Abstract: The subject of the research is the relationship and difference between the concepts of will-to-power and possession (treatment). In a number of fundamental studies of the last time they were mostly opposed, the first (to be) at the same time correlated with the true being, while the second was correlated with a simulacrum and deceit despite the variety of reasons and phenomenology of the latter. At the same time the indispensable presence of the phenomenon of possession in the history (in particular, possession of "one's own body", "yourself") suggests non-randomness of its direct and indirect manifestations. In this regard, the author of the research sets a task of reconstruction of the "name" of the ontology and its establishment (ontological) connectivity with the will-to-power (being). The research method is based on the analysis and reconstruction of the concepts of "power" and "property" in terms of their relationship; the most significant feature of the method is a sequential approximation of anthropological and logical forms (categories of incarnation, possession and "external" in the imperative of the "real"). The scientific novelty of the research is caused by the fact that the author develops a category of transition and ontological connection modes of being and possession (of power and property) in their non-speculative, but anthropological attribution, reduced to the great-phenomenon of "exchange", "will" and sacrifice. The "ownership" form is enclosed in a form of "involvement" and "participation" (incarnation) initially at the level of the flesh (body).

Keywords: involvement, flesh, incarnation, transport, property, power, will, have, be, body

Abstract: The object of the research is socialization as a process. The subject of the research is the determinants of socialization of adolescents from one-parent families and two-parent families. The hypothesis of the research is that there are some differences in the determinants of the socialization between adolescents from one-parent families and two-parent families, in particular, the author supposes that the psychological content of the relations in the group 'teenager - parents' is more versatile and positive in two-parent families wihle personal traits that complicate communicatoin in the group 'teenager - peers' are more frequently demonstrated by teenagers from one-parent families. The research took place in Novosibirsk Region  and covered 3 secondary schools of Novosibirsk and 2 secondary schools of Novosibirsk Region. The research was carried out in 2013-2016. The total number of participants was 185 aged 13-16 y.o. (93 boys and 92 girls). There were 113 teenagers from two-parent families and 72 teenagers from one-parent families. The sample has been divided into 3 groups according to the used set of diagnostic tools. The data of this research confirms the author's hypothesis that there are differences in the process of the socialization of adolescents from different family types. The described results proves the influence of external determinants (interpersonal relationships in a social system “teenager-parents”) on a socialization of teenagers from one-parent and two-parent families. Besides the differences in external determinants, there were found some internal determinants (individual traits: interpersonal anxiety, verbal hostility, negativism, extraversion, rigidity, sensitivity, aggression and emotiveness) which are differerent according to family structure. The author has an opinion that all negative effects of the incomplete structure of family can be compensated by developing necessary skills (for example, communicative and organizational skills).

Keywords: communicative skills, determinants of socialization, personal features of adolescents, teenagers, personality of an adolescent, upgrowing, organizational skills, one-parent family, socialization, family lifecycle

Abstract: The subject of the present research article is the destructive intrapersonal conflict that affects the personality development. The object of the research is the students of a teachers' training institute. The author of the article examines such aspects of the topic as the essence of the intrapersonal conflict and its interpretation by foreign and Russian scientists. The author also analyzes the process of experiencing a destructive intrapersonal conflict by students. Based on analysed researches, the author offers his own model for defining the influence of a destructive intrapersonal conflict on students studying pedagogics. At the end of the article the author makes a conclusion about factors demonstrated by pedagogical students when there is a destructive intrapersonal conflict as well as what causes this process. In the course of his research the author has used the basic methods of pedagogical research, in particular, axiomatic and hypothetico-deductive method, inductive method, simulation and interpretative descriptive methods. The author makes his final conclusions in the form of a functional block which demonstrates the structure and methods of teaching activities aimed at defining the influence of a destructive intrapersonal conflict on students' personality development. The novelty of the research is caused by the fact that the author defines particular functions and means that can be used by teachres to define a destructive intrapersonal conflict which, in its turn, may affect the process of personality development of a would-be teacher. 

Keywords: professional educator, would-be teacher, student, personality development, teacher, destructive conflict, intrapersonal conflict, educational institution, actualisation, contradiction

Abstract: The subject of the research is particularities of socioemotional competence of children at orphanages. The authors of the research focus on the structure of socioemotional competence of orphaned children which is presented by the authors as a set of cognitive (understanding, mutual learning, reflection), emotional (empathy, emotional expressiveness, self-regulation) and behavioral (social activity, social adaptability, social autonomy) components. Special attention is paid to psychological and pedagogical conditions of developing socioemotional competence of high school students who are brought up at orphanags. The authors compare socioemotional competence in groups of high school students who are brought up at orphanages and students who are raised in families. The authors have used the following methods in their research: Emotional Intelligence Inventory by D. Lyusin, Diagnostics of the Perceptive-Interactive Competence modified by N. Fetiskina, Empathy Inventory by A. Mekhrabian and N. Epstein, Social Intelligence Inventory by J. Guilford and M. Sallivan. The authors' special contribution to the topic is the results of primary and repeated diagnostics confirming the feasibility of the implementation of psycho-pedagogical conditions encouraging the development of socioemotional competence. The novelty of the research is caused by the fact that the authors prove the positive impact of socioemotional competence which, in its turn, increases emotional and social intelligence, empathy and reflection encouraging social activity, social adaptability and independence. On the whole, the results of the research demonstrate a general tendency to increase the level of socioemotional competence ensuring effective interactions between orphans. 

Keywords: emotional intellect, social intelligence, orphans, orphaned children, older students, socioemotional competence, interaction, formation, empathy, social activity

Abstract: The author of the article makes an attempt to apply the concept of the metasystemic organisation of mental processes to research of learning activity. The subject of the research is the metaregulative influence of interpersonal relations of a learning actor on the process and success of learning. The author views learning activity as a system with a metasystemic level consisting of motivational processes. Other components of this system includes: direct academic activity as an individual system; success of learning activity; actor of learning activity; relations of an actor of learning activity. The empirical proof of the hypothesis included two stages. At the first stage the author conducted a general analysis of interpersonal relations, intensity of participation in extra-curricular activity and learning activity and their results, construction of predicative models allowing to predict success of learning. At the second stage the author carried out a teaching experiment allowing to prove the metaregulative influence of interpersonal relations on learning activity. The author has used the following methods: experiment, survey, semantic differential of interpersonal relations, inventory to assess one's ability to have a dialogue in interpersonal relations, and V. Leontiev's psychographic test. Statistical processing of the results was made by using the Statistica application. The main conclusions of the research are as follows: 1) application of the concept of metasystemic organization of mental process to studying learning activity significantly expands opportunities of understanding how learning activity is performed and what means regulate it; 2) the author has also discovered the metaregulative influence of interpersonal relations on one's learning activity; 3) the author has empirically proved the positive influence of interpersonal relations on one's learning activity and academic success. 

Keywords: academic success, metasystem, system, motivation, interpersonal relationships, psychosemantics, learning activity actor, learning activities, prediction, metaprocess

Abstract: In her research Inozemtseva tries to integrate two methodological approaches to studying the phenomenon of psychological time: time-management as a management science and theory of personal organization of time as an element of personality psychology. The author provides a theoretical analysis of the matter and views time-management consisting of applied temporary methods and technics as the factor of personal organization of the entire life time. The scientific objective of the research is to examine the influence of short-term planning as a skill developed in the process of time-management on the long-term life strategy. The author describes results of the time-management training that involved students of humanities as well as the influence of planning skills on the indicators of personal and cognitive prospects, duration of the temporary life and development of strategic planning skills. The independent variable includes time-management skills and dependent variable includes personal organization of time. The results of the research demonstrate that teaching short-term planning skills to students causes changes in both situation and personality. Training of time-management skills contributes to the development of personality structures, creates the cognitive prospect, increases the role of so-called forecasting planning, reduces the length of time schedules and provides a better focus on the present. 

Keywords: temporary prospect, training, planning of time, personal time, psychological time, personal organization of time, time-management, thinking, short-term planning, strategic planning

Abstract: In his research Zakharkin analyzes different kinds of intuition and their diagnostic methods. He studies views on the nature and efficiency of intuitive cognition expressed by such researchers as Nicholas Epley, Oksana Lysenko, Mathias Pessiglione, Daniel Kahneman, Joseph Ryan, and Leonid Vasiliev. Zakharkin also analyzes the classification of intuition kinds offered by Nikolay Lossky and Mario Bunge. The author notes that intuition is a complex multi-level phenomenon which needs to be studied in different conditions and from all sides. The author offers his own approach to diagnostics of intuitive abilities. The purpose of the present article is to provide an insight into different kinds of intuition as well as diagnostic methods. In his research Zakharkin offers the following classification of intuition kinds: locational, scanning, unconscious, coding, voluntary mystical and involuntary mystical intuition. The article also presents the results of the empirical research of the intensity of various intuition kinds demonstrated by students. The author notes that in general students have a well developed sensual and intellectual intuition and while their mystical intuition is quite low.   

Keywords: the sixth sense, levels of intuition, psi-phenomena, development of intuition, classification of intuition, intensity of intuition, research of intuition, diagnostics of intuition, kinds of intuition, intuition