The study featured the impact of COVID-19 pandemic on the need for security in students with alexithymia. The authors compared indicators of alexithymia, subjective well-being, emotional intelligence, and emotional communication barriers 1) in students with alexithymia in the pre-COVID period and during the pandemic and 2) in students with alexithymia and control group during the pandemic. The research involved such mathematical statistics methods as Fisher’s angular transform (φ) and Student’s t-test. The data processing revealed an increase in the alexithymic manifestations and dissatisfaction with the need for security, especially in stability, predictability, and protection from the outside world against the background of deactualization of the need to be loved. Poor emotional intelligence associated with alexithymia reflected the level of understanding of one's own emotional states and the ability to control them. It resulted in a sense of global instability, associated with dissatisfaction with the need for security and a state of subjective distress. The pandemic had no significant impact on emotional competencies and skills but contributed to the development of subjective distress in alexithymics. The negative dynamics affected the cluster of social environment significance: students with alexithymia felt lonely, could not seek help, and avoided communication with family or friends. 

This article reviews domestic and foreign studies on cognitive behavioral therapy techniques in treating cognitive disorders in former COVID-19 patients. Coronavirus-induced cognitive disorders include damage to the nervous system as a result of respiratory distress syndrome, cytokine storm, cerebral vascular thrombosis, direct exposure to SARS-Cov2, and inadequate immune response. Concomitant mental illnesses include autistic disorders, dementia, cognitive decline, eating disorders, suicidal behavior, anxiety, depression, post-traumatic stress, insomnia, etc. Diagnostic methods usually take into account a complex violation of mental activities, e.g., short memory span, attention deficiency, slow thinking, and various affective disorders. As a result, diagnostic methods can be divided into several areas: neuropsychological diagnostics of cognitive functions (MMSE, MOCA, FAB), identification of inadequate attitudes and behavior (WCQ, SPB, DAS), identification of violations of daily activity (The Barthel Scale), identification of psychological and psychiatric issues (Hospital Anxiety and Depression Scale, State-Trait Anxiety Inventory, Hamilton Rating Scale for Depression). Psychological care for former COVID-19 patients relies on some basic principles. Cognitive behavioral psychotherapy techniques aim at correcting cognitive distortions, teaching relaxation and self-regulation, improving problem-solving skills, and restoring cognitive functions. 

The paper reviews such phenomena as time perception, temporal structure of the human world, the so-called tempoworld, and the psychophysiological mechanism of temporal dynamics. The article also covers various ways of assessing the relationship between the characteristic features of solving cognitive tasks and the temporal characteristics and structuraldynamic components of positional strategies of personal cognitive-noetic development. The research results revealed the specificity of the process of solving cognitive tasks in groups of respondents with different typological temporal characteristics. Students who knew their dominant temporal-cognitive features made fewer mistakes when solving cognitive tasks related to spatial perception. The experiment revealed some positional strategies as significant predictors of the process of solving a cognitive task, manifested in the features of the human tempoworld. The speed and accuracy of performing cognitive tasks depended not so much on the specifics of these tasks, but on the temporal characteristics of a person, manifested in the degree of balance of modal assessments of life fulfillment. The list of significant predictors of the solving a cognitive task included such psychological features of the human tempoworld as positional strategies, which were dominated by the value-semantic component and motivational self-determination. The research revealed various features of cognitive involvement in the subjective past, present, and future, as well as the relationship between temporal modality and ready-made action algorithms when solving cognitive tasks. 

Happiness, like health, is an integral component of a full-quality life. Despite the enormous academic interest to this concept, its definition and age-related specifics still remain unclear. This empirical research focused on the way happiness is interpreted by children and senior citizens. The initial hypothesis was that these age groups share at least some similarities in their understanding of happiness. The study involved children aged 7–10 (N=120; M=8.31; SD=1.09) and senior citizens aged 60–90 (N=82; M=70.43; SD=7.77). The obtained data were processed using Fischer’s criterion. Health, family, relationships, and well-being were registered in both age groups, which confirmed the initial hypothesis. However, elderly participants were more likely to interpret happiness as well-being. They associated it with life satisfaction in health, love and belonging, family well-being, income, supportive relationships, etc. Not a single respondent in this group linked happiness with positive emotions, rest, leisure, or recreational activity. Children, on the other hand, perceived happiness as a kind of pleasure associated with joy, fun, friends, recreation, and gifts. 

This article introduces lifestyle and temporality as subjective time that includes characteristics of all life activity processes. The research involved residents of the Kamchatka Territory in the Russian Far East. A regression analysis provided equations that revealed the common temporal specialties of time perspectives in conjunction with lifestyle. The parameter of the past in the time perspective structure lacked coordination and combined negative and positive characteristics. It reflected a certain predetermination in life path construction with a deficit of activity where the subjects would have to oppose themselves to the world and environment. The parameter of the present revealed hedonism and fatalism that blocked future life planning and a life predetermination forms (I cannot control my life). Hedonistic present and fatalistic present were essentially different. However, the equation analysis showed a common element in the lifestyle structure that connected hedonistic and fatalistic present and defined the vector of human life. In the present, respondents relied on their social contacts as a friendly resource, on compromise as a life strategy, and dependence of inner and outer parameters as an inevitability of the world. The Future appeared to be an unstable construct with predominating fatalism. The temporal specialties of lifestyle revealed inability to resist and oppose the world, which manifested itself in inflexibility and inability to change a preplanned set of action. Respondents organized their life space by following some instructions and relied on them to make their behavior rational and organize their life. Neurotic conflicts and lifestyle disharmony manifested themselves as polar and incompatible aspects of assessment and description. 

The article describes and compares the values and preferences of volunteer activities in young and senior-age volunteers, i.e., Generation Z and Baby Boomers. It also contains a review of theoretical approaches to understanding the characteristics and values of different generations. The empirical study took place in 2022 and relied on the method of content analysis. It involved volunteers in the media (n=20, 10 – young volunteers, 10 – senior citizens). The study covered 260 empirical indicators of various categories: 152 by the type of values of volunteerism and 108 by the preferred types of volunteer activity. For the younger generation, volunteering depended on the values of the well-being of other people. The value of an active, emotional, and eventful life was equally important for both groups but slightly more so for the Baby Boomers. The values of life wisdom, maturity of judgment, and common sense achieved by life experience were highly significant for the representatives of the older generation. Only volunteering in the field of culture showed significant group differences.

The article introduces a theoretical and empirical analysis of the phenomenon of life stance. It reviews domestic and foreign theories on essence, structure, and genesis of attitudes, as well as systematizes the objective and subjective determinants of the life stance vector. The author revealed a correlation between the structural components of life position (harmony, awareness, activity) in university students: indicators of harmony decreased as activity and awareness of life processes increased. The empirical study also established statistically significant connections between the parameters of the life position and psychological boundaries, Selfconcept, cognitive personal constructs, and metacognitive processes. Self-efficacy, uncertainty tolerance, and analyticity-holism in the perception and comprehension of reality proved especially important, as did the intersubjective aspects of Self-constructs. The vector of personal and life transformations appeared to be determined by tolerance to uncertainty, interpersonal tolerance, a sense of low self-efficacy, dependence on family and friends, priority of interactionism and contextual explanation of ongoing processes, imbalance and suboptimality of psychological boundaries, limited contacts, etc. 

The purpose of this research was to study the relationship between the Self-concept and various types of attachment in young people. The authors performed a theoretical review of available sources and established that the Self-concept and types of attachment are formed by the social environment from birth. In Russia, Self-concept studies in connection with the types of attachment are only gaining momentum. The empirical study involved a questionnaire developed by the authors. The results obtained were processed and analyzed using Excel, mathematical statistics methods, and SPSS Statistics v. 23. The correlation analysis established a two-way significant relationship in fourteen parameters between the characteristics of the Self-concept and unreliable-anxious, unreliable-avoidant, and unreliable-disorganized types of attachment. The reliable type of attachment proved to be an exception with no significant connections. Thus, three attachment types correlated with the Self-concept. The revealed interrelations confirmed the hypothesis about a relationship between the Self-concept and the type of attachment in young people. The absence of a relationship between the Self-concept and the reliable attachment type allowed the authors to outline plans for further research. 

Principles of mediation in everyday communication provide a psychologically safe environment that promotes constructive resolution of conflicts and prevents their escalation. The article describes the principles of mediation relations in the daily interaction of men and women. No standardized methods are available to investigate compliance with the principles of mediation relations. As a result, the research relied on a socio-psychological survey based on a questionnaire developed by the author. The experiment lasted from July 2019 to May 2020. It involved 30 experts qualified in mediation. The main sample included 110 people, 55 women and 55 men, with no special training in mediation criterion. The obtained data were processed using deductive content analysis and the Fisher’s criterion φ*. Respondents tended to adhere to the principle of neutrality in everyday interaction, except in man-to-man communication. They implemented the principles of equality, neutrality, and voluntariness at the formal (declarative) level. Their implemented often resulted in contradictions between the thoughts, feelings, and actions. Women were less inclined to maintain equal relations than men. The results of the study can be used in programs for developing communicative and conflictological skills. 

Competence is a popular research subject of foreign and domestic psychology, pedagogy, and sociology. Social, emotional, and socio-emotional competences are often considered as key ones. Although they usually associate with success in various spheres of human life, no tool for diagnosing socio-emotional competence has been developed yet. This article describes the problem of diagnosing social and emotional competence. It introduces new psychometric and psychodiagnostic tool that can be used to test socio-emotional competence and its structure. The questionnaire was based on the QSECP Item Response Theory (IRT) methodology that evaluates tests and their efficiency. The psychometric analysis made it possible to determine the validity and reliability of the new questionnaire, as well as to establish the main list of questions that reflect the structure of socio-emotional competence. The questionnaire can be used to study mental, pedagogical, and sociological phenomena of socio-emotional competence, as well as the structure of social and emotional reliability, their formation, professional performance, etc. Further research will feature of socio-emotional competence in various activities and personalities. 

This article focuses on the concept of disembodied Internet personality. The Internet gives its users a special disembodied status because mental self of the Internet user has no physical manifestation. Although this concept appears in many studies, it remains practically unexplored in psychological terms. However, British existential psychologist R. Laing already described its varieties and consequences on clinical material. His The Divided Self: An Existential Study In Sanity And Madness became a theoretical foundation of virtual disembodiment and a questionnaire of the same name. In this article, R. Laing’s ideas were compared with the socio-cognitive concept of self-efficacy, which was developed by A.Bandura and then modified by R. Schwarzer and M. Jerusalem, who also designed the scale of general self-efficiency. This research used both the scale of general selfefficiency and the questionnaire of Internet disembodiment to establish the relationship between various aspects of the Self. The research featured the self-perception of technological disembodiment and the subjective sense of social vitality and capacity in university students during the development of their first integral form of identity. The artificial separation of the mental Self from the physical body in the virtual environment weakened their beliefs in personal efficacy outside the virtual space. Students with different severity of online disembodiment and general self-efficacy appeared to have different self-identification features. 

Parents experience stress that manifests itself as a negative reaction to the situation when the demands of being a parent exceed the expectations of oneself as a parent. Stress level in parents of children with disabilities is significantly higher than in standard families. Schema therapy is an effective psychological intervention for managing this stress. The paper reviews foreign and Russian publications on schema therapy for parents of children with special needs. The comparative analysis showed that schema-therapy approach might have higher efficacy in managing this type of stress than other popular psychotherapeutic approaches, e.g., CBT, MCT, PST, etc. These approaches often focus on teaching specific parenting skills or changing parents' behavior and attitude but leave behind their emotional well-being. Schema therapy develops effective parenting skills and behavioral practices while teaching emotion management strategies. A comprehensive schema therapy program may reduce stress in parents of children with disabilities. 

The present research featured the psychological characteristics of the young people who migrated from Transcaucasia and Central Asia. These two groups proved to share such aspects as nepotism and patriarchy, but the specifics of victim behavior were different. The psychodiagnostics tools included O. O. Andronnikova’s methodology for victim behavior propensity and M. A. Odintsova’s questionnaire of role victimization. The study sample consisted of 122 teenagers from families that came to Russia from Transcaucasia (60 people) and Central Asia (62 people). All the respondents studied in schools of the KhantyMansi Autonomous Okrug (Yugra). Teenagers from Transcaucasia were more prone to aggressive, self-destructive, and selfharming behavior, while those from Central Asia were more prone to uncritical and realized type of victim behavior. Teenagers from Transcaucasia assumed the play role of a victim, while students from Central Asia assumed the social role of the victim. The victim profile of teenage migrants from Transcaucasia was characterized by a direct relationship between the propensity to realize the victim play role and active victim behavior; a direct relationship between the propensity to realize the victim play role and aggressive type of victimization the inverse relationship between social victimization role and passive type of victim behavior. Teenagers from Central Asia demonstrated the statistical significance of the relationship between the social role of the victim and the passive type of victimization. In addition, the study revealed an inverse relationship between the social role of the victim and the propensity for an active type of victim behavior. 

Psychological readiness for secondary school requires new development tools. The article focuses on conceptual thinking as a factor in the psychological readiness of younger schoolchildren for secondary school. The research objective was to identify the effect of conceptual thinking on psychological readiness for secondary education. Conceptual thinking is a key factor for the development of academic knowledge, as well as for the formation of meta-subject competencies. In fact, it is regarded as a criterion for psychological readiness for academic activities in general. The article focuses on psychological readiness from different angles, e.g., as adaptation to the peculiarities of the academic process. It describes the difficulties that students face in the learning process, as well as analyzes the necessary competencies and neoplasms necessary for secondary school. The authors developed recommendations for effective psychological readiness. The results obtained can be used for pedagogical and psychological support.