the concept "system" is revealed, where the learned critical thinking by students is studied, ensuring the development of their creative, research activities. Summing up the results of mental activity in the system of scientific and methodological research, as an important tool, we schematically show the logic of the formation of educational, labor, research activities of students. One of the important and significant indicators of our research was the description of the content and learning outcomes in the study of a compulsory discipline, contributing to the formation of ideas about the methodology of the science of students' mental activity. To implement the main goal of teaching the discipline "Philosophy and Methodology of Pedagogy", the structure of the textbook is outlined, the expected results and the achievement of certain indicators by teachers are disclosed. Key words: activity, thinking, theory of activity, systems thinking, human psyche, educational activity, labor activity, research activity, cognitive activity, semantic structure, personal tasks, systemic research, methodological thinking, innovative potential.

Vygotsky and Psychology as Normative Science.

The political and revolutionary character of Vygotsky's theory consists not only in the project of a psychology based on the principles of Marxism, but in the idea of the primary role of practice as the source of the development of theoretical research itself. In the Vygotskyan analysis of the differences between normal and pathological in psychological processes, the normative character of psychology emerges, imposing patterns of behavior and personality beyond the specific social and cultural contexts in which they were developed. After the turning point of the monograph by Van der Veer and Valsiner (Understanding Vygotsky: A quest for synthesis, Blackwell, 1991), and the new knowledge derived from the publication of the Notebooks, edited by Zavershneva and Van der Veer (Vygotsky's notebook: A selection, Springer Nature, Berlin, 2018), recent historical studies on Vygotsky's work show that, faithful to this perspective, the Russian psychologist investigated the dialectical relationship between theory and practice particularly in the areas of pedology and defectology where the risk of a normativity, imposed from above and mediated by psychology, was very high.

SUBJECT AND SUBJECTNESS IN FOREIGN PSYCHOLOGY: NUANCES OF TERMINOLOGY AND TRANSLATION

The article is devoted to the comparative terminological analysis of approaches to scientific review of concepts “subject” and “subjectness” in Ukrainian and foreign psychology, the author's interpretation of these concepts, defining how they translate into English, and reverse translation of relevant terms. The basic concepts of subjectness in Ukrainian (V.A. Romenets, V.O. Tatenko) and Russian (S.L. Rubinstein, A.V. Brushlinsky, K.O. Abulkhanova) psychology, the connection of a full-fledged subjectness with intelligence according to O.F. Losev, as an attempt to transform the imperfections of life are analyzed. The terms of subject-development paradigm, subjectogenesis, responsiveness of the subject as a response to the call for socio-cultural development are considered. It is shown that the terms “agent” and “agency” are widely used in foreign scientific and psychological discourse, which are often translated into Ukrainian as “subject” and “subjectness”, and sometimes as “subjectness activity” (the reverse translation looks accordingly). The authors' critical attitude to such variants of translation of these terms is substantiated, and other variants of translation which are already widely used in modern science are offered, namely “subject” – “суб’єкт”, “subjectness” – “суб’єктність”, “subjectness activity” - “суб’єктна активність”. The formation of the terms "subject" and "subjectness" in foreign scientific discourse is considered. The author's understanding of the subject as a carrier of the mental model of the world, and the corresponding interpretation of subjectness are offered

Профилактическая психолого-педагогическая программа «Я — пятиклассник»

The program “I Am a Fifth Grader” is one of the main programs implemented today in the municipal autonomous institution of additional education the “Doverie” diagnostic and counseling center for children of Vladikavkaz aged 11–12 years. This program was developed and modified on the basis of the Methodological Recommendations for educational psychologists of educational organizations on conducting preventive work with minors experiencing difficulties in learning, upbringing and so-cialization. Has a preventive psychological and pedagogical orientation. The program is aimed at creating the necessary conditions for personal development, adaptation to constantly changing con-ditions, strengthening of psychological health, and the formation of 21st century skills in schoolchil-dren. The program “I Am a Fifth Grader” is implemented in accordance with the Strategy for the de-velopment of education in the Russian Federation for the period up to 2025, taking into account the mentality and region of the republic. The proposed program is based on the work of Russian psy-chologists dealing with the problems of interpersonal relations, adaptation of children of primary school age. The course of this program is built taking into account the individual, age, psychological and physiological characteristics of students and contributes to the achievement of educational goals through the mastery of universal educational actions by students. One of the leading tasks of psychological and pedagogical support is to create conditions for the free development of the per-sonality, expanding the educational space to provide children with the opportunity to gain a variety of social experiences, the formation of social skills necessary in a rapidly changing world, self-development and self-determination. This program involves a whole range of psycho-preventive measures, which are aimed not only at the individual psychological and pedagogical correction of the student's personality, but also at restoring his social status in the peer group.

Psychological well-being and value-semantic sphere of personality among psychology students

Introduction. The relevance of the study of psychological well-being and its correlation with the value-semantic sphere of the personality among students-psychologists is due to the need to train specialists in helping professions, who are able to carry out competent psychological support of the subject during a period of growing instability.The aimof the present research is to identify the characteristics of psychological well-being and its correlations with the value-semantic sphere of psychology students' personality in terms of personal values, basic semantic attitudes, self-actualisation of the personality, a dynamic system of life meanings for understanding and working out flexible supra-professional skills associated with self-organisation and self-development of career paths to maintain professional health.Methodology and research methods. The theoretical and methodological basis of the study was the subject-activity approach to psychological well-being and the value-semantic sphere of the individual, developed by the Russian psychology, taking into account the scientific works of foreign authors. An empirical study was conducted among students-psychologists of the Peoples' Friendship University of Russia (N = 80) using the psychodiagnostic methods: “Scale of Psychological Well-Being” by K. Riff (adapted by T. P. Shevelenkova and P. P. Fesenko), “Self-Actualization Test” (by E. Shostrom), “Value Questionnaire” (by Sh. Schwartz), test “Meaningful Orientations” (by D. A. Leontiev), “System of Life Meanings” (by V. Yu. Kotlyakov), “Basic Semantic Attitudes” (by A. D. Ishkov and N. G. Milardova). The following methods of mathematical statistics were applied: correlation (Spearman's р) and factor analysis (principal component method), IBM SPSS Statistics 22 program.Results. The revealed significant correlations between psychological well-being, value orientations and semantic attitudes of psychology students confirm that the respondents' goal-setting is limited by the lack of a sense of independence, as well as the need to combine new and traditional methods for society to manage and control their activities. Self-actualisation of the individual is constrained by the presence of semantic attitudes of the respondents, reflecting their dependence on emotional support and the opinions of others. The results of factor analysis demonstrate the presence of five factors in the personality structure: the factor of safety and stability of life when it is meaningful and manageable; the factor of self-actualisation regardless of the environment; the factor of psychological well-being with the meaningfulness of personal development; the factor of manifesting concern for the well-being of loved ones with a decrease in exactingness and responsibility for them; the factor of achieving personal success with the ability to take risks.Scientific novelty. The authors made an attempt at investigating the correlations of psychological well-being with certain aspects of the value-semantic sphere of the personality among young specialists in the helping profession, for whom this area of the psyche acquires professional and personal significance.Practical significance. The results of the current research can be employed in the course of preparation and design of professional supervision programmes for students-psychologists, as well as in the process of development of over-professional skills associated with the reflection of young specialists of their own life-creating resources, located in the space of complex interaction of psychological well-being and value-semantic sphere.

Studying Hardiness in Convicts Serving Life Imprisonment in a High Security Penal Colony

Introduction: the paper proves that when studying hardiness in lifers it is constructive to use a concept developed by Salvatore R. Maddi, in the framework of which a three-component structure of this phenomenon was substantiated and a methodology for its studying was developed. The validity and reliability of this methodology was also confirmed during its initial adaptation in the research group of D.A. Leontiev and in many studies of Russian psychologists, on samples of convicts, too. Aim: to figure out the reasons for such a variety of findings on lifers and to determine their level of hardiness and motivation for pro-social life upon release. To achieve this goal we use the findings of a comprehensive study conducted in 2020 among inmates of Penal Colony no. 5 of the Vologda Oblast Division of the Federal Penitentiary Service of Russia. Methods: we studied the transformation of personality of convicted lifers on a sample of 46 men (aged 28 to 64 and held in the penal colony for the period from 8 to 26 years) with the use of the Hardiness Survey, semistructured interviews and essays – reflective self-reports of inmates on the difficulties that arise in the conditions of the correctional institution. Results: we have revealed that only one in ten convicts (10.9%) has a high level of overall hardiness, while one in four (23.9%) has a low level of overall hardiness. Among the components of hardiness, the lowest scores among the surveyed are observed on the scales “challenge” and “commitment” (37% and 30.4%, respectively). Slightly better scores are on the “control” scale (low level is observed in 26.1% of respondents), according to the data of interviews and essays, are associated with the influence of strict regime conditions. Conclusions: based on all the findings of the research, including the features of lifers’ dominant experiences and motivation for pro-social life on the outside, we substantiate the criteria for assessing their psychological readiness for being released on parole and the need for anthropological proportionality in the treatment of inmates with different levels of subject activity. Keywords: hardiness; lifers; commitment; control; challenge; correctional institutions; punishment in the form of incarceration; release of lifers on parole; lifers’ personality features.

Vygotskian Business Ethics: The Influence of Peers on Moral Reasoning in Business Ethics Education.

The Russian developmental psychologist Lev Vygotsky provides important theoretical underpinnings for an alternative to business ethics pedagogy. Although Vygotsky’s constructivist approach has been applied to other disciplines, such as cognitive development, moral development, and network analysis and learning, its application to business ethics education is virtually nonexistent. Vygotsky’s focus on language and peer influence provides a novel approach to ethics education. Although many business ethics instructors already use group discussion in their classes, we provide evidence that will reinforce such techniques as a crucial pedagogical method. This study is an exploratory application of Vygotsky’s developmental theory to business ethics education. Data were gathered in business ethics and management courses, with experimental and control groups, and analyzed using the Defining Issues Test and thematic-coded journal entries. Results indicated that discussions created a zone of proximal development improving the moral reasoning for most students giving them multiple perspectives and providing support to engage in deliberations and peer dialogue when discussing ethical frameworks, ethical scenarios, and ethical decision making.

Research groups as the foundation for psychological school of V. M. Bekhterev

In the context of studying work organization of the leading teams of Russian psychologists, the article provides characteristics of the research groups that worked under the direction of V. M. Bekhterev in the field of psychology. For outlining the institutional framework, composition and results of the activity of such groups, the author carries out the biographical analysis along with the analysis of the products of scientific activity of the scholar and members of his team. It is demonstrated that the psychological direction of the scientific school of V. M. Bekhterev was formed out of the groups led by him at the premises of Kazan State University, Saint Petersburg Military Medical Academy, Neuropsychiatric Institute, and Institute for Brain Research. The novelty of the implemented approach consists in reconstruction of the establishment of reflexology as an independent psychological direction of scientific activity of V. M. Bekhterev from the perspective of socio-psychological theory of the collective. The individual “branches” of research of the team members were a distinct feature of the organization of collective work, which ensured the fulfillment of creative potential of each scholar and contribution to the development of the collective subject of research. The author also notes the united role of the leader. Throughout 40 years, V. M. Bekhterev united dozens of talented researchers. A crucial characteristic of the psychological “scientific school-research group” represented by a number of research teams was the experimental, practical and socially oriented research program for human study. The author indicates the priority of the scientific school of V. M. Bekhterev in the development and implementation of the objective and comprehensive approach towards studying the psychological phenomena. Based on the described peculiarities of organizing scientific activity, the established research base and of psychological personnel determined the formation of the Leningrad School of Soviet Psychology not only in the works of V. N. Myasishchev, N. M. Shchelovanov, A. V. Yarmolenko, M. Y. Basov, B. G. Ananyev, but also many other Russian psychologists.

МЕТОДОЛОГИЧЕСКИЕ ПРОБЛЕМЫ ИССЛЕДОВАНИЯ САМОСОЗНАНИЯ В ОТЕЧЕСТВЕННОЙ ПСИХОЛОГИИ

The article identifies methodological problems of self-awareness research in Russian psychology. The relationship between the definitions of consciousness and self-consciousness is considered. It is established that self-consciousness is a more complex psychological formation in relation to consciousness. It occurs in the process of human ontogenesis. This methodological approach raises the problem of finding the determinants of the development of self-consciousness in the basis of consciousness. The concept and structure of self-consciousness in the works of Soviet and Russian psychologists are analyzed. There is a variety of ideas about this psychological education in Russian science. Each author's concept seeks to introduce new elements into the content of self-consciousness by using additional psychological tools. The lack of universality in the definition and structure of self-consciousness leads to a methodological problem of its research. This situation is due to the fact that the authors of concepts, in different ways, determine the content of this complex phenomenon of the psyche, based on their life experience and theoretical preferences. The experimental methods used by researchers in the study of this psychological education are defined. In Russian psychology, the most common standardized and non-standardized self-reports, as well as psychosemantic methods. The absolute advantage of these methods is a large variety of responses of subjects about their own "I". However, when describing themselves, subjects sometimes try to demonstrate socially desirable qualities, which creates a problem of reliability of the results obtained. The main principles of self-awareness research in Russian psychology are described: the principle of consciousness and activity, the principle of development, the principle of personal approach, and the cultural and historical principle. Their role in overcoming the methodological difficulties of its study is established. Promising ways of self-awareness research and methodological problems that may arise on the way to their implementation are outlined.

Teacher’s capacity for psychological safety as a condition for schoolchildren’s psychological safety

Introduction. The article reviews modern approaches to the role of personality of the teacher in ensuring students’ psychological safety as well as the resources used by the teachers in order to promote students’ psychological safety. The purpose of this article is to clarify the capacity for psychological safety of the teacher as one of the conditions for schoolchildren’s psychological safety by means of the subjective assessment of its components by students. Materials and Methods. The study relies on the ideas of Russian psychologists about psychological safety of an individual and learning environment, as well as ideas about the personality structure as a possible foundation for building the capacity of teacher's psychological safety. The authors used the following theoretical methods: analysis, generalization and reviewing scholarly literature on the safety of educational environment. The empirical methods include a survey, analysis and interpretation of research data. Results. The authors defined the concept of ‘the capacity for teacher's psychological safety’ and clarified its role in promoting the psychological safety of schoolchildren. The structural model of ‘the capacity for teacher's psychological safety’ has been proposed and described. It includes three components: teacher’s personality traits, professional and communicative characteristics. Empirical data allowed the authors to describe each component of the model. Conclusions. The article concludes that teacher’s capacity for psychological safety is a condition for ensuring psychological comfort and safety of schoolchildren. The subjective assessment of the components of the teacher’s capacity for psychological safety by schoolchildren enabled the authors to reveal their characteristics. According to the obtained empirical data, the personality component consists of such characteristics as openness and sincerity. Professional characteristics include attentiveness and orientation to students’ achievements. The communicative component comprises teacher’s fairness and objectivity.