Abstract: The subject of the research is the role of reflexivity in the process of sense regulation of activity. The study aims to empirically identify patterns and specifics of the formation of semantic regulation strategies at different structural levels of activity depending on the level of personal reflexivity. The relevance of the research is due to the insufficient study of the influence of reflexivity as a personal quality on the semantic regulation of activity. Special attention is given to studying how the level of reflexivity development determines the nature and features of meaning-making in conditions simulating various forms of activity. The research analyzes the relationship between the structural-level organization of activity and the mechanisms of sense-making. The study allows for a deeper understanding of the patterns of forming meaningful constructions depending on the level of the subject's reflexivity and the simulated level of activity, contributing significantly to the development of psychological science theory and practice. The research involved 315 students from the N. I. Pirogov Russian National Research Medical University. The methodological foundation was based on A. V. Karpov's principle of activity-mediated modeling, which provides for the study of sense regulation of activity in experimental conditions. An author's modified content analysis with indexing based on the structural-level organization of activity was used for the analysis of textual material. Within the framework of the research, an author's methodology for studying the process of sense-making, based on the principle of activity-mediated modeling, was developed and tested. For the first time, a comprehensive experimental study of the sense-making process was conducted, taking into account the level of reflexivity of the subjects while simulating various levels of activity. An original modification of content analysis was developed, which allows indexing meaningful fragments in verbal statements by the levels of activity represented in them. The developed content analysis methodology allows for the quantitative assessment of the representation of various levels of activity in the verbal material, capturing the frequency of appearance of meaningful constructions at each level in the subjects' texts. A clear pattern was established regarding the influence of the level of reflexivity on the nature of sense-making when simulating different forms of activity. The obtained results create a theoretical basis for developing innovative educational technologies aimed at enhancing cognitive reflexivity through the organization of polylogical interaction.

Keywords: sense formation, sense, Activity‑mediated modeling, systematic approach, reflection, reflexivity, activity, Sense regulation, speech activity, Strategies of sense formation

Abstract: The article investigates the phenomenon of so-called domestic violence from a socio-psychological and psychological perspective. It presents data that attest to the urgency and relevance of this issue. Addressing ways to solve it, the authors attempt to clarify the risks associated with various scenarios of external "restrictive and coercive" intervention in the family structure through "preventive measures," which in some cases can become a destructive factor, destroying a family that could otherwise have been preserved. Additionally, the authors highlight the necessity of extrapolating the understanding of the family as a particular "social organism" – not reducible solely to the interests and/or rights of its individual members – accepted among professionals in psychology into the realm of public consciousness as a basic factor in preventing domestic violence. The research methodology involves using a systemic approach for a scientific understanding of family issues. The authors employed source research methods, synthesis, comparative analysis, and generalization. An applied result of this could be a paradigm of careful attitude towards each family and support in achieving or restoring well-being through psychological, moderating, educational, and upbringing practices. The paper explicitly and implicitly emphasizes that in many cases, during "domestic violence prevention," there occurs a "semantic substitution," where, under the pretext of caring for a particular family member, the family itself as a value is "excluded from consideration," which should be seen as a threat to the national security of our state and a potentially highly traumatizing situation for all its participants. A key conclusion of the authors is the following: the family, as a special integral ecosystem that is the foundation of traditional Russian society and possesses enduring spiritual and moral value, must have its own right to protection that is at least equal to the rights of its individual members. Accordingly, the prevention of domestic violence should be established with mandatory consideration of this imperative.

Keywords: Family, Values, Spirituality, Traditions, System, Well-being, Violence, Life, Rights, Prevention

Abstract: The problem of the role of memory and learning in the organization of behavior is central to psychology and neuroscience, yet how it is answered depends on the underlying paradigmatic foundations. This review examines psychological and neuroscientific explanations of how memory and learning are engaged in behavior. The aim of the review was to compare existing approaches to this issue and to identify their limitations. The objectives of the review were to analyze the basic tenets and methods characteristic of instructionist theories of learning, to present the content and findings of studies conducted within the system‑evolutionary approach, and to identify the limitations of current neuroscience research. The first part examines instructionist theories of learning, from classical associationism to contemporary neuroscience, showing that they treat the utilization of memory as a modification of the activity structure of local neural ensembles caused by new sensory input or by signals from other ensembles. The second part outlines the system-selection theory of learning and the alternative account it offers: learning as systemogenesis, that is, the formation of new functional systems of behavioral acts. The third part identifies key limitations of instructionist theories. These limitations include the arbitrary linking of neural activity to stimulus variables, the unsupported attribution of abstract content to that activity, the neglect of the reorganization of the neural basis of stable behavior, the explanatory limits of the multiple memory systems framework, and the reduction of behavior to averaged measures within a fixed time window. The review concludes that investigating how memory and learning are utilized in new situations requires attention to the determination of neural activity by functional systems, to the history of formation of the individual behavioral repertoire, and to interindividual variability.

Keywords: learning, memory, transfer of learning, instructionist theories, system-selection theory, systems-evolutionary approach, systemogenesis, functional system, behavioral specialization of neuron, structure of individual experience

Abstract: The research subject is the specifics of psychological counselling for individuals with alternative sexual orientation and gender identity: key factors of the process, main concerns, and the specific nature of addressing discrimination and stress experienced by minority groups. The focus is on the following: the role of psychoeducation; the influence of the social and cultural context; consideration of intersectionality; specific (coming out, internalised homophobia, gender dysphoria) and non-specific concerns; strategies for creating a safe environment. The study is based on a theoretical analysis of the literature, the systematisation of data and the synthesis of practical experience. Particular attention is paid to how group perceptions of ‘strange/own’ (community / heteronormative environment) determine the emergence of specific needs, barriers to trust in the psychologist and the therapeutic alliance. Scientific novelty: a complex systematisation of the factors and stages involved in counselling clients with non-traditional sexual orientation and gender identity, taking into account current realities. For the first time, specific and non-specific requests have been structured, including the impact of digitalisation (the threat of photos being shared, competition on social media); the link between intersectionality and counselling practice has been disclosed (double discrimination against HIV-positive individuals with alternative sexual orientation and gender identity); counselling stages have been suggested that integrate trauma-focused techniques and psychoeducation; The differences in trust and collectivism amongst subgroups of people with non-traditional sexual orientations and gender identities were analysed. Counselling clients with alternative sexual orientations and gender identities requires the practitioner to have knowledge of gender identity and sexual orientation, inclusive language, and skills in dealing with trauma and victim-blaming. Key aspects of such work: a safe environment, psychoeducation, consideration of cultural and social factors, and collaboration with doctors and lawyers. Effective counselling combines addressing specific concerns with support in overcoming non-specific issues.

Keywords: sexual orientation, counselling factors, psychoeducation, discrimination, gender identity, intersectionality, minority stress, internalised homophobia, heteronormativity, strange

Abstract: The article is dedicated to studying the features of students' adaptation to learning in the early stages of medical education. The subject of the research is psychopedagogical activity as a tool for enhancing personal adaptive resources. The object of the study is adaptation to learning in adolescence during the initial stages of professional education. The goal of the research is to theoretically and experimentally substantiate the effectiveness of psychopedagogical work as the main tool in developing students' adaptive resources for learning in medical universities. Special attention is given to the specifics of medical education, which is associated with increased cognitive load, significant changes in the social conditions of personal functioning, and interpersonal relationships. The adaptive resource is viewed as a complex psychological phenomenon that serves as a prerequisite for successful educational and professional activities, successful self-determination, and personal development. The structure of the adaptive resource includes cognitive, emotional, and social components. Criteria for the adaptive resource include adaptability to educational activities, situational anxiety, personal anxiety, communication skills, and moral normativity. The methods used include "Student Adaptability in Higher Education" by T.D. Dubovitskaya and A.V. Krylova; "Anxiety Level" by C.D. Spielberger and Y.L. Khanin; the multi-level personal questionnaire "Adaptability" by A.G. Maklakov and S.V. Chermianin (the scales "Communication Skills," "Moral Informativeness"); the Student's t-test was applied. The main findings of the conducted research state that medical students are sensitive to methods of active social-psychological learning. Psychopedagogical work has instrumental capabilities to improve the adaptive resource of first-year students. In the experimental group engaged in psychopedagogical activities, changes occurred in the emotional component of the adaptive resource. The high level of situational anxiety decreased, while personal anxiety remained unchanged. The social component showed a positive significant shift, with students feeling more comfortable in the study group. Moral normativity is characterized by positive dynamics, indicating acceptance of rules and norms. No significant changes were found in the cognitive component of the adaptive resource. The novelty of the study lies in identifying psychological and pedagogical tools of active social-psychological learning, which significantly influence the development of first-year students' adaptive resources and can be effectively applied in medical universities during the initial stages of education.

Keywords: adaptation, medical education, psychological and pedagogical support, socio-psychological training, educational activities, educational work, educational adaptation, anxiety, communication skills, moral awareness

Abstract: The subject of the research is the psychological characteristics of counseling young adults with different types of attachment, as well as identifying the specifics of forming a therapeutic alliance and difficulties in self-disclosure among graduates of orphanages. Attention is given to analyzing the influence of attachment types (secure, anxious-ambivalent, avoidant, and disorganized) on the nature of counseling interactions, the establishment of trust, and client behavior in the counseling situation. The study emphasizes the exploration of communication and emotional reaction characteristics in the counseling process among individuals lacking experience in stable and safe parent-child relationships. The article examines theoretical approaches to the issue of attachment in adulthood and provides empirical data based on the analysis of consultations with graduates of orphanages living in a social hotel and receiving professional psychological help. The research employed descriptive methods, clinical observation, the ECR-R-10 attachment questionnaire, and elements of structured interviews to identify the features of interpersonal interactions among orphanage graduates. The scientific novelty of the study lies in the comprehensive examination of the formation and expression of attachment among youth who grew up in conditions lacking family communication, using the example of orphanage graduates. This work presents the first empirical analysis of the characteristics of establishing trusting relationships and behavior in the counseling process for this vulnerable category of clients based on contemporary attachment typology. The findings indicate that the majority of those surveyed demonstrate traits of insecure attachment styles, which are manifested in difficulties in establishing psychological contact, a decreased willingness for self-disclosure, and an increased need for structured interaction. It is concluded that there is a necessity to use specially adapted counseling strategies based on the validation of the client's experience and the creation of a clear, predictable framework for work as a fundamental condition for the effective psychological support of this group.

Keywords: Attachment, therapeutic alliance, psychological counseling, graduates of orphanages, attachment assessment, practical recommendations, self-disclosure, emotional support, interpersonal relations, empirical research

Abstract: The period from birth to three years of age is considered one of the key stages of early development, as it is during this time that the prerequisites for the subsequent formation of basic mental functions are laid. An important place among them is occupied by the cognitive sphere, which includes many complex processes — perception, attention, memory, thinking, speech, executive functions, praxis, and visual‑spatial skills. This review article examines the theoretical foundations of cognitive development in early childhood, its key determinants, and the existing methodological approaches to research. The paper summarizes modern concepts of cognitive development in the context of the first three years of life, and also describes and discusses approaches and methods for assessing cognitive functioning in young children, including standardized scales, screening questionnaires, and digital tools. Their advantages and disadvantages, prospects for application, and limitations are analyzed in detail. This work is a narrative theoretical review; relevant scientific publications were searched for using the eLIBRARY, PubMed/Medline, PsycINFO, and Google Scholar databases; works covering the entire period in Russian and/or English were selected. The main conclusions of the presented literature review are the confirmation of the unconditional importance of both early detection of deviations and the organization of a supportive environment to optimize children’s cognitive development. Attention is paid to methodological issues: the reliability of tools, cultural and linguistic validity, ethical aspects, as well as issues related to ecosystemic contextual influence (family, care, education). Differences between laboratory tasks and naturally observed data are discussed, as well as the potential of integrative approaches and new technologies in research practice. The conclusion states the need for flexible, ethically grounded, and reproducible methodological frameworks that make it possible to describe developmental trajectories and identify early manifestations of delays or deviations. The article is addressed to psychologists, pediatricians, early intervention specialists, and researchers in the field of child development.

Keywords: cognitive development, early age, perception, attention, memory, thinking, pre-speech period, sensitive period, child development, age psychology