№ 4 (2024)

The purpose of the study was to examine the styles of parent-child relationships in families of frequently ill children, as well as children's ideas about the quality of interpersonal relationships in their families, as the most important indicators of the psychological well-being of a family with a frequently ill child. The study involved 50 frequently ill primary school children (average age 9.2±1.4 years) and 50 rarely ill primary school children (average age 8.9±1.2 years), along with their parents (50 participants in each group). The findings revealed that only 12% of frequently ill children viewed their family relationships as positive, which is significantly lower than in the group of rarely ill children. The most common assessments from frequently ill children described their family dynamics as anxious. Compared to the healthy group, frequently ill children were more likely to describe their family relationships as conflict-ridden, leading to feelings of inadequacy. Additionally, parents of frequently ill children exhibited higher levels of dysfunctional parenting styles, such as overprotection, underprotection, indulgence, excessive demands and prohibitions (domination), and inconsistency in parenting. These findings indicate a general disharmony in family relationships among families with frequently ill children. The results underscore the importance of conducting further psychological research on families raising frequently ill children, with the aim of developing scientifically-based psychological support programs. The authors emphasize that families with frequently ill children represent a significant social and psychological challenge, and that psychological science and practice in Russia are well-equipped to address this issue.

Raising foster children, and especially adolescents, is always difficult. At the same time, the majority of adolescents raised in foster families quite often show anxiety, conflict and aggression. This leads to difficult relationships with foster parents. Therefore, it is necessary to learn to understand the behavioral changes that occur in children and to build interpersonal relationships. Both parties need such support, which helps to focus correctly on complex problems and their solutions; to evaluate the process of adaptation of the adolescent in the family, rethinking the role of adults to the new “created system of family relations”.

The aim of the research is theoretical substantiation and experimental study of the process of organization of pedagogical support to substitute families raising aggressive adolescents. The article presents the organization and implementation of this pedagogical support of foster families.

The influence of digitalization on the personal development of adolescents and their relationships with parents is considered. A conclusion is made about the significant influence of digitalization on the reduction of communicative functions of both children and parents, which in turn affects their relationships. Possible ways of facilitating communicative and social competencies of modern children and their parents are discussed. A new phenomenon, previously undescribed, has been established and interpreted — the syndrome of decreased communication skills under the influence of the digitalization factor. It complements the well-known syndromes of decreased cognitive ability and regulatory capacity and reveals its real, complex and significant influence on the developing psyche of a child and on the development of parent-child relationships. The practical significance of the results obtained in the study lies in the development, on their basis, of psychological tools for the prevention of deviant behavior in adolescents by educating parents on issues of harmonizing relationships.

This theoretical review is intended to consider the strategies of choosing a marriage partner known in the subject field, their applicability to the implementation of this choice by women and to establish theoretical prerequisites for studying the level of meaningfulness of women using different strategies for choosing a spouse. The article analyzes the concepts of Russian and foreign authors, which are the basis for highlighting existing strategies and describes various criteria based on which the choice of a marriage partner is carries out. Semantic choice is also considered as a potential strategy for choosing a marriage partner. It is established that the value-semantic sphere of personality represents a certain common denominator for the well-known criteria for choosing a spouse, since it determines which criteria will be important for a woman as an individual. The analysis confirms the impossibility of developing a universal concept of choosing a marriage partner in general, since the formation of structures that determine the dominant categories in choosing a marriage partner occurs because of an individual's life path.

This study aims to examine the distribution of attachment types to the mother in modern Russian children and to identify the relationship between the type of attachment to the mother and the level of development of executive functions (EF) in older preschoolers (N=439). A secure type of attachment to the mother was determined in 52%, anxious-ambivalent – in 18%, anxious-avoidant – in 22%, and disorganized – in 8% of children. Assessments of cognitive flexibility and behavioral inhibition are significantly higher in children with secure than with anxious-ambivalent and anxious-avoidant attachment. Assessments of verbal working memory are significantly higher, and visual working memory are significantly lower in children with anxious-ambivalent than in children with anxious-avoidant attachment to mother. When performing tasks on cognitive inhibition, children with anxious-ambivalent attachment more often resort to the strategy of "avoidance of failures", while with avoidant – to the strategy of "achievements". Children with a disorganized type of attachment to their mother received the lowest scores on all tasks for regulatory functions.

The article presents an analysis of the results of a large-scale sociological study of the opinions of 149 169 parents of primary, secondary and high school students about their attitude to their child’s education. Using a specially designed questionnaire, the survey was conducted with the support of the Ministry of Education of the Russian Federation in almost all Russian regions in the 2021/22 academic year. This paper examines issues related to parental requirements for the tasks and results of school education: content requirements, necessary social skills, desired personal characteristics of a school graduate. Taking into account the influence of the educational status of the parents, the age of the child and his academic success, the features of the participation of parents in the educational process are characterized: their personal assistance in preparing homework, providing the child with opportunities to receive additional education. Special attention is paid to the analysis of the nature of changes in the relationship between the value-goal orientations of parents regarding school education and the participation of parents in supporting the educational process of their child.

The article considers the results of a study of ideas about aggression and victimization of subjects of educational relations within the framework of the concept of school bullying, which includes mandatory components of the offender (aggressor) and his victim.

The purpose of the study: to identify the specifics of the ideas of adolescents and their parents about school aggressors and victims on a sample that included 70 adolescents, parents of adolescents (120 people) are presented.

It has been established that the ideas of the school aggressor and the school victim are significantly more universal among parents, and more individualized among adolescents, containing fewer stereotypical elements.

The image of the “aggressor” in the minds of teenagers is more positive than the image of the “victim”; the popularity of the status of the aggressor in school teenagers has been confirmed environment. In the representations of the parent community, the images of the victim and the aggressor are stereotypical; the victim is perceived mainly as endowed with positive personal qualities, and the school aggressor – with negative ones.