Abstract: In this research Alperovich focuses on the problem of distinctions between representations about 'friends' and 'aliens' with different ethnocultural external appearance reflected in metaphors and narratives. The purpose of this research is to conduct a comparative analysis of metaphors of 'friends' and 'aliens' with different ethnocultural external appearance of persons with different stratificational characteristics (gender, age, level of education). The subject of the research is the metaphors of 'friends' and 'aliens' developed by men and women with incomplete and complete higher education at their early and middle ages.
The author has used the followign methods: content analysis of metaphors, methods of mathematical statistics (cluster analysis, quartiles, nonparametric tests such as Mann–Whitney U test and Kruskal–Wallis H test). Based on the cognitive concept of metaphors, the author elaborated methods for studying metaphors of 'friends' and of 'aliens' presented by people with different ethnocultural external appearance. For the first time in the academic literature the author has discovered, that, towards early and middle ages, the tendency to attribute positive psychosocial features to 'aliens' with Slavic ethnocultural external appearance and to 'friends' and 'aliens' with 'Caucasian' ethnocultural external appearance intensifies. We start to perceive others in a more differentiated way. Respondents with incompleted higher education attribute negative psychosocial features to 'friends' and 'aliens' with Caucasian and Asian ethnocultural external appearance, evaluate negatively their roles in communication more than respondents with complete higher education. Male respondents emphasize differences from 'aliens', particularly from members of other ethnocultural groups, more than female respondents. The author describes four interpretative repertoires of perception of 'friends' and 'aliens' with different ethnocultural external appearance. These repertoires differ in whether people attribute positive or negative social and psychological characteristics to 'friends' and 'aliens' with different ethnocultural external appearances as well as whether they view such interlocutors as competitive or cooperative. The author develops the empirical model of interconnections between metaphors of 'friends' and 'aliens' with different ethnocultural external appearance and personal stratificational characteristics. The results can be used in researches about conflicts and discrimination.

Keywords: ethnocultural appearance, stratificational characteristics, Friend, Enemy, 'aliens', 'friends', metaphors, interpretative repertoire, 'hate speech', discrimination

References:
Nelson, P.A., Thorne, A. Personality and Metaphor Use: How Extraverted and Introverted Young Adults Experience Becoming Friends // European Journal of Personality, 2012, no 26 (6), pp. 600-612.
Kiang, L., Bhattacharjee, K. A Narrative-Linguistic Approach to Understanding Asian American Adolescents' Discrimination Experiences // Asian American Journal of Psychology, 2016, no 7 (1), pp. 41-51.
Cegieła, A. What is hate speech? | [Czym jest mowa nienawiści?] // Poradnik Jezykowy, 2014, no 1, pp. 7-17.
Gelber, K., McNamara, L. Evidencing the harms of hate speech // Social Identities, 2016, no 22 (3), pp. 324-341.
Cavicchiolo E., Alivernini F., Manganelli S. Immigrants are like… The representation of immigrants in Italy: The metaphors used by students and their family backgrounds [Gli immigrati sono come … La rappresentazione degli immigrati in Italia: Le metafore degli studenti e il background familiare di provenienza] // Journal of Educational, Cultural and Psychological Studies, 2016, no 13

Abstract: The research is devoted to the problem of metaphorical and narrative foundations of such phenomena as 'discrimination' and 'hate speech'. The purpose of this research is to conduct a comparative analysis of 'friend' and 'alien' metaphors and narratives about interaction with them that reflect different interpretative repertoires of perceiving the other person as either a «friend» or an 'alien'. The author has used both qualitative and quantitative research methods such as categorical analysis of metaphors, analysis of characteristics of representations about an Enemy and a Friend, narrative analysis of situations about interaction with 'friends' and 'aliens', methods of mathematical statistics (cluster analysis, quartiles, nonparametric test). The author has discovered that different interpretative repertoires of perception of 'friends' and 'aliens' are connected with various expression levels of adopting the discriminatory practices towards others. The author has analyzed four interpretative repertoires of perception of 'friends' and 'aliens' with various 'friend' and 'alien' metaphors, the particularities of narratives about interaction with 'friends' and 'alien' persons and the characteristics of representations about an Enemy and a Friend. The author has defined two interpretative repertoires with distinctions of 'friends' from 'alien' persons and with stabilized attribution of psychosocial features to them. The author has also discovered two interpretative repertoires with various features of 'friends' and 'alien' persons, non-stabilized in personal perception depending on interaction with them. It is quite evident that communication partners may actually become either friends or alients depending on the social-psychological environment they are in at present. For the first time in the academic literature the author has offered the given empirical model of interpretative repertoires of perception of 'friends' and 'aliens' people expressed in biography narratives related to descriptions of 'aliens' and 'friends' and integrated metaphors of 'friends' and 'alients'. The results of this research can be of use in researches about conflicts and discrimination, in solving the applied tasks in psychology of conflicts, in psychological consulting and tolerance training.

Keywords: interpretative repertoire, narrative, Friend, Enemy, representations, «alien», «friend», metaphors, «hate speech», discriminatory practices

References:
Avanesyan M.O. Ponimanie perenosnogo smysla na primere metafory // Sibirskiy psikhologicheskiy zhurnal. 2015. ¹ 55. S. 46-60. DOI 10.17223/17267080/55/2
Borodulina N.Yu., Nikul'shina N.L. Rol' metafory v osmyslenii krizisnoy situatsii // Vestnik TsMO MGU. 2010. ¹ 2. Kul'turologiya. S. 60-64.
Vovdenko O.V. Preodolenie psikhicheskikh narusheniy sotsializatsii podrostkov sredstvami metafory. Avtoref. dis…kand. psikhol. nauk. Nizhniy Novgorod, 2011. 26 s.
Volkova D.E., Orlov A.B., Orlova N.A. Znak, metafora, simvol ― metodologiya sub'ektnosti // Psikhologiya. Zhurnal Vysshey shkoly ekonomiki. 2010. T. 7. ¹ 3. S. 89-119.
Vlasov P.K., Kiseleva A.A. Metafory v samoopisanii organizatsiy // Sotsial'naya psikhologiya i obshchestvo. 2014. ¹ 2. S. 127-137.
Znakov V.V. Psikhologiya ponimaniya mira cheloveka. M.: Institut psikhologii RAN, 2016. 488 s.
Kramar E.S. Metafora v narrativnoy terapii // Psikhologiya sotsializatsii lichnosti v sovremennykh usloviyakh: sb. st. nauchn.-prakt. konf. Simferopol': izd-vo DIAYPI, 2015. S. 132-139.
Kutkov

Abstract: The author of the article makes an attempt to apply the concept of the metasystemic organisation of mental processes to research of learning activity. The subject of the research is the metaregulative influence of interpersonal relations of a learning actor on the process and success of learning. The author views learning activity as a system with a metasystemic level consisting of motivational processes. Other components of this system includes: direct academic activity as an individual system; success of learning activity; actor of learning activity; relations of an actor of learning activity. The empirical proof of the hypothesis included two stages. At the first stage the author conducted a general analysis of interpersonal relations, intensity of participation in extra-curricular activity and learning activity and their results, construction of predicative models allowing to predict success of learning. At the second stage the author carried out a teaching experiment allowing to prove the metaregulative influence of interpersonal relations on learning activity. The author has used the following methods: experiment, survey, semantic differential of interpersonal relations, inventory to assess one's ability to have a dialogue in interpersonal relations, and V. Leontiev's psychographic test. Statistical processing of the results was made by using the Statistica application. The main conclusions of the research are as follows: 1) application of the concept of metasystemic organization of mental process to studying learning activity significantly expands opportunities of understanding how learning activity is performed and what means regulate it; 2) the author has also discovered the metaregulative influence of interpersonal relations on one's learning activity; 3) the author has empirically proved the positive influence of interpersonal relations on one's learning activity and academic success. 

Keywords: academic success, metasystem, system, motivation, interpersonal relationships, psychosemantics, learning activity actor, learning activities, prediction, metaprocess

References:
Razina T.V. Strukturno-funktsional'naya organizatsiya i genezis motivatsii nauchnoy deyatel'nosti: dis. … dokt. psikhol. nauk: 19.00.03 / Razina T.V. Yaroslavl', 2016. T. 1. 612 s.
Yakovleva N.V. Metazhiznedeyatel'nost': metasistemnyy podkhod k analizu zhiznedeyatel'nosti cheloveka / N.V. Yakovleva // Prikladnaya yuridicheskaya psikhologiya. 2011. ¹ 2. S. 18-22.
Klochko V.E. Samoorganizatsiya v psikhologicheskikh sistemakh: problemy stanovleniya mental'nogo prostranstva lichnosti (vvedenie v transspektivnyy analiz) / V.E. Klochko. Tomsk: Izd-vo TGU, 2005. 174 s.
Sagalakova O.A. Metakognitivnye koping-strategii pri perezhivanii voennogo stressa. / O.A. Sagalakova, D.V. Truevtsev // «Pedagogicheskie i psikhologicheskie nauki: aktual'nye voprosy»: materialy mezhdunarodnoy zaochnoy nauchno-prakti­cheskoy konferentsii. Ch. II. (31 oktyabrya 2012 g.). Novosibirsk, 2012. S. 65-75.
Sidorov S.V. Struktura akademicheskoy uspeshnosti [Elektronnyy resurs] / S.V. Sidorov // Sidorov S.V. Sayt pedagoga-issledovatelya. – Rezhim dostupa: http://si-sv.com/publ/2-1

Abstract: The object of the research is the adaptation of freshmen, the subject of the reserch is their communicative competence as a factor of successful adaptation to studying at a University. The author of the article views such aspects of the topic as the process of adaptation to studying at a University, factors that have a good impact on adaptation of freshmen, and peculiarities of adaptation of students with health disabilities. The author defines a factor of successful adaptation to University studies, i.e. communicative competence, as the factor that can be influenced, thus increasing adaptation abilities of freshmen. The research consisted of three stages. The first one was the initial diagnostics, the second stage was a communicative competence training and the third stage was the final diagnostics. The research methods included: analysis of social and psychological adaptation offered by C. Rogers and R. Daymond, overall communicability evaluation by V. Ryakhovsky, communicative social competence inventory by N. Fetiskina, V. Kozlov and G. Manuylov, communicative skills test by L. Michelssohnen (adapted by Yu. Gilbukh), and questionnaire to assess the level of satisfaction with University studies. The main conclusion of the research is that an important factor of successful adaptation of students with disabilities is their communicative skills. Students with a high level of communicative competence or students who get an opportunity to take communication trainings at the first stage of their University studies overcome the adaptation period faster and better an ddemonstrate a higher level of  being ready to continue education in their major. The main contribution of the author to the topic is the development and testing of a series of trainings aimed at developing communicative skills of freshmen with disaiblities and freshment without disabilities. 

Keywords: factors maladjustment, University studies, successful adaptation, skills training, students with disabilities, adaptation factors, communicative competence, communicative competence diagnostics, adaptation of freshmen, Freshmen support program

References:
Shmatko N.D. Dlya kogo mozhet byt' effektivnym integrirovannoe obuchenie // Defektologiya.- 1999. - ¹ 1-2. - S. 41-46.
Test L.Mikhel'sona [Elektronnyy resurs] URL: http://www.psy-files.ru/mat/relations/105 test_kommunikativnykh_umenijj_mikhelsona.html (Data obrashcheniya: 10.07.2016).
Teryushkova, Yu. Yu. Rabochaya tetrad' po psikhologii : metod. posobie / Yu. Yu. Teryushkova ; Feder. agentstvo po obrazovaniyu, Petrozav. gos. un-t.-Petrozavodsk : Izd-vo PetrGU, 2010.- 125 s.
Teryushkova Yu.Yu. Trening splocheniya gruppy kak sredstvo sodeystviya adaptatsii pervokursnikov // Sovremennye problemy nauki i obrazovaniya. - 2014.- ¹12. URL: http://www.science-education.ru/ru/article/view?id=16336 (data obrashcheniya: 20.07.2016)
Sotsial'naya psikhologiya: Uchebnoe posobie / Otv. red. A.L. Zhuravlev. – M., 2006. – 351 s.
Teryushkova Yu.Yu. Vospriyatie otnosheniy v gruppe kak faktor adaptatsii k vuzu studentov s ogranichennymi vozmozhnostyami zdorov'ya. // Sotsial'naya psikhologiya i obshchestvo. - 2015. - ¹ 4. - S. 150-160
Smirnov A.G. Voprosy dinam

Abstract: The object of the research is the emotional state of the reader and the listener while he(she) is percepting the information in different amounts and with different hierarchical structure. The work is devoted to the problem of how the emotional state depends on the structuring and dosing of the information. The main objective is to develop recommendations on how to structure and dose verbal, mathematical and motional information to avoid negative emotions that arise because of lack of information or its redundancy. The study develops information theory of emotions by P.V. Simonov. Theoretical significance of this research is to clarify the terms of «lack of information», «information overload». The findings of research can be used in teaching, advertising, political and clinical psychology. Methods of the research are an empirical study in the form of monitoring of the activities of school and university teachers, as well as a natural experiment with students of 9–11 grades and students of 1–2 college courses. The content of training conducted by the author or another teacher was modeled in the form of object-hierarchical scheme. Further, by observation and interviews changes in emotional state of the subject were indicated. Until now, the emotional state of the person considered by researchers only in connection with the content of the information perceived, whereas in the present study proves the connection between the emotional state and the structure as well as the amount of information, regardless of its content. The result of this study was the conclusion that when the unknown object is revealed less than three well-known ones, readers (and even more listeners) experience negative emotions, which subjects described as a depression or a pulling feeling of uncertainty, and in the case when the unknown object is revealed due to more than five known objects of a linear sequence, subjects experience negative emotions which are characterized as irritation, impatience, a sense of redundancy of the information and uselessness of the further disclosure of the object. In the case where an unknown object is revealed by three to five known objects the subjects define their state as a cheerful and upbeat, the information as inspiring, clarifying, helping them to slice and dice this information.

Keywords: emotional state of listener, measure the information, measure the verbal information, text structure, structure of information, information structure, Simonov’s information theory, quantity of information, emotional state of reader, hierarchical structure

References:
Sennitskaya E.V. Upravlenie vnimaniem auditorii s pomoshch'yu ob'ektno-ierarkhicheskogo metoda modelirovaniya i dozirovaniya informatsii (na primere uchebnogo zanyatiya) // Psikholog. 2016. ¹ 4. S.102–114. DOI: 10.7256/2409-8701.2016.4.19908.
Sennitskaya E.V. Variant resheniya problemy opisaniya i izmereniya slovesnoy informatsii // Psikhologiya i psikhotekhnika. 2016. ¹ 1(88). C. 31–36. DOI: 10.7256/2070-8955.2016.1.17193
Rozet I. M. Neopublikovannye trudy o vnimanii. Minsk: Izdatel'skiy tsentr BGU, 2007. 54 s.
Vundt. V. Vvedenie v psikhologiyu: Per. s nem. / Predisl. N. Samsonova. Izd. 3-e. M.: KomKniga, 2007. 168 s.
Yaroshevskiy M. G. Istoriya psikhologii ot antichnosti do serediny XX v. Uchebnoe posobie. M.: Akademiya, 1996. 416 s.
Cowan, N. The magical number 4 in short-term memory: A reconsideration of mental storage capacity // Behavioral and Brain Sciences. ¹ 24, 2000. s. 87–185.
Miller D.-A. Magicheskoe chislo sem' plyus ili minus dva. Inzhenernaya psikhologiya. M.: Progress, 1964. S. 192–225.
Rubinshteyn S. L. Osnovy obshche

Abstract: The object of the research is the attention of school and college students while they are percepting the information in different amounts and with different hierarchical structure. The work is devoted to the problem of how the attention of listener depends on the structuring and dosing of the information. The main objective is to develop recommendations on how to structure and dose verbal, mathematical and motional information to avoid the attention wandering and discipline breaching that arise because of lack of information or its redundancy. The additional objective is the development of the easy-to-use method of calculating of the amount of verbal information that can be used as a instrument of modelling of the training session. Methods of research are an empirical study in the form of monitoring of the activities of school and university teachers, as well as a natural experiment with students of 1, 3, 5 and 6 grades and students of 1–2 college courses. The content of training conducted by the author or another teacher was modeled in the form of object-hierarchical scheme. Further, by observation and audio recording changes in attention of subjects were indicated.The result of this study was the conclusion that when the abstract objects are revealed by less than 3 or more than 5 concrete ones, listeners experience the attention wandering and the discipline breaching. In case when the abstract objects are revealed by 3–5 concrete ones the teacher can easily maintain discipline during all the lesson at condition that the lesson is formed as a hierarchical structure with 4–5 branches, each of them with depth of 3–5 hierarchy levels. The findings of research can be used in teaching, advertising, political and clinical psychology.

Keywords: attention of listener, measure the information, measure the verbal information, text structure, structure of information, information structure, attentional capacity, quantity of information, attention of reader, hierarchical structure

References:
Bleykher V. M., Kruk I. V. Tolkovyy slovar' psikhiatricheskikh terminov. Voronezh: MODEK, 1995. 640 s.
Psikhologiya vnimaniya. Khrestomatiya po psikhologii / Pod red. Yu. B. Gippenreyter, V. Ya. Romanova. M., 2001. S. 381–394.
Kognitivnaya psikhologiya. Uchebnik dlya vuzov / Pod red. V. N. Druzhinina, D. V. Ushakova. M.: PER SE, 2002. 480 s.
Dzheyms V. Psikhologiya / Pod red. L. A. Petrovskoy. M.: Pedagogika, 1991. 368 s.
Psikhologiya. Uchebnik dlya gumanitarnykh vuzov / Pod obshch. red. V. N. Druzhinina. SPb.: Piter, 2001. 656 s.
Sennitskaya E. V. Variant resheniya problemy opisaniya i izmereniya slovesnoy informatsii // Psikhologiya i psikhotekhnika. 2016. ¹ 1(88). C. 31–36. DOI: 10.7256/2070-8955.2016.1.17193.
Ebbingauz G. Osnovy psikhologii. SPb., 1912. 268 s.
Kondakov I. M. Psikhologiya. Illyustrirovannyy slovar'. M.: Praym-EVROZNAK, 2007. 784 s.
Cowan, N. The magical number 4 in short-term memory: A reconsideration of mental storage capacity // Behavioral and Brain Sciences. ¹ 24, 2000. s. 87–185.
Miller D.-A. Magicheskoe ch

Abstract: In his research Klyatis emphasizes the importance of creating safe and developing education environment at orphanages. The researcher demonstrates that external conditions have a direct influence on children's mental and physical development, their main abilities that are essential for maintaining successful interactions with the surrounding world and, consequently, full involvement into the education process. At orphanages the key negative factor of the education environment is the phenomenon of deprivation that influences practically all sides of life and directions of children's development while they stay at orphanages. In order to provide a better insight into the education environment of abondened children, the researcher analyzes experience of foreign states in creating favorable conditions at orphanages. The author of the article emphasizes differences in organizational approaches, public evaluation and legal component of the system of raising orphans in different countries of the world. Based on the example of one Russian boarding school, the author provides a description of typical features of Russian orphanages. The author also analyzes the concept of education environment taking into account international experience. The purpose of the research is to summarize latest data and to make an objective evaluation of orphanages in our country. The author proves the insufficient development of the system of orphans' up-bringing in Russia compared to the practical experience of other countries. At the end of the research the author concludes about the need to inquiry into the possibility of the crucial reformation of the Russian institutional system of raising orphans. 

Keywords: deprivation, international experience, boarding school, orphanage, baby home, safety, development, institutional establishment, education environment, orphans

References:
Blagotvoritel'nyy fond «Deti nashi». Ofitsial'nyy sayt. http://www.detinashi.ru/
Dokumental'nyy fil'm «Mama, ya ub'yu tebya» Rezhisser-Elena Pogrebizhskaya, 2013.
Misharina A. Blog Anastasii Misharinoy – Vidy psikhologicheskogo nasiliya http://anastasiamisharina.com/psihologicheskoe-nasilie/.
Bozhovich L. I. Etapy formirovaniya lichnosti v ontogeneze // Voprosy psikhologii. 1978. ¹ 4. S. 23-35.
Wegar K. Adoption, Family, Ideology and Social Stigma: Biasin Community Attitudes, Adoption Research and Practice // Family Relations. Volume 49, Issue 4.
Mulheir G. and Browne, K. De-Institutionalising And Transforming Children's Services: A Guide To Good Practice. Birmingham:University of Birmingham Press, 2007.
Berezina T.N. Emotsional'naya bezopasnost' obrazovatel'noy sredy i ee vliyanie na sub'ektivnoe sostoyanie zdorov'ya u studentov // Alma mater (Vestnik vysshey shkoly). 2014. ¹ 2. S. 36-40.
Dokumental'nyy fil'm «Blef, ili s Novym Godom» Rezhisser: Ol'ga Sinyaeva, 2013.
Dubrovskaya M.O., Zaretskiy V.K., Oslon V.N.,

Abstract: In this article gender and age features of manifestation of attribution of hostility by school students after viewing of violent plots in animated films are discussed. One of the most important factors of formation of aggressive behavior are cognitive abilities of the individual and the strategy of processing of information acquired by it. In a case when the person considers that negative intentions are the reason of provocative actions of another, it, most likely will behave same aggressive images in relation to the offender. While in a situation when he realizes that these actions are caused absolutely by other motives, aggressive reaction can not arise. Proceeding from it empirical research which purpose was to establish gender and age distinctions in manifestation of attribution of hostility (attribution of deliberate / accident actions, behavior models, punishment and forgiveness) school students after viewing of plots of the violent and nonviolent contents in animated films was conducted. Results of the conducted research are stated in the offered article. The obtained data were interpreted on the basis of the following methodological approaches:1. The theory of attribution of hostility of K. Dodge in which the attribution of hostility is considered as a tendency to attribute hostile intentions to other people, even then, when these intentions actually doesn't exist. 2. Information and procedural models of aggression of L. Hyusman according to which emergence of aggression is caused by existence of aggressive scenarios of behavior which represent the schemes of aggressive behavior supported with positive experience in different situations.3. Affective and dynamic approach of I. A. Furmanov according to which, in a situation of frustration or a deprivation three types of reaction are possible: in depression - aggressive type of behavior, passive and aggressive type of behavior and active and aggressive type of behavior. For achievement of a goal, in research the technique "Attribution of hostility" was used. This technique is developed by J. Hébert on the basis of model of processing of the social information of K. Dodge measuring children's attribution of hostility or peaceful intentions in hypothetically provocative situations and modified on the basis of the affective and dynamic theory of the aggression of I.A. Furmanov assuming variability of behavioural reactions to aggression provocation. Selection was made by 450 school students (225 girls, 225 boys) of three age groups: 6–7 years, 8–9 years and 10-12 years. As a result of the conducted research it was established that irrespective of a floor and age the school student after viewing of plots of the violent contents, at an atributirovaniye of actions of other person in a provocation situation, shows attribution of hostility, attribution of a namerennost and active aggression as behavior model, moreover he doesn't intend to forgive the offender, and to seek to punish him.

Keywords: psychology, attribution of hostility, models of behavior, violence in animated cartoons, punishment, attribution of deliberate actions, forgiveness, school students, middle childhood, modelling

References:
Berkovits, L. Agressiya: prichiny, posledstviya i kontrol' / L. Berkovits. – Moskva, 2001. – S. 512.
Bandura, A. Aggression: A Social Learning Analysis/ A. Bandura. – Englewood Cliffs, 1973.
Dodge, K. A. A social information processing model of social competence in children / K.A. Dodge // Minnesota symposium on child psychology. – 1986. – P. 7–125.
Dodge, K. A. Reactive and proactive aggression in school children and psychiatrically impaired chronically assaultive youth / K.A. Dodge // Journal of Abnormal Psychology. – 1986. – ¹ 106. – P.37–51.
Huesmann, L. R. Longitudinal relations between children’s exposure to TV violence and their aggressive and violent behavior in young adulthood: 1977–1992 / L. R. Huesmann // Developmental Psychology. – 2003. –Vol. 39. – ¹ 2. – P. 201–221.
MacBrayer, E. K. Attributional biases in aggressive children and their mothers / E. K. MacBrayer // Journal of Abnormal Psychology. – 2003. – ¹ 112. – P. 698–708

Abstract: The actual area of studying coping behavior is the research of features of the identity of school students in their relationship with the coping strategy in the course of educational activity.The object of the present research is the coping behavior of students.The subject of the research is the coping behavior of students depending on their level of satisfaction with the psychological educational environment at an university. The research objective to study the coping behavior of students depending on their satisfaction/dissatisfaction with the educational environment at a university.The hypothesis  is the supposition that a more constructive coping strategy is usually used by the students who are more satisfied with the educational environment of a university. 
The following methods have been used: 1. The modified technique of determination of satisfaction with significant characteristics of the educational environment offered by I. A. Bayeva.2. The Coping Behavior Inventory developed by Richard Lazarus. 3. The Coping Strategy Indicator Inventory. The main conclusions of the conducted research are:The analysis of results of group with the low level of psychological safety of the educational environment shows that the following components entered the first factor: planning of a solution, positive revaluation, self-checking, acceptance of responsibility, floor, cognitive component. The distancing, flight avoiding, search of social support entered the second factor. The third factor included age, solution of problems and avoiding of problems.3 major factors peculiar to group which are highly appreciating the safety at university are revealed. The first factor included the following koping-strategy: positive revaluation, acceptance of responsibility, self-checking, search of social support, planning of a solution, distancing, flight avoiding. Entered the second factor confrontation (that is aspiration to behave aggressively and to answer actions respectively), a cognitive component, that is ideas of students of university, knowledge of it (it is expressed more at male respondents) and a behavioural component (consists in satisfaction with the specialty, future profession, the group, etc.). The third factor included the search for social support and the emotional component.

Keywords: barriers, inclusion, students, psychological safety, protection from stress, stress, coping strategy, education, availability, adaptation

References:
Compas B.E., Forsythe C.J., Wagner B.M. Consistency and variability in causal attributions and coping with stress // Cognitive therapy and research. — 1988. — ¹ 12. — R. 305–320
Berezina T.N. Formirovanie emotsional'noy bezopasnosti obrazovatel'noy sredy (psikhologo-pedagogicheskie aspekty) // Sovremennoe obrazovanie.-2015.-1.-C. 53-68. DOI: 10.7256/2409-8736.2015.1.13912. URL: http://www.e-notabene.ru/pp/article_13912.html
Causey D.L., Dubow E.F. Negotiating the transition to junior high school: The contributions of coping strategies and perceptions of the school environment. // Prevention in Human Services. — 1993. — ¹ 10. — R. 59–81. 2.
Kryukova T. L. Psikhologiya sovladayushchego povedeniya v raznye periody zhizni : monogr./T. L. Kryukova. − Kostroma: KGU im. N. A. Nekrasova, 2010.-296 s.
Sovremennoe obrazovanie kak otkrytaya sistema : koll. monogr./pod red. N. G. Nichkalo, G. N. Filonova, O. V. Sukhodol'skoy-Kuleshovoy.-M.: In-t nauch. i ped. informatsii RAO: YuNITI-DANA, 2012.-576 s.
Malenova A.Yu. O

Abstract: In her article Pakhalkova describes the problem of developing emotional well-being as a component of education environment secuity. The researcher analyzes different approaches to the definitions of psychological security, emotional security, emotional well-being, emotional ill-being, emotional health, etc. Psychologically safe or secure education environment is viewed as the environment free of any kind of violence that satisfies school student's need in personal open communication and has an important reference to him. Emotionally safe or secure education environment is viewed as the environment full of true positive emotions while negative emotions are minimized there. The purpose of the present research is to conduct a theoretical analysis of the problem of developing emotional well-being at school as a component of psychological security of education environment. The researcher has applied theoretical research methods. Pakhalkova offers her own definition of emotional security of the education environment as an emotionally positive experience of a school student when all the social needs typical for children of his age are satisfied and this emotionally positive experience is stable with time. The researcher also examines the correlation between emotional well-being of students and their health and notes that emotional well-being has a positive influence on children's health. Pakhalkova also offers particular psychological methods allowing to achieve emotional well-being through developing children's ability to control and regulate their emotions. 

Keywords: psychology, pedagogy, emotional well-being, emotional security, psychological security, education environment, school students' health, emotional health, psychological health, satisfaction

References:
Baeva I. A. Psikhologicheskaya bezopasnost' obrazovatel'noy sredy (Teoreticheskie osnovy i tekhnologii sozdaniya): Dis. ... d-ra psikhol. nauk : 19.00.07 : Sankt-Peterburg, 2002-386 c.
Badulina, O. I. Pedagogicheskie osnovy emotsional'nogo blagopoluchiya doshkol'nikov. Diss. kandidata ped. nauk. – M, 1998. – 125 s.
Berezina T.N. Emotsional'naya bezopasnost' obrazovatel'noy sredy i ee vliyanie na sub'ektivnoe sostoyanie zdorov'ya u studentov. // Alma mater (Vestnik vysshey shkoly). 2014. ¹ 2. S. 36-40.
Berezina T.N. Ob emotsional'noy bezopasnosti obrazovatel'noy sredy // Psikhologiya i psikhotekhnika. 2013. ¹ 9. S. 897–902, DOI: 10.7256/2070-8955.2013.9.9375
Berezina T.N. Vospitanie dobra kak psikhologo-pedagogicheskaya problema vysshey shkoly//Alma mater (Vestnik vysshey shkoly). – 2013.-¹2-S.62-66
Grachev G.V. Informatsionno_psikhologicheskaya bezopasnost' lichnosti: sostoyanie i vozmozhnosti psikhologicheskoy zashchity. M.: Izd_vo RAGS, 1998 — s. 33.
Idobaeva, O. A. Issledovanie emotsional'nogo blagopoluchiya sovremennykh podrostkov k

Abstract: In article the interrelation between the level of aggression and strategy of behavior in a conflict situation at teenagers, and also a question of formation of positive patterns of behavior in the conflict in this age group is investigated. It is known that the teenage age is one of the key moments of formation of the identity of the person, his views, interests, orientations. In this work the research conducted in educational Moscow region institution among pupils of the tenth classes by age from 15 to 17 years, directed on studying of the preferred strategy of behavior in a conflict situation is presented. The assumption of existence of interrelation between the level of aggression and the chosen strategy of behavior was the main hypothesis of research, namely the aggressions studying with high level and domination in group of contemporaries prefer not constructive ways of settlement of the conflict, in particular strategy "rivalry". Formation of positive patterns of behavior is possible by carrying out the correctional developing program with training elements. Studying of a conflictness of pupils of the chosen age group and the data obtained on this matter will help the teachers and psychologists working in educational institution, being guided by individual characteristics of separately taken pupils, to build the most effective programs of training and correction of behavior for persons with high rates of a conflictness. Besides, the developed methods and programs will allow to train pupils in the correct reaction in a conflict situation, and also to application of the gained knowledge in the field of settlement of the conflicts in everyday life at advanced age.As a result of the carried-out work the data allowing to judge interrelation of these two indicators were obtained. The hypothesis was confirmed, that is the assumption of interrelation of level of aggression, domination among contemporaries and the preferred strategy of behavior was true. The aggressions studying with high rates and domination chose such strategy of behavior as "rivalry", respondents with average or low values chose constructive ways of settlement of the conflict. Following the results of research the correctional developing program with training elements for correction of negative patterns of behavior of teenagers as a result of which the positive shifts allowing to judge efficiency of the offered program received was made and approved.

Keywords:

References:
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Psikhogimnastika v treninge. Pod redaktsiey Khryashchevoy N.Yu. – SPb., 1999.
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Kovrov V.V., Mirimanova M.M., Oganesyan N.T. Vospitatel'naya sistema obrazovatel'nogo uchrezhdeniya kak resurs obespecheniya psikhologi cheskoy bezopasnosti. Uchebno metodicheskoe posobie. M.,2012.
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Dragunova T.V. Podrostok.-Moskva, 1976 g.
Bozhovich L.

Abstract: In the article the problem of psychological safety of the educational environment of a higher educational institution of law-enforcement system is considered. In work such phenomena as psychological safety, the educational environment, threats of psychological safety are investigated. Manifestation of psychological threats in educational space of higher education institution of law-enforcement system is investigated. Theoretically the classification from three groups of psychological risks allowing to carry out an assessment of levels of psychological safety of the educational environment locates. The first group of risks is formed by risks of psychological violence. The second group of risks includes the system of relationship with participants of educational process interfering satisfaction of basic needs in personal and confidential communication. The third group is formed by the system of the interpersonal relations with participants of educational process interfering recognition of the reference importance of the educational environment. For detection of specific features of psychological safety of the educational environment of higher education institution of law-enforcement system we used as unformalized methods (supervision, conversation) and unformalized methods of research (the modified Bayeva I.A. questionnaire. for cadets). Attraction of scientific attention to problems of rather closed educational environment of law-enforcement higher education institutions is the key moment in the course of preparation and education of highly professional experts. Process of improvement of mechanisms of ensuring psychological safety of educational space promotes decrease in level of psychosomatic frustration among trained, better assimilation of knowledge and skills and as a result – formation of the highly professional employee of law-enforcement system armed with all necessary competences. Unfortunately, psychological threats are actual and for the educational environment of higher education institutions of law-enforcement system. The major direction is development of the mechanism of decrease in the considered threats.

Keywords: psychological safety, open communication, reference environment, psychological violence, threats to psychological safety, educational environment, school student, risks in education, risk group, education

References:
Baeva I.A. Psikhologicheskaya bezopasnost' v obrazovanii: Monografiya.-SPb.: Izdatel'stvo «SOYuZ», 2002.-271 s.
Baeva I. A. Psikhologicheskaya bezopasnost' obrazovatel'noy sredy (Teoreticheskie osnovy i tekhnologii sozdaniya): Dis. ... d-ra psikhol. nauk : 19.00.07 : Sankt-Peterburg, 2002-386 c.
Baeva I A., Semikin V. V. Bezopasnost' obrazovatel'noy sredy, psikhologicheskaya kul'tura i psikhicheskoe zdorov'e shkol'nikov // Zhurnal «Izvestiya rossiyskogo gosudarstvennogo pedagogicheskogo universiteta im. A.I. Gertsena, vyp. ¹ 12, T.5, 2005, s. 7-19.
Berezina T.N. Ob emotsional'noy bezopasnosti obrazovatel'noy sredy // Psikhologiya i psikhotekhnika. — 2013. — ¹ 9. — S. 897–902.
Berezina T.N. Emotsional'nyy komponent psikhologicheskoy bezopasnosti obrazovatel'noy sredy // Bezopasnost' obrazovatel'noy sredy: psikhologicheskaya otsenka i soprovozhdenie: Sbornik nauchnykh statey / Pod red. I.A. Baevoy, O.V. Vikhristyuk, L.A. Gayazovoy, — M.: MGPPU, 2013. — 304 s.
Eroshenkov N.V. Obrazovatel'naya sreda vuza MVD Rossii v professional'no-nravst

Abstract: Object of research: Diagnostic activity of the psychologist in a consultation situation. The description of cases from advisory diagnostic practice as the important section of psychology and pedagogical diagnostics. Development of the scheme of the description of cases from diagnostic practice of the psychologist meeting the requirements of need and sufficiency of the characteristic of diagnostic process. Substantial components of the scheme. Its functions (registration of own experience of diagnostic activity, for the purpose of transfer to his other people, acquaintance with diagnostic experience of other psychologists, empirical verification of provisions of the theory). Empirical check of opportunities of the scheme for the necessary and sufficient description of diagnostic process. Methodology or research technique. Methodology: general scientific approach to studying of diagnostic process, the concept of the solution of psychodiagnostic tasks. Method: theoretical analysis, synthesis of psychodiagnostic practice Novelty and conclusions. Scientifically reasonable scheme of the description of cases from diagnostic practice of the psychologist, constructed on the basis of the stages of diagnostic process allocated in the general theory of the diagnosis and the concept of the decision psikhodiagno is developedsticheskikh of tasks. It is shown that the specified scheme contains as the general, i.e. not depending on specifics of diagnostic area, and special components and that it meets the requirements of completeness of the characteristic of diagnostic process. The conclusion that the specified scheme promotes increase of efficiency of diagnostic activity of the psychologist in an education system is drawn.

Keywords: psychological diagnostics (testing) , psychological and educational diagnostics, psychological counseling, psychodiagnostic practice, experience in diagnostics, diagnostic thinking, diagnostic process, case study, description pattern, forms of case study

References:
Anufriev A.F. Psikhodiagnostika: osnovy resheniya diagnosticheskikh zadach.-.M., 2012.-190 s.
Anufriev A.F., Busarova O.R. Sluchai iz shkol'noy konsul'tativnoy praktiki.-M., 2005.-80 s.
Anufriev A.F., Malakhov O.V. Sluchai iz diagnosticheskoy praktiki psikhologa: otkloneniya v povedenii mladshikh shkol'nikov.-M.,2010.-98 s.
Burmenskaya G.V. Vozratsno-psikhologicheskiy podkhod v konsul'tirvanii detey i podroskov.-M., 2002.-416 s. 5. Gutkina H. I. Neskol'ko sluchaev iz praktiki shkol'nogo psikhologa. – Moskva, 1991. – 78 s. 6.Shvantsara Y. Diagnostika psikhicheskogo razvitiya.-Praga, 1978.--376 s. 7. SopovV.F.Morfologicheskiy test zhiznennykh tsennostey: rukovodstvo po pri menniyu /Red. B.M. Petrov, I.N. Sidorov. – Samara, 2002. – 56 s. 8. Malkina-Pykh I.G. Psikhosomatika: Spravochnik prakticheskogo psikhologa. — M.: Eksmo, 2005. — S. 124-126. 9. Leont'ev D.A. Test smyslozhiznennykh orientatsiy: Psikhodiagnosticheskaya seriya. M.: Smysl 2006.-18 s. 10. Entsiklopediya psikhodiagnostiki.PsikhodDiagnostika dete

Abstract: High-quality research of ways of increase of psychological readiness for correction of informative actions through use of the reception of the including activity developed in the activity theory is presented. Research is executed on reading material. Work includes implementation of correction of negative attitude the slabochitayushchikh of pupils of the 4th class to reading by means of carrying out within academic year of a circle on record of audiobooks. In article stages of change of the relation of pupils to reading and, respectively, stages of the organization of the course of a circle are in detail described. Research is executed with use of qualitative methods of collecting and the analysis of data – natural experiment, supervision, interview, the content analysis, interpretation, and also statistical methods of data processing. By results of research it is shown that increase of psychological readiness for occupations is connected with changes of sense of reading for pupils. Research is interesting as disclosure of reception of the including activity on correction material, and also has practical value as a way of increase of psychological readiness for occupation by reading.

Keywords:

References:
Tsitsiashvili E.T. Formirovanie navykov kul'turnogo povedeniya u uchashikhsya starshikh klassov (na primere spetsial'nykh (korrektsionnykh) shkol-internatov dlya detey-sirot i detey, ostavshikhsya bez popecheniya roditeley) // Psikhologiya i Psikhotekhnika.-2011.-10.-C. 65-72.
Stel'makh O.D. Osobennosti psikhokorrektsionnykh zanyatiy v razlichnykh igrovykh gruppakh // Psikhologiya i Psikhotekhnika.-2013.-1.-C. 76-80. DOI: 10.7256/2070-8955.2013.01.8.
Shabel'nikov, V. K. Formirovanie i psikhologicheskie mekhanizmy simul'tannoy kategorizatsii : dis. … kand. psikhol. nauk / V. K. Shabel'nikov. – M, 1977.
Rubinshteyn, S. Ya. Eksperimental'nye metodiki patopsikhologii i opyt ikh primeneniya v klinike. – M., 1970.
Talyzina, N. F. Praktikum po pedagogicheskoy psikhologii / N. F. Talyzina. – M., 2002.
Podol'skiy, A. I. Stanovlenie poznavatel'nogo deystviya / A. I. Podol'skiy. – M., 1987.
Nepomnyashchaya, N. Struktura proizvol'noy deyatel'nosti u detey doshkol'nogo vozrasta // Razvitie poznavatel'nykh i volevykh protsessov u doshkol'nikov / N. Nepomnyashchaya; pod

Abstract: The concept of "psychological safety" persons in the educational environment and its relevance is considered. Risk factors, in particular concept of psychological trouble, as one of the main threats of safety of the educational environment are analyzed. Various risk factors and threats of psychological safety of the educational environment, its components are considered. Emotional safety as making part of all-psychological safety of the educational environment, its emotional component. Communication of emotional safety of the educational environment and health of the person, first, mental, and secondly, physical is traced. The concept of psychological trouble, as risk factor of safety of the educational environment is entered. As prerequisites of emergence of psychological trouble various factors act in different degree: biological (genetic or hereditary) or social and psychological, educational. At an assessment of level and expressiveness of psychological trouble of the personality it is necessary to take into account personal (individual) features, such as character aktsentuation. The solution of problems of psychological safety in the educational environment, in particular psychological trouble of teenagers, has to be carried out through programs and techniques of diagnostics of the personality and forming of individual correctional and scheduled maintenance according to personal features and character aktsentuation, also the psychologist needs to conduct work on improvement of interpersonal interaction and training in social skills of all participants of educational process. The assumption is made that sources and variety of manifestations of psychological trouble, and also exit options from a difficult life or extreme situation, in big degree are defined by psychotype of the personality and are covered in a character aktsentuation. At an adverse psychological situation there is a fixing of some pathological traits of character that prevents the teenager to adapt for environment and can become one of the reasons of his deviant behavior. Not incidentally aktsentuation of character are considered as prerequisites of abnormal (deviant) behavior of teenagers. In any case, it is possible to tell with confidence what these are the accentuation of personality traits that make the teenager's age and adulthood period 'difficult'. 

Keywords: educational environment, psycholocal safety of personality, psychological safety of the environment, emotional safety, psychological problems, danger, risk, threat, psychological violence, accentuation of personality traits, psychological type, abnormal personality disorder

References:
Averin V.A. A 19 Psikhologiya detey i podrostkov: Ucheb. posobie.-2-e izd., pererab.-SPb.: Izd-vo Mikhaylova V.A., 1998.-379 s. Aktsentuatsii kharaktera i narusheniya povedeniya podrostka S. 372-379.
Baeva I.A. Psikhologicheskaya bezopasnost' obrazovatel'noy sredy: Teoreticheskie osnovy i tekhnologii sozdaniya: dissertatsiya doktora psikhologicheskikh nauk, SPb.: 2002. 386 s.
Berezina T.N.Emotsional'naya bezopasnost' obrazovatel'noy sredy i podlinnye emotsii. // Vestnik Moskovskogo gosudarstvennogo oblastnogo universiteta. Seriya: Psikhologicheskie nauki. 2013. ¹ 3. S. 16-22.
Berezina T.N. Emotsional'naya bezopasnost' obrazovatel'noy sredy i ee vliyanie na sub'ektivnoe sostoyanie zdorov'ya studentov//Alma mater (Vestnik vysshey shkoly). — 2014. — ¹ 2. — S. 36-40.
Ganushkin P.B. Otryvok iz raboty «Psikhiatriya, ee zadachi,ob'em i prepodavanie». Izbrannye trudy M., 1964.
Eliseeva O. A. Sub'ektivnoe blagopoluchie podrostkov v obrazovatel'nykh sredakh s raznym urovnem psikhologicheskoy bezopasnosti: Avtoref. dis. na soisk. uch. stepeni kand

Abstract: In article the problem of suicide behavior at the advanced teenage age and its communication with protective mechanisms of mentality is investigated. The teenage age is characterized by formation of feeling of a maturity, critical for the individual psychological and physiological changes. There are considerable changes in Self-concept structure, tendency to the introspection amplifies, some personal qualities are exposed to essential revaluation. The main psychological sense of teenage suicides consists in desire to draw attention to itself, to the problem and to emotions in relation to current situation. Because of infantile ideas of death, the majority of teenagers has no real desire to die. Because of it the teenager such means of commission of the suicide act which are estimated by adults as not dangerous, but as in a condition of crisis it is difficult to teenager to predict the actions can get out, the way chosen by it can do serious harm physical a state or lead to death. In this article an inspection of a hypothesis of interrelation of the general intensity of protective mechanisms and tendency to manifestation of suicide reactions was carried out. For check of a hypothesis results the researches conducted among pupils of 10-11 classes at the age of 15-17 years were used. Still there is not resolved a question of what protective mechanisms are shown at various forms of suicide behavior. It is considered that at individuals with the raised tendency to suicide risk the general intensity of protective mechanisms is significantly higher, than at people with smaller suicide manifestations. For the persons inclined to suicide manifestations, mechanisms of a projection, intellectualization, denial and regression are most characteristic. In this research the hypothesis of interrelation of the general intensity of protective mechanisms and tendency to manifestation of suicide reactions was made and confirmed.

Keywords: psychology, suicidal behavior, defense mechanisms, personalitiy, suiside, teenager age (early adulthood), schoolers, personal qualities, psychological prevention of mental diseases, Self-Concept

References:
Sechko A.V. Diagnostiki obmana i neiskrennego obshcheniya v sisteme profilaktiki neustavnykh vzaimootnosheniy mezhdu voennosluzhashchimi. // Pravo v Vooruzhennykh Silakh-Voenno-pravovoe obozrenie, 2006.-¹7.-S. 103-105.
Meshcheryakov B. Zinchenko V. Bol'shoy psikhologicheskiy slovar'. Olma-press. 2004. – 560 s.
Mak-Vil'yams, Nensi. Zashchitnye mekhanizmy // Psikhoanaliticheskaya diagnostika: Ponimanie struktury lichnosti v klinicheskom protsesse — Moskva: Klass, 2006. — 480 s
Egorov A. Yu., Igumnov S. A. Rasstroystva povedeniya u podrostkov: kliniko-psikhologicheskie aspekty. – SPb. Rech', 2005. – 436 s.
S. 130-141. 4.Vagin Yu.R. Suitsidal'naya aktivnost' i zashchitnye mekhanizmy lichnosti. –M.: Vlados, 2005.
Gurevich P.S. Kak uberech' sebya ot suitsida. //Psikhologiya i psikhotekhnika. 2011. ¹ 5. S. 4-5.
Berezina T.N. Veroyatnostnaya model' prodolzhitel'nosti zhizni. //Psikhologiya i psikhotekhnika. 2013. ¹ 4. S. 390-400.
Berezina T.N. Tvorcheskaya aktivnost' v strukture samootnosheniya i utverzhdenii samosti kak faktor antistareniya. //Mir psikhologii. 2

Abstract: The level of tension and aggression have been growing lately. The government is trying to fight against aggression by stiffening penalties. Parents and mentors often do the same when they try to make children obey them. There is a belief that punishment is an essential part of up-bringing and we need to use punishment in order to bring up a healthy personality. The author of the article views punishment in terms of its efficiency and after-effect. The author also views consequences of such a method of up-bringing as competitiveness. Based on the analysis and review of literature, researches, articles and theses created by Russian and foreign authors, the author compares opinions of different researchers on the matter. The author describes other researchers' evidence that spanking and other kinds of cruel punishment applied to a child increase his aggression and cognitive decline while softer kinds of punishment develop infantile behavior, low self-esteem and psychological defense. The author gives examples on how we can make prohibition and enforcement less traumatic for a child. It is concluded that all kinds of punishment cause the result which is absolutely opposite to the results the parents are aimed at. On the other hand, friendly relations between parents and children help to develop the altruistic personality and communication skills. 

Keywords: parent-child relationship, aggression, physical punishment, efficiency of punishment, alternative to punishment, compassion, enforcement, altruistic personality, friendly relations, life satisfaction

References:
Zinov'eva T. G. Kompromiss v semeynom vospitanii. // Al'manakh sovremennoy nauki i obrazovaniya.-2012. ¹ 11 (66).-S. 72-74.
Kolmanovskiy A.E. Ne rugayte lobotryasa. // Nauka i zhizn'.-2003.-¹7-s. 22-26. URL: http://www.nkj.ru/archive/articles/3103/ (data obrashcheniya: 02.01.2014).
Kon I.S. Bit' ili ne bit'? M.: Vremya, 2012.-448 s.-(“Dialog”)-ISBN 978-5-9691-0721-2.
Kuftyak, E.V. Sovladayushchee povedenie v sem'e, regulyarno primenyayushchey fizicheskie nakazaniya detey. Avtoreferat,-19.00.05 – Kostroma. – 2003. URL: http://www.dissercat.com/content/sovladayushchee-povedenie-v-seme-regulyarno-primenyayushchei-fizicheskie-nakazaniya-detei (data obrashcheniya: 02.01.2014).
Moiseeva A.A. Al'truisticheskaya napravlennost' lichnosti i ee formirovanie v sem'e. Avtoreferat,-19.00.05-Sankt-Peterburg. 2007. URL: http://www.dissercat.com/content/altruisticheskaya-napravlennost-lichnosti-i-ee-formirovanie-v-seme#ixzz2kpcnoAvh (data obrashcheniya: 02.01.2014).
Nikolaeva E.I. Nakazanie i pooshchrenie v sem'e: vozrastnaya perspektiva // Iz-ve