CNS Drugs

The aim of the study is to study the psychological health of modern youth in order to identify subgroups that significantly differ in this characteristic, as well as the features of psychological resources that support its optimal functioning. The study was conducted in September-October 2022. The study sample included 340 students from Tomsk, ages from 17 to 26 (the mean age was 20.7±2.07 years) and men were 50% of the sample. Research methods: The Mental Health Continuum questionnaire, MHC-SF (C.L.M. Keyes, adapted by E.N. Osin); World Assumption Scale, WAS (R. Janoff-Bulman, adapted by O. Kravtsova); Intellectual Risk Assessment questionnaire (G. Craparo, P. Magnano, A. Paolillo et al., adapted by T.V. Kornilova, E. M. Pavlova); Hardiness Test (S.R. Maddi, D.M. Khoshaba, adapted by D.A. Leontiev, E.I. Rasskazova, short version by E.N. Osin); Personal Readiness for Activity questionnaire (S.A. Bogomaz). Factor and cluster analyses were applied. As a result of the use of factor analysis two factors were revealed: 1) resources for psychological well-being (including indicators of Psychological well-being, Self-worth, Risktaking, Self-efficacy, Goal setting) and 2) resources Social well-being (including indicators of Social well-being, Justice of the world, Benevolence of people) of young people. A comparative analysis of the measured characteristics of male and female revealed statistically significant differences in Self-efficacy (3.35-male and 3.2-female), Goal setting (3.72 and 3.5, respectively), and Benevolence of people (3.71 and 4.1, respectively). The use of cluster analysis made it possible to identify 6 clusters in groups of male and female, whose representatives differed in the average values of the studied variables at a statistically significant level. Based on the analysis of the psychological characteristics of respondents belonging to specific clusters, risk groups which characterized low levels of development of structural components of Psychological and Social well-being resources (45 male and 46 female) were identified.

Breast cancer is one of the most common types of cancer worldwide. The specific situation of the disease at certain stages, for example, at the stage of remission and the fourth stage, may contribute to the manifestation of certain psychological characteristics in cancer patients, which can be considered as personal resources for the adaptation of women with breast cancer to the disease situation. It is assumed that the complex of psychological characteristics studied in the study makes it possible to fully reflect the adaptive potential of a person in overcoming a difficult life situation, including one associated with a life-threatening disease. Objective. To study the psychological characteristics of women diagnosed with breast cancer at the stage of remission and the fourth stage. Materials and methods. The study involved 140 women aged 26 to 80 years. The study included patients with stage 4 (N=42) and women with remission from 6 months (N=98). Survey methods were used as research methods: the scale of basic beliefs (adaptation by M. A. Padun, A.V. Kotelnikova); the test of life orientations (adaptation by D.A. Tsiring, K.Yu. Evnina); the test of resilience (adaptation by D. Leontiev); questionnaire of subjective control (adaptation by E.F. Bazhin, S.A. Golynkin, A.M. Etkind); questionnaire of personal helplessness (D.A. Tsiring, A.V. Stepanenko); questionnaire "Subjective age of a person" (adaptation by E.A. Sergienko); subjective assessment of quality of life (questionnaire SF-36). Methods of mathematical processing: primary descriptive statistics, comparative analysis (U-Mann-Whitney criterion). Results. Psychological features of women with breast cancer at stage 4 were found, distinguishing them from women with breast cancer at the stage of remission in terms of the picture of the world, indicators of quality of life, personal helplessness-independence, subjective control, resilience. Conclusion. The data obtained indicate the presence of a special complex of psychological characteristics that occurs at a certain stage of the disease, and reflects the adaptive potential of women with breast cancer in overcoming a difficult life situation associated with a lifethreatening disease.

The relevance of the study is due to the need to address the issues of substantiation of therapy with metaphorical associative cards (hereinafter referred to as MACtherapy). MAС-therapy in recent years has become widely used in the psychological practices of counseling. The purpose of the article is the theoretical substantiation of MAC-therapy by relying on the categorical-systemic methodology using the categorical pendulum method. Materials and methods. In the course of the study, reliance is placed on a categorical-system methodology and a categorical approach, therefore, psychological categories act as materials. Along with the general theoretical methods of analysis and synthesis, the categorical pendulum method was used to build a systemic model of MAC therapy. Research results. In the course of the study, variants of qualitative states (system, process, activity) and methodological components of I MAC-therapy (object, subject, goal) were identified. Their brief description is given. A systemic model of MAC-therapy developed by the author is presented. The interaction of the elements of goal-setting MAС-therapy is clearly shown. The description of the presented model is given. Discussion and conclusion. Qualitative states of MAC-therapy (system, process, activity) have individually determined forms of manifestation and unified mechanisms of implementation. As a result of the study we identified differences in the understanding of the methodological components of MAC therapy. The differences are due to the qualitative states of the implementation of MAC therapy. Qualitative states of MACtherapy are: system, process, and activity. The main categories of the categorical and terminological apparatus of MAC-therapy are presented, which include: MAC, group work, individual work, request, client, psychological assistance, self-knowledge, self-development, psychological support, psychological support, therapeutic contact, safety, reflection, personal meaning, metaphor, and association. In addition to the above categories, other, additional categories are actively used in MAC therapy: perception, projection, meaning, narrative, personal meaning, insight, figure, and background. The research materials may be useful to specialists interested in metaphorical associative maps.

The article reveals the results of the study of peculiarities of understanding by parents of primary school students of determinants of negative-motives of children's learning activity, which along with positive motives determine the child's general attitude to learning and are extremely understudied in domestic and foreign psychology. A questionnaire was used to collect empirical data; the sample consisted of 252 parents whose children study in schools of various types from the first to the fourth grades. The results were processed and interpreted using content analysis, ranking, χ2 Pearson criterion, comparative analysis with the results of our previous studies conducted on children and teachers groups. The leading determinant of demotivation for learning activities of primary school students, according to the general sample of parents, is the complexity of the educational programme, the second and third in the ranking are the child's being fond of or misuse of gadgets and children's hobbies. The totality of demotivational determinants of children's learning activity from the parents' point of view was differentiated into groups according to the personal-social conditions. It was found that the largest group of determinants of negative-motivation of children's learning activities in the opinion of parents of primary school students is defined by deficiencies in professionalism of the teacher, as well as by his personal characteristics. This demonstrates modern parents being very particular about teachers’ professional activities, and also indicates that parents reduce their own responsibility for the development of children's academic motivation, and insufficient psychological competence of parents. The most significant demotivation determinant of learning activity for primary school students is a set of personal characteristics of students, from the teachers' point of view - the content-related aspects of education and personal characteristics of students. The low criticality of parents to family factors and personal characteristics of children as possible demotivation determinants of learning activity of primary school students was recorded. It was found that the perceptions of parents with pedagogical and/or psychological education about the importance of a number of determinants of negative-motivation in the learning activities of primary school students were statistically significantly different from the position of the rest of the sample of parents. The results of the study allowed us to determine the content-related and organizational aspects of the necessary educational and developmental work with parents of primary school students to improve their psychological and pedagogical competence in the field of motivation of child's personality, reduction of negative-motives of children's learning activity.

Events are not only a part of a subject’s personal professional plans but they can be applied as items of professional path analysis. Although events play an important role in constructing a subject’s professional plans, due attention hasn’t been given to this issue in psychology. The aim of the investigation is to reveal event-related determinants of professional path planning and in readiness to scientific activity of students and postgraduates of Russian universities. 1026 students and postgraduates from 10 Russian universities, operating in 7 Russian regions, took part in the research. A questionnaire, in which the respondents specified the events that influenced their professional plans and key characteristics of those events, was used. Data processing was carried out by means of content-analysis, descriptive statistics, Pearson criterion c2 . In this investigation an event of professional path is considered as a phenomenon that is taking place in time and space and is impact forming the trajectory and process of a subject’s professional path for a relatively long period. The events of a professional path are classified on quantitative and qualitative grounds. For planning the professional path of students and post-graduates both subjective and objective events are important. The key role in planning the professional path by students and postgraduates of Russian universities are subjective events which are connected with their principal activity that is studying at school or university. The late and current events that touch upon various spheres of life and scientific and technological inventions are among objective determinants of professional path. Subjective and objective events (excluding scientific and technological), which respondents experienced in the last decade, are determinants of students’ and postgraduates' professional plans. The average time period of planned scientific and technological events, influencing respondents’ professional plans, cover over forty years. The students and post-graduates who are ready to devote their lives to science, singled out the group of scientific and technological event-related as determinants for their professional plans more often, than those who don’t strive to have a science as their only career.

In modern psychological discourse there is an increase in anthropologically oriented concepts and methodological tools that contribute to the comprehension of multidimensional human existence in a rapidly becoming more complex and changing world. The conceptosphere of post-non-classical psychology is replenished with interdisciplinary concepts and metaphors necessary to comprehend the multilevel dynamics of the human life world. The relevance of this work is determined by the need to comprehend the phenomenon of actualization by a person in his own thinking of stable subject-thematic dominants and the embodiment of his own motivational and semantic intentions in it. At the level of the target setting, this requires a reasonable introduction of the concept of “cognitive identity” into the conceptual and conceptual apparatus of the anthropologically oriented psychology of thinking. This concept, from the point of view of the author, will allow “shedding light” on the existential dynamics of thinking, which includes transtemporal, chronotopic aspects of a person's ongoing mental experience and the topology of his cogital individuation. The study of this dynamics is a promising area for the development of the psychology of thinking, since it opens up opportunities for finding correspondences and principles for synchronizing the existential and cognitive planes of thinking. The author believes that the disclosure and description of the phenomenology of cogital identity will make it possible to combine such properties of a person's mental experience as transtemporality, chronotopicity, multidimensionality and personification. This will make it possible to comprehend the phenomenon of the selective sensitivity of a thinking person to certain mental dilemmas and contradictions, his ability to constitute a personal anthology of thinking, to overcome the dispersion of the ongoing history of thinking into many discrete episodes of the empirical subject's mental activity. Cogital identity is considered as an integral psychological formation, thanks to which synchrony, synarchy of the transects of thinking and the transects of identity are possible. The article reveals the dialectic of the processes of authentication and self-transcendence, which constitutes the central drama of the formation of a person's cogital identity: on the one hand, a person authenticates himself as a carrier of stable, cross-cutting thematic and motivational-semantic dominants, cognition, takes root in the corresponding noematic space; on the other hand, he reveals a readiness for decentration and self-transformation in alternative or subsequent series of thinking, overcomes the boundaries of the actual mental space specified by the existing cognitive schemes and attitudes.

Last decades have been marked by a decline in the psychological well-being of adolescents around the world. Both environmental, family and school factors, as well as personal factors contribute to the maintenance of well-being, and from the standpoint of modern psychological theories of well-being, positive relationships with significant others play a leading role. However, these factors are rarely explored in the system; moreover, the specific contribution of environmental factors varies from culture to culture. This article aims to assess the role of the system of environmental and personality-motivational variables as predictors of the psychological well-being of Russian adolescents. The material of the study was the data collected within the framework of the PISA 2018 project on a representative sample of Russian teenagers (N=7608). We studied the role of three groups of variables reflecting the quality of a teenager's relationship with 1) parents (parental support), 2) teachers (perception of informative feedback from teachers), 3) school society (the value of cooperation and climate of cooperation and exposure to bullying). It was assumed that the variables characterizing the quality of the three types of relationships with significant others would contribute both independently and mediated by personal and motivational variables to well-being. Gender and family SES were considered as control variables. The results of structural equation modeling confirmed the hypotheses, demonstrating a significant contribution to the well-being of not only relationships with parents and peers, but also teachers, both directly and indirectly by variables reflecting the ability to set productive goals, cope with difficulties and feel comfortable at school. The results are discussed from the standpoint of the self-determination theory, which asserts the importance of satisfying basic psychological needs in relationships with significant others for the psychological well-being. Universal and cross-cultural aspects of the findings of the study are discussed, as well as its limitations.

We investigated the relationship between music engagement, academic success and intelligence in non-musical students (N = 136). Currently, there is a lack of understanding to the extent in which individual leisure interests and extracurricular engagement influence academic success in different subject areas, as well as the relationship between fluid intelligence and crystallized experience. Clarifying these questions we formed the aim of this study. To diagnose musical engagement and intelligence we used the approved psychometric techniques - Gold-MSI v1.0 “Active engagement” scale, Raven's test, Amthauer's test. We checked the assumptions that musical engagement influences the strength of the correlation between fluid and crystallized intelligence and that the relationship between musical engagement and academic success is determined by the level of fluid intelligence on the one hand, and the degree of homogeneity of the subject areas of engagement on the other. The results of the study showed that musical engagement may play a significant role in predicting the academic performance of non-musicians as well as in the development of crystallized experience. The hypothesis that musical engagement, being a non-relevant behavioral activity in relation to general educational experience and competence, contributes to a decrease in the strength of the link between fluid and crystallized intelligence was confirmed. The other hypothesis was partially confirmed, as it was found that the relationship between musical engagement and academic success is mediated by the fluid intelligence factor, but this mediation is specific to groups with different professional skills. There is a non-linear relationship in the humanities group: the best learning performance is achieved by students with intermediate levels of engagement. In the group of "precise" occupations, the relationship between the variables is linear and negative. The findings are interpreted in terms of modern models of intelligence and subjectoriented knowledge models. The results contribute to improving the quality of prediction of learning success and professional realization, and contribute to elucidating the psychological mechanisms of engagement.

The article discusses the sociopsychological determinants of the use of luxury loanwords in Russian, in particular the ethnic identity of the individual, the content and focus of heterostereotypes, and the frequency of excessive loanwords in speech practices recorded in the national corpus of the Russian language. The study involved 22 translation and translation studies final year students aged 20-21. The ethnic identity of a person is investigated by comparing auto- and heterostereotypes of three stimuli objects, “a typical representative of Russian, English nationality” and “American people” with the self-image. Next, a comparative analysis of the use of excessive loanwords when translating the text from English into Russian is performed. The discrepancy between declared and actual ethnic identity was revealed for the majority of informants. Three groups of respondents were distinguished: the first group identified with Russian nationality, the second with English, and the third group's self-image corresponded to none of the presented stimulus objects. Judgments about the “typical representative of English and American nationality” are more consistent compared to the representation of the “typical representative of Russian nationality”. According to the research data, informants with uncertain ethnic identity and representatives of English national identity have a positive image of “a representative of English nationality”. Those with Russian national identity have a shift towards positive social desirability in their perceptions of “a typical representative of the American people”. The use of luxury loanwords is equally characteristic of all respondents. Thus, the use of foreign words and word combinations in speech is associated with a shift in perceptions of native speakers (English or American) towards positive social desirability, as well as identification with native speakers of the language from which the vocabulary is borrowed. The author concludes that social psychological factors should be taken into account when developing measures to protect the mother tongue from excessive borrowing.

The article presents a study of the psychological mechanisms of mental states regulation. Considered the main theoretical approaches, among which the emphasis is on the systemfunctional paradigm of self-regulation of psychological states as a class of mental phenomena. Within the framework of this approach, a hierarchical system of regulation of mental states is implemented, the leading level of which is mental structures. The aim of the research is to study the peculiarities of the mental structures (semantic, reflection, the self-system) influence on the regulation of mental states in everyday (lectures, seminars) and stressful situations of activity (exams). The study involved second-year students of the Institute of Psychology and Education of the Kazan Federal University. At the first stage of the study, we identified the features of the mental structures of the respondents: the characteristics of the components of the self-system, the severity and direction of reflection, as well as the level of meaning-life orientations and its components. At the second stage, students were asked to describe their own mental states and evaluate the effectiveness of their self-regulation during lectures, seminars and exams. Various methods to study semantic structures, reflection, the self-system, and self-regulation were used. It was established that the influence of individual mental structures and their combinations on the self-regulation of students' mental states was differentiated depending on the forms and intensity of educational activity. It was shown that the relations between structures were characterized by linear and non-linear dependencies in the process of self-regulation of states. It was also shown that the greatest efficiency of mental states selfregulation in everyday forms of education was achieved in the case of the interaction of a high level of life meaningfulness, reflection of past experience and self-worth of students. In a stressful exam situation, the most effective regulation of states was facilitated by a combination of a high level of mental states reflection and meaningful life orientations with low internal conflict of students.

Introduction. The article describes the results of an empirical study of ideas about the future in the context of the socio-psychological phenomenon of the extended childhood and youth. For boys and girls the future is a positive time in which work depends on study and knowledge. Before the onset of adolescence, the future is blurred, and at the age of youth, the future depends on work, which determines the creation of a family, the appearance of children and self-understanding. Methodology and sampling of the study. In this study the method of I.S. Cohn “Me in 5 years” was used. The sample consisted of 1,538 boys and girls aged from 14 to 28. Four age groups were identified, which correspond to adolescence (14 years old), early adolescence (15-18 years old), late adolescence (19-23 years old), the age of youth or the onset of adulthood (24-28 years old). The sample was formed according to the “snowball” principle by sending a link to the study to educational organizations in Russia by e-mail. The text data obtained were analyzed using the statistical software package “R” (version 21.0). The main results of the study. The analysis of the texts of the essays showed that most often when talking about the future, respondents use the words: “I hope” and “I want”. For teenagers (14 years old), the word “I will” comes out on top, and for young people of the age of youth or the onset of adulthood (24-28 years old), the word “work” comes out on top. The words “I hope” and “I want” occur most often in the age groups from 15 to 23 years old. Discussion and interpretation of data. Meaningful topics of ideas about the future include: desires, expectations, opportunities, values, achievements and goals. At the same time, opportunities are associated with family and work, the value is life, which depends on a good job and a good person nearby. Goals are associated with their own personality in the future, with an understanding of time, as well as with what boys and girls think, dream, love and know. The study also showed that the formation of a subjective position regarding one's own future takes place in several steps/stages. Conclusion. The meaningful directions of ideas about the future are: desires, expectations, opportunities, values, achievements and goals. The discussion of the future family and future work is the material, and not the central core of a meaningful idea of the future. Teenagers see the future in positive colors, without separating their own desires from opportunities.

Due to the popularity of psychometrics, where probabilistic modelling takes a leading position, it seems useful to present a critical view of these techniques, which, unfortunately, is not extensively discussed, especially in the Russian-language literature. This paper is a systematic review of the growing criticism of several assumptions of psychometrics: 1) the existence of unobservable personality traits and abilities which are supposed to determine the performance of test items; 2) the stochastic nature of traits, and as a consequence, the need for probabilistic models to study them; 3) aggregate data represent individual characteristics; 4) as in the natural sciences, models in psychometrics help reveal psychological reality that is not directly observable; 5) if testing the agreement of empirical data with a model yields a positive result, then the model correctly describes reality. These assumptions are criticized on the basis of the circular nature of the definitions of the traits themselves, logical errors ingrained in the assumptions, the methodological mixture of variability and randomness regarding behavior, the lack of a causal link between inter-individual variation in responses and individual responses; superficial analogies with models in the natural science to which psychometrics refers, as well as the substitution of scientific tasks for instrumental and pragmatic ones. We conclude that modelling in psychometrics is counterproductive if used as a method of exploring the psychological reality behind the test. Some alternative practices of quantitative research are discussed. For example, testing the existence of variation at the level of the individual and the experimental search for its explanation. There are other possible alternatives, such as, a network perspective on psychological phenomena; faceted theory; or observation-oriented modeling. Although this kind of research is much more difficult to implement than standard “goodness-of-fit” tests, it is probably this kind of research that can provide an increase in psychological knowledge.

The turbulent state of modern society puts forward high demands on a person's ability to constructively resolve stressful situations. The choice and implementation of coping strategies depends on the measure of hierarchy of the Stress concept. The measure of the hierarchy of the Stress concept determines the ability of the subject to highlight the essence of the problem, taking into account significant relationships between the signs of a stressful situation. The results discussed, were an analysis with a ratio to the hierarchial measurement of the concept of Stress and coping strategies among students of different ethno-cultural groups. The verbal hierarchy of the Stress concept was evaluated by the modified version of the “Problem Formulation technique” (Kholodnaya, 2019); the nonverbal hierarchy of the Stress was assessed by pictographic technique. The criteria for assessing the verbal and nonverbal hierarchy of the Stress concept are defined. Coping strategies were measured by the Adolescent Coping Scale (Frydenberg, Lewis, 1993). The sample is represented by 712 first-year students of large universities aged fron 19.2 ± 2.0 years old from five collectivistic cultures. It was revealed that students display in visual images mainly external and internal manifestations of a stressful state, but verbalize stressful situations through partial concrete signs. It is shown that the higher is the measure of hierarchy of the Stress concept, the greater is the demand for subjective copings and the less is recourse to non-subjective ones (GLM, p = 0.000). The data obtained show that the verbal hierarchy of the concept Stress is significantly associated with the student's ethno-cultural affiliation: Russian students are characterized by a high verbal hierarchy of the Stress concept; Turkish and Chinese students are of average verbal hierarchy, students from Armenia and Tatarstan are of low verbal hierarchy. Significant data in favor of the conjugation of the non-verbal hierarchy of the Stress concept with the student's ethnocultural affiliation was not found. The development of the subject's ability to integrate diverse information about a stressful situation into a holistic image provides an increase in the constructiveness of coping behavior.

The global nature of the epidemiological situation associated with the spread of the new coronavirus infection COVID-19 and the multidisciplinary nature of the problem of psychophysiological disorders in people who have suffered from this disease has led to the need for a comprehensive study of the factors affecting postcovid recovery. Taking into account the nature of the problem posed, the purpose of the presented work was to study the relationship of psychophysiological parameters with indicators of stress-overcoming (coping) behavior in adolescents who have undergone COVID-19. The study included 54 students of Kemerovo State University, who were divided into a group of COVID-19 patients and a group without symptoms of the disease. To assess coping behavior, the questionnaire «Ways of Coping Question-naire» was used (Folkman, Lazarus; adaptation of Kryukova et al.). An automated computer complex “PFK” was used to study psychophysiological indicators. The following psychophysiological indicators were evaluated: simple visual-motor reaction, complex visual-motor reaction, anticipations and delays in assessing the reaction to a moving object, concentration and volume of attention, brain performance, the level of functional mobility of nervous processes, short-term memory for numbers and words, random access memory. According to the results of the correlation analysis, the interrelations between avoidant forms of coping behavior, such as “distancing”, “escape-avoidance”, “positive reassessment” with indicators of memory, attention, mobility of nervous processes, the number of inaccurate reactions to a moving object and the working capacity of the brain were recorded, which indicates a link between the increase in psychophysiological and cognitive disorders and preference in choosing care from stressful situations after a disease. Deterioration of memory and functioning of the nervous system lead to more frequent requests for support from others to receive additional help from them. The weakening of the nervous system also leads to more frequent use of productive coping strategies “taking responsibility” and “planning problem solving”, which, at the same time, additionally make it possible to compensate for cognitive impairments by performing tasks more accurately. In the group that did not have symptoms of COVID-19, no significant correlations were found between coping avoidance strategies and psychophysiological or cognitive impairments. Based on the results obtained, it can be assumed that the restoration of cognitive functions during psychocorrective work will make it possible to actualize the patient's choice of productive coping strategies and switch to a healthy behavior model.

The article deals with the hypotheses about possible modeling of self-identification and professionalization systems. It is supposed that, during the age of transfer to a new technological paradigm, imperatives of the industrial age and the age of labor specialization are now implied instead of being evident. Imperatives of specialization and qualification are now completed with the imperatives of competence and self-identification. This leads to fundamental changes in the system of professionalization. The hypotheses are completed with an empirical research of modeling the system of objectification for individual self-identification potential. The research demonstrated a fundamentally new possibility to distinguish individual typological styles in solving educational tasks. The authors decided to limit the research with a situation when a bank of educational tasks is formed based on social and engineering practical problems. As a result of the post-experimental concept the authors defined the typology of four intellectual styles. The fundamentals for the typology is the grounded theory method. The conceptualization of intellectual styles is proved by the cluster analysis results. Based on cluster analysis, sub-groups were revealed. They differ from each other by special intellectual preferences and cognitive styles of information processing. The assumption that modern education needs a complex system of tests that corresponds to the complexity of individual variability of a person, is proved and claims for further verification and conceptualization. Existential Anxiety of Religious Identity and Religious Extremism in Indonesian Muslims