Attitude is a category that can be applied to the study of safety-related mental activity. Safety attitude is a psychological entity that reflects mental activity associated with perceiving and experiencing danger. This attitude governs one’s safety behavior patterns. The model of safety attitude described in this article was verified on 454 different samples, including students, miners, cardiac patients, military officers, and security specialists. It consisted of attitude to danger and attitude to safety, represented as a variety of general (central) and particular (peripheral) attitudes unified in a single system. The empirical research yielded a set of descriptions of attitudes to danger and their phenomenology. The descriptions were generalized into categories of hazards to develop an assessment methodology. The resulting theoretical model received a number of empirical confirmations: 1. Safety is associated with specific mental content that consists of general and particular attitudes to danger and safety; they depend on one’s personality and profession. 2. Safety attitude consists of attitudes to danger and safety measures. 3. The general structure of safety attitude includes general and particular safety relations. 4. Particular attitudes to safety are called concerns; their structure includes ideas about the source of danger, its nature, and consequences. Safety attitude can be studied as a psychological entity that determines safe behavior that can be measured and studied.

Intellectual risk assessment, sense of security, and information security risk assessment are personal resources that facilitate the adaptation of students to university environment. Intellectual risk correlates with a sense of security and information security assessment. The research involved 103 second- and third-year students (87 men, 16 women) of technology majors, Penza State University (18–20 y.o.; M = 19.09; SD = 0.90). The methods included a scientific review, a survey, testing, and correlation analysis (Spearman’s rank correlation coefficient). The psychodiagnostic techniques included: 1) Subjective Intellectual Risk Scale by G. Craparo et al. (2018); adapted by T. V. Kornilova & E. M. Pavlova (2020); 2) Security Questionnaire by C. Zhong & A. Lijuan (2004); adapted by P. A. Kislyakov & E. A. Shmeleva (2023); 3) Student’s Assessment of Information Security Risks by N. N. Krylova (2024). The analysis revealed the following correlations: 1) significant positive and negative relationships between the sense of security, interpersonal security, and control confidence correlated with the scales of intellectual risk assessment; 2) emotional vulnerability demonstrated positive significant relationship with the general assessment of information security risk; self-efficacy in decision making demonstrated negative significant relationship with the assessment of reputation risk; 3) the general assessment of information security risks had positive significant connections with the assessment of information security risks in interpersonal interactions. The obtained results made it possible to make some psychological and pedagogical recommendations. They may facilitate in selecting the optimal strategy for university adaptation support.

Psychological stability is a personality trait responsible for coping with adverse influences. It makes it possible to maintain health, work performance, and focus on particular goals. Psychological security is the experience of security or insecurity in a specific life situation. The psychological health of teachers who live and work in extreme climate may need special approach. Since one’s psychological stability correlates with one’s subjective assessment of psychological safety, the authors tested this hypothesis on 62 secondary school teachers that reside on the Kamchatka Peninsula, Russian Far East. The participants were clustered by psychological stability and surveyed for psychological safety. Teachers from different psychological stability clusters demonstrated both similar and different resources of professional activities and psychological security. Their psychological stability depended on the personality rather than on the extreme character of Kamchatka as extreme climatic environment.

Hostility correlates with suicidal behavior in teenagers and can serve as a self-harm risk marker. Suicidal risk may depend on hostility level while hostility may be associated with different factors of suicidal risk. In this study, the level of hostility was measured using W. Cook and D. Medley’s Hostility Scale (adapted by L. N. Sobchik). The severity of suicidal risk factors was defined with the help of A. G. Shmelev’s Suicidal Risk Questionnaire (modified by T. N. Razuvaeva). The comparative analysis of suicidal risks across groups with different hostility levels relied on the Mann–Whitney U-test. The Spearman’s correlation analysis revealed the levels of hostility and suicidal risk factors. The study involved students of the Rostov Trade and Economic College (n = 91; 16–17 y.o.). The research revealed significant differences in the severity of four suicidal risk factors: affectivity (U = 452.000; p = 0.011), inadequacy (U = 350.500; p < 0.001), breakdown of cultural barriers (U = 500.500; p = 0.026), and temporal perspective (U = 370.000; p < 0.001). These indicators were most prominent in adolescents with moderate but growing hostility. The level of hostility positively correlated with such factors of suicidal risk as demonstrativeness (r = 0.500; p < 0.001), affectivity (r = 0.395; p < 0.001), uniqueness (r = 0.318; p = 0.002), inadequacy (r = 0.510; p < 0.001), breakdown of cultural barriers (r = 0.287; p = 0.006), and temporal perspective (r = 0.538; p < 0.001). The indicators of the anti-suicidal factor in both groups (with an average but decreasing hostility; with an average but growing hostility) suggested the need for psychocorrectional and preventive support.

This experimental psychological study featured the perception and evaluation of emotional disorders in married couples. It revealed a systemic mutual influence of individual states and perceptual components of relationships, as well as their distortion. The research objective was to identify the characteristics of direct and cross-assessments of emotional disorders in married couples. The analysis involved the methodology of social psychology and gestalt therapy. Emotional states (disorders) were studied with the help of direct and crossassessments. Each of the spouses performed the techniques first for themselves (self-observation, direct assessment) and then for each other (cross-assessment), based on their observations, interaction experience, and interpersonal relations. The phenomenology of the perception of emotional states was described in terms of contact interruptions in gestalt therapy as isolation, confluence, expectation of confluence, projection, and contact. They correlated with six possible combinations of spouse’s evaluations. The levels of depression, anxiety, and asthenia in 44 married couples were subjected to BDI, HADS, and FIS techniques followed by correlation analysis. It resulted in a new method that correlated the system of received evaluations and the number of reliable and significant connections with psychological mechanisms of interruptions. The expression of mechanisms of social perception (interruptions) that affected the assessments of emotional state in married couples was as follows: 78% contact, 78% projection, 55% expectation of confluence, 22% confluence, 8% isolation. When objectivizing the individual assessment of emotional state, the 22% distortion has to be taken into account as a tendency to exaggerate the severity of symptoms in the partner. This interpretation model can be used for family psychodiagnostics, psychotherapy, and psychoprophylaxis.

Emotional intelligence is a major component of mental health and social adaptation. The article reviews foreign and Russian approaches to emotional intelligence in preschool children. The three-component structure of emotional intelligence made it possible to identify the key elements of steady personal development in preschoolers. Emotional intelligence development is a multidimensional phenomenon, where emotional skills affect the overall psychological adaptation. Emotional intelligence includes ability to detect and identify emotions, regulation of emotional states, and awareness of emotions and feelings. In this study, the children were able to manifest the major emotions (joy, anger, sadness, fear, calmness, surprise) and distinguish them. The expression level was average while the ability to comprehend and describe emotions proved to be below average. Conflict resolution involved constructive interaction.

Self-identity studies have become a mainstream research direction in the epoch of postmodernism, cultural diversity, uncertainty, and social shifts. However, the correlation between self-identity and other personal traits remains understudied. Self-identification is an age-specific process: an adolescent moves from a modelbased self-identification to a value-based one. In this regard, university students are a crucial social stratum that represents the national development potential. It is a socially relevant task to study their readiness for responsibility and community involvement. This research featured the correlation between self-identity and social infantilism in university students. It involved 154 students of Kemerovo State University, Kemerovo. The methods included E. L. Soldatova’s Structure of Ego Identity, M. Rokeach’s Value Survey, and A. A. Seregin’s Infantilism Questionnaire. Identity proved to correlate with both social infantilism and value orientations. Emotional maturity and value selfidentity are important for the development of identity system in adolescence.

Sense of humor and humor styles are different concepts that can be studied independently. Humor styles are related to cognitive tools, information processing strategies, and coping strategies that help to reduce cognitive or emotional vulnerability to stress. They are associated with situation assessment, cognitive flexibility, emotional intelligence, self-esteem, psychological distress, loneliness, vulnerability to depression, and perfectionism. This research focused on the correlation between the humor styles, sociability, and self-esteem in university students. The sample consisted of 48 medical students aged 18–24 years. They were subjected to the methods of R. Martin’s Humor Styles Questionnaire, diagnosing personality sociability, the Self-Attitude Test Questionnaire, and Raven’s Progressive Matrices. The obtained data underwent correlation, cluster, and mean comparison analyses. Adaptive humor styles proved to be associated with high stress resilience, average or high emotional intelligence, cognitive flexibility, belief in personal success, a good social orientation and interaction, and positive self-esteem. In contrast, maladaptive humor styles were associated with psychological distress, cognitive inflexibility, low sociability, and contradictory self-attitude. Humor style, situational context, personality traits, motivation, and selfcontrol demonstrated complex and contradictory correlations. Based on this study, adaptive humor styles seem to be a resource that contributes to better self-esteem, interpersonal relationships, and adaptation to the new academic environment.

The multidimensional dynamic integrity of personal experience is the primary criterion for the relevance of psychological research. The communicative nature of the decentration and intentionality of experience is a symbolic, semantic overcoming of the boundaries of corporeality through communication. The noö-dynamic holarchy of increasing creativity includes four experiential worlds: intentional, extensional, transgressive, and transcendent. They realize their mutual transcommunicability through common experiential and archetypal universals of a holodynamic nature, i.e., a double decentering bipolarization of integral experience as an event. As a result, personal creative potential unfolds within syntonic worlds through the integration of cyclical ascendingdescending experiences of strategies and external-internal experiences of tactics. Their quadripolar structures are psychosemantically equivalent because they share an archetypal foundation. Their proportionate dynamic cycles include: the motivational, perceptual, imaginal, and emotional spheres of the intentional world; the transergic archetypes, transformative constructs, translocal concepts, and transtemporal values of the extensional world; the ultimate cathartic, imprinting, ecstatic, and insightful experiences of the transgressive world; the protonoic, orthonoic, paranoic, and metanoic states of consciousness that correspond to the key life stages in the transcendent world. These four experiential worlds reflect the core levels and facets of creative development and the noödynamics of the communicative world as a whole. The qualitative and quantitative hermeneutic content analysis of communicative psychosemantics across modules, courses, and curriculum provide relevant data about the creative academic communication in university environment. This approach enables targeted correction and improvement of the academic process to achieve the required professional skills.

For patients with idiopathic scoliosis, the quality of life is a key outcome criterion. SRS-22 is a patient outcome questionnaire designed by the Scoliosis Research Society. It is an effective diagnostic tool for a medical psychologist. Based on reliable psychometry, the questionnaire has been adapted to many linguistic cultures and is content-specific to patients with idiopathic scoliosis. However, its empirical validity remains unclear when it comes to psychological constructs that shape the perception of the illness and the self-image in patients with distortive diseases. This study correlated the results of the SRS-22 questionnaire with the data obtained using the Body Appreciation Scale. The study included 66 patients (29.6 ± 6.3 y.o.) with grades II–IV spinal deformity, who were rehabilitating after surgical treatment (62%) or undergoing conservative corset treatment (38%). The resulting body image demonstrated a three-factor structure with functional, social, and latent social components. Body image had a strong effect on self-perception: the overall quality of life depended on the functional image, which the patients associated with satisfactory motor and social activities, as well as with ability to derive aesthetic pleasure from their own appearance. The research confirmed the empirical validity of SRS-22 in relation to the body image in patients with idiopathic scoliosis. It could be used as a tool for primary or dynamic psychodiagnostics and psychological support.

The traditional understanding of motherhood is undergoing some profound changes. University and college are a key stage for understanding the value of motherhood, assessing the influence of parents on one’s personal development, and comprehending the basics of family planning. The article describes the way university students perceive motherhood. The research relied on social cognitive psychology, socio-psychological approach, and associative techniques, e.g., free associations, specific, and forced associations. It involved 435 students and 22,000 verbal associates. The resulting semantics of mother image consisted of a set of blocks: 1) cultural norms and traditions; 2) emotional closeness and support; 3) upbringing and education; 4) harmonious family relationships; 5) respect and trust in oneself and others. This semantic field of ideas was highly emotional and expressive. Along with such traditional categories as care, wisdom, and kindness, they included codependent relationships and the image of a "changing mother" (self-care, changes in the mother as the child grows, etc.). This may indicate a need for actual and / or expected support from the mother and the development of one’s own parental position. Young people’s social ideas about mothers reflect their personal experience, family upbringing, understanding of parent-child relationships, and psychological literacy acquired at university. The results demonstrated the dynamics of family relationships and their influence on personal development. They could be used to facilitate the psychological readiness for motherhood, as well as for the psychological counselling of codependent relationships and parenting.

Stress resistance is important for effective communication with a first-aid recipient in a state of acute emotional suffering. The authors used survey, standardized observation, and tragic situation simulations to study the effect of stress resistance on the efficiency of psychological counselling and courses of mental health first aid. The research involved 40 psychologists and psychology students. The article describes algorithms of mental health first aid published in manuals of international and domestic charity institutions. Personal competencies and stress resistance determine the outcome of training. In addition, professional community needs training patterns for non-psychologists. In this research, most trainees appealed to algorithms and speech modules for competent communication. However, their theoretical base did not prepare them for coping with their own stress during mental health first aid. Courses of first psychological support should involve technologies that contribute to the development of stress resistance in the trainees and the training personnel.

The article introduces an authentic approach to career choice studies. It relies on the following hypothesis: decision-making trends, psychological type, and cognitive profile correlate in university students. The methodology included seven techniques and questionnaires: Personal Factors in Decision-Making (T. V. Kornilova); Decision Making Tendency Inventory (A. Yu. Razvaliaeva); Melbourne Decision Making Questionnaire (adapted by T. V. Kornilova); Causal Orientation (O. E. Dergacheva et al.); Cognitive Closure Test (M. I. Yasin & O. E. Khuklaev); Career Preferences (J. Holland’s Self-Directed Search Career Assessment adapted by A. N. Vorobiov et al.); Professional and Psychological Personality Type (S. V. Dukhnovsky). The research involved 310 first-year students from the Siberian University of Consumer Cooperation, Novosibirsk. The factors of cognitive uncertainty and cognitive openness revealed some peculiarities in the relationship between decision-making, personal choice strategies, and professional and psychological personality types in first-year university students. Most of them exhibited strong open-ended cognitive traits, including constructive decision-making methods and strategies. Those with high cognitive ambiguity and poor cognitive openness demonstrated explicit cognitive closed-mindedness. These results may help to determine potential risks of cognitive deformations related to career choice in university students. Research prospects involve a deeper study into career counselling.

Professional qualities and personality traits affect the efficiency of canine team in the Russian National Guard during routine service and military operations. The research involved 20 fourth-year students of the Department of Cynology, Perm Military Institution of the Russian National Guard, and 23 canine trainers of the National Guard currently working at the Special Military Operation. The following questionnaires made it possible to determine a set of personal professional qualities at different stages of education and work: Big Five Inventory-2 (A. Yu. Kalugin et al.); Temperament Structure (V. M. Rusalov); S. Schwartz’s Value Survey; Self-Control Style (V. I. Morosanova); Well-Being in Extreme Conditions (A. Volkov & N. Vodopyanova); Cognitive Type (modified by G. Rezapkina); Dark Triad (SD3) (adapted by M. S. Egorova et al.). The obtained data were subjected to descriptive statistics and intergroup comparison using the Mann–Whitney U-Test. The personal qualities demonstrated significant differences in a number of indicators. Thus, professional dog training and handling affects personality development, which reveals prospective directions of psychological and pedagogical support for future military canine trainers.