No 3 (2023)

The relevance of the study is determined by the increasing number of younger schoolchildren with difficulties in mastering reading and writing. In recent decades, the hypothesis has been confirmed that one of the causes of difficulties in mastering reading and writing in elementary school may be reduced sensory reactivity of the vestibular system. The article presents the results of an experimental study of dynamic visual acuity in children with learning difficulties. Dynamic visual acuity reflects the quality of interaction between the visual and vestibular systems. Its violations can complicate the development of reading and writing. The study involved 35 primary school students with learning difficulties. The study was conducted on the basis of a pediatric neurological clinic, instrumental studies and vestibular training were conducted as prescribed by a neurologist. At the first stage, functional diagnostics of vestibular function was carried out. The functions of the otolith part of the vestibular apparatus were evaluated by the method of cervical vestibular evoked potentials. The functions of the horizontal semicircular channels of the vestibular apparatus were evaluated by measuring the duration of post-rotational nystagmus. The experimental group included children whose learning difficulties were combined with sensory hyperactivity of the vestibular system or asymmetry of sensory reactivity of the vestibular system. Then the children underwent vestibular training on a riding simulator with visual biofeedback. The duration of the training is 14 days. The assessment of dynamic visual acuity was carried out by the standard method in sitting and standing positions before and after the training. Dynamic visual acuity depends on the quality of the vestibulocular reflex. It is shown that vestibular training on a riding simulator with visual biofeedback significantly improves dynamic visual acuity in a group of children with hyperactivity, symptoms of astheno-neurotic syndrome, asymmetry of sensory reactivity of the vestibular apparatus. Further research is needed to assess the impact of the training results on the success of children in learning.

The article presents a step-by-step description of the procedure for cross-cultural adaptation of the questionnaire on the Russian sample. The goal is to adapt and test the Stroke Self-efficacy Questionnaire on stroke patients with an assessment of internal consistency and convergent validity. 77 patients of the Tomsk Regional Vascular Center filled out the Russian-language version of the "SSEQ" and the "Scale of general self-efficacy" (R. Schwarzer, M. Yerusalem, adapted by V.G. Romek) were studied. When filling out 13 scales of the questionnaire, patients assessed their abilities, capabilities, resources in performing everyday tasks after a stroke on a scale from 0 to 10, where 0 is absolutely not sure and 10 is absolutely sure. To assess convergent validity, post-stroke patients filled out a "Scale of general self-efficacy" consisting of 10 items, each of which has 4 degrees of consent of the respondent from "absolutely incorrect" to "absolutely true". The total values on the scale (from 10 to 40 points) reflect the overall indicator of subjective assessment of personal effectiveness. The article presents the psychometric characteristics of the test and descriptive statistics. The internal consistency of the test was determined by the Kronbach method. The coefficient is generally equal to 0.875. Adaptation and testing of the questionnaire "Self-efficacy after stroke" in many countries has shown good validity results. Cross-cultural adaptation of the questionnaire "Self-efficacy after stroke" was conducted in Russia for the first time. The advantages of using this questionnaire include the possibility of using it as an express technique in the work of a clinical psychologist within a multidisciplinary team to assess the motivational component of rehabilitation potential in the system of staged rehabilitation treatment.

The research is devoted to the study and description of the features of the severity of universal skills for successful career building and their relationship with the personal qualities of students of psychological and pedagogical areas of study at the university. The study involved 107 students of psychological and pedagogical areas of training at the university. Research methods: the author's questionnaire for assessing the frequency of manifestation in the behavior of ten universal skills for successful career building and psychological testing of students' personal qualities. Statistical processing was carried out using descriptive statistics, two-stage cluster, correlation and multivariate analyzes of variance using the SPSS Statistics 26.00 software package. As a result of the study, it was found that the skills of managing emotions and stress, flexibility, adaptability, self-presentation and conflict management are expressed at an average level among students of psychological and pedagogical areas of study at the university. Statistically significant differences in the severity of self-presentation skills, problem solving and conflict management among students of different courses were established. The greater severity of the skills of managing emotions and stress, self-presentation, leadership and problem solving in psychology students was determined. The development of individual psychological universal skills among students of psychological and pedagogical areas of study at a university is more associated with the development of emotional stability and self-control, the use of optimal coping strategies, and socio-psychological skills - with the development of extroversion, communication and leadership abilities, emotional stability and self-control.

The paper presents the results of an experimental study aimed at identifying psychophysiological predictors of learning success among students of grades 1-11 of secondary schools. The study involved 611 children and adolescents aged 7 to 18 years. The results of sensorimotor tests of varying complexity were analyzed, assessing the reaction time to auditory and visual stimuli. The results of the parents' questionnaire were also taken into account. It is shown that only complex sensorimotor tests, during which the child must respond to targeted combinations of visual stimuli, ignoring all other stimuli, have predictive significance that allows predicting the success of a child in learning.   Previously, the same results were obtained by us for elementary school students. The present study allowed us to establish that complex sensorimotor tests predict success in learning throughout the entire period of schooling from grades 1 to 11. Children who showed high results in complex sensorimotor tests significantly study better, and their parents believe that school grades correspond to the abilities of children. It was also found that girls study better, and the use of gadgets for more than one hour a day has a negative impact on the success of children in learning.

The authors focus on the phenomenon of perceived age and the ethno-cultural factor of its construction. The subject of the study is: the perceived age of the objects of perception, attitude to them, self-assessment of age and attitude to their appearance of the subjects of perception (women, representatives of Slavic and Caucasian peoples). The study was carried out within the framework of a socio-psychological approach to the appearance and model of ethnolucism by V.A. Labunskaya. The main method of research was the procedure of "Photo-visual representations of the external appearance" by T.A. Vorontsova. The scientific novelty of the study was the identification of the influence of the ethno-cultural factor on the construction of the age of an unfamiliar person and the assessment of their age. The main conclusions of the study: 1) the belonging of the subjects of perception to an ethnocultural group associated with the type of appearance affects the self-esteem of the perceived age, the planned life expectancy, the attitude towards unfamiliar others; 2) the age attributed to the perceived stranger is associated with the attitude towards him regardless of the ethno-cultural group; 3) the structure of the perception of the age of an unfamiliar other is identical from the point of view of the central and peripheral categories and does not depend on the ethno-cultural factor.

The subject of the study is the type of attitude towards pregnancy in the context of a new coronavirus infection caused by COVID-19. The aim of the study is to identify relationships between the type of attitude towards pregnancy and early maladaptive patterns of women in the context of a new coronavirus infection caused by COVID-19. The author analyzes in detail the possible prerequisites for the occurrence of affective disorders in women in late pregnancy in conditions of instability, uncertainty of the world in the context of a new coronavirus infection caused by COVID-19. At the same time, pregnancy is considered as a crisis period in a woman's life. Research methodology: conceptual position on early maladaptive schemes by J. Young, methodological development on the types of attitude of a pregnant woman I.V. Dobryakova. The study was conducted on the basis of the Altai Regional Clinical Center for Maternal and Childhood Protection with pregnant women aged 18 to 40 years. Scientific novelty of the study: the existence of relationships between the types of attitudes in the context of a new coronavirus infection caused by COVID-19 and early maladaptive patterns has been theoretically substantiated and empirically proven. Qualitative differences in the types of attitudes towards pregnancy in women of different ages under the conditions of a new coronavirus infection caused by COVID-19 were determined. Beliefs that are significantly associated with understanding life in the context of a new coronavirus infection have a positive correlation with anxious and depressive types of attitudes towards pregnancy. Pregnant women under the age of 25 are more likely to worry about the possible fragility and uncertainty of reality than women of other age groups, which may be due to the actualization of early maladaptive schemes and the high level of infantility of women in this age group. Based on the research data, it seems important to further develop a correctional program for pregnant women in order to adaptively comprehend the existing reality and accept the low controllability of the world as a whole.

The article presents a historical overview of academic approaches to the problem of sexualised abuse against children and adolescents. The evolution of academic debates on the subject of sexual interactions between adults and underage persons is considered. Particular attention is paid to the differences between the interpretations of this phenomenon from various scientific and worldview positions. An analysis of tendencies in the description and explanation of sexualised abuse of underage persons within the medical paradigm, the psychoanalytic school, clinical sexology, feminist gender studies and sociology of morality is carried out. The most significant changes in the history of the paradigmatic field of research on sexualised abuse of underage persons are described. It concludes with an overview of current trends, considering the moral and ethical foundations of the consensus on the inadmissibility of sexual contact with children and adolescents and the need to confront the problem of sexualised abuse directed at them. Fundamental challenges related to the lack of unity in understanding sexualised abuse of underage persons as such, mechanisms of development of reactions to trauma, conceptualisation of its consequences, and the variety of discourses about victims/survivors and fragmented interventions by professional helpers are analyzed. The author proposes current problematic issues, the solution of which will help to determine the way of further development of scientific and ethical approach to the protection of injured persons.

Metaphorical associative cards have become a popular tool in art therapy for children and adults, which is the reason and the need for their careful study. The subject of the analysis is the methodological and theoretical foundations of the use of metaphorical associative maps. The purpose of the article is to identify methodological and theoretical grounds for the use of metaphorical associative maps. The research methods used are the analysis of scientific publications and methods of categorical-system methodology (universal scheme of interaction and the method of categorical pendulum). The article substantiates the place of metaphorical associative maps in psychotherapy, searches for theoretical grounds for the implementation of psychotherapeutic procedures related to metaphorical associative maps. Based on the idea expressed by N. V. Dmitrieva, Yu. M. Perevozkina, L. V. Levina and N. V. Buravtsova, an evidence-based analysis of the characteristic features of attributing metaphorical associative maps to the section of expressive psychotherapy, a subclass of creative therapy and a class of art therapy is carried out. The methodological components of its qualitative states (object, subject and goal) in system, process and activity variations are revealed in the theoretical justification of MAC therapy based on the reliance on system and activity approaches. The study of MAC therapy as a dynamic system allowed us to conclude that the result of interaction depends on the creative potential of the client, which indicates possible limitations in the use of metaphorical associative maps. The construction of a system model of MAC therapy allowed us to identify the basic conceptual apparatus of this field of psychotherapy. The obtained results of the theoretical study will be useful in the practice of providing assistance during psychotherapeutic procedures using metaphorical associative maps.