Materials

This presentation aims to contemplate how to emotionally support young people with compulsive and disordered use of electronic devices, a condition which most likely impacts development. Children and adolescents are increasingly exposed to electronic devices not only for academic purposes but most frequently for leisure - to play games, explore information and/or social media. It is fundamental to intervene psychologically to prevent mental illness. We will address diagnostic criteria for compulsive and disordered use of electronic devices, and propose Dialectical Behavioral Therapy techniques as an intervention for the emotion dysregulation that often co-occurs and interacts with compulsive behaviors. We intend to use a role play to illustrate our proposed intervention. We understand that emotional support is fundamental for treating people with compulsions and lack of inhibitory control, therefore we will highlight the emotion dysregulation implicit in impulse control disorders so as to promote development and mental health.

All areas of educational and extracurricular activities of modern adolescents and young people are permeated with remote interaction in shared group chats or social networks. Cyber aggression can turn into cyberbullying as deliberate online aggressive harassment. The purpose of the study is to assess the prevalence of various types and forms of cyber aggression in the general chats of a class or group community. Research objectives: to identify various types and forms of cyber aggression (direct or indirect); to determine a resource for overcoming aggressive ways of interaction between subjects of educational relations in shared chats. It was revealed that 39.4% became victims of cyber aggression – 21.7% "wrote humiliating and insulting comments"; 19.2% were excluded from the chat (blocked); 17.8% noted that another chat was organized in which a classmate/classmate was actively discussed and ridiculed behind "their backs"; 5.7% were offered in a general chat to declare a "boycott" to the victim of cyberbullying. The following are aggressively persecuted: 22.9% "who does not know how to give change", 20.6% "who is physically weaker"; 17.9% "who does not have support"; 14% "who is different in appearance (thin, fat, unfashionable, etc.)"; 9.7% "who has a different nationality"; 3.5% "who is more successful than others (in studies/ sports, etc.)"; 2.1% "who studies poorly"; 0.5% "whom teachers will not protect". It is established that different types and forms of aggressive behavior are interrelated and mutually conditioned as a result of the prevailing destructive interactions in an educational organization. Cyber Aggression Prevention Resource: formation of digital etiquette and ethical norms of interaction, increasing the responsibility of teachers and psychological services for the psychological climate in the community of a class or group.

One of the conditions for the development and support of children's independence is the subject-space environment (SSE). Some educational programmes confirm that in a structured space contributes to the formation of child’s independence. However, the influence of SSE in the home on the development of independence has not been studied specifically. The purpose of this research is to study the influence of structuring the children's room SSE on the manifestation of independence at 3 years old. The study consisted of 3 stages: a preliminary assessment of children's independence and the structuring of SSE in their rooms; reorganization of SSE in the rooms of children from the experimental group; and reassessment of independence 2 months later. The methodology of A.M. Shchetinina was used as a basis for diagnosing independence. The evaluation and transformation of the SSE in order to support children's independence was based on the methodology of E.O. Smirnova and the requirements of the state standard. The sample consisted of 15 families with one child aged from 2 years 8 months to 3 years 10 months (M=3.3, SD=1.3), 7 in the experimental group (3 female, M=3 years 5 months) and 8 in the control group (4 female, M=3 years 2 months). The results showed that there were differences between the level of autonomy of children in the experimental and control groups: the experimental group had higher scores than the control group (p<0.001). Differences were obtained on all scales (self-care, self-organization and duration of free play). The obtained results allowed us to draw preliminary conclusions about the effectiveness of structuring the SSE for the development of independence of preschoolers. In the future it is planned to expand the study by increasing the sample and number of tasks to be solved.

Relevance: a child learns to write in the first grade or in kindergarten preparatory groups. It is important to know why do most children write poorly. Purpose: to find out what happens in the inner world of a child when he learns to write: why are the rules of writing learned easily, quickly, well by one child, and difficult, long and badly by another? Expert analytical analysis: writing is a complex type of intellectual activity. Writing skills are formed during primary school education, this is a kind of motor skill for mastering the shape of letters, the speed of writing. Russian writing is a sound-letter letter. The basic unit of study is writing graphic elements of letters. The letter and the sound often do not match. Causes of difficulties: the arm gets tired quickly, the work line is lost, not the correct spelling of letters turns out, the concepts of "left", "right", "leaf", "page", etc. do not differ. The student's hand is not ready for writing due to the weakness of fine motor skills of the fingers, insufficiently formed visual-motor coordination and abilities: arbitrary attention, visual and auditory perception, visual and auditory memory, ideas, thinking, will, self-control, speech. Learning hours assigned to formation of writing skills is insufficient for the skill to be formed. It is being reduced due to the introduction of remote training. The structure of the graphic writing skill includes different representations: auditory, articulatory, visual, kinesthetic and hand. Hearing, speech, sight and hand are included in the final act of writing in different ways. Gorfunkel, Guryanov, talk about the graphic norms of writing, about the types of mistakes when writing words, Luria, Bezrukikh about analysis, Bezrukikh about the importance of posture and pauses when writing. Conclusion: we need a scientifically based methodology for teaching writing to right-handed and left-handed children.

At the present stage, the inclusion of ICT in human life is critically vital and brings significant changes in the "human-environment" system. These changes are related to the spatio-temporal and information clusters, the task cluster, the acceleration of feedback, and the strengthening of digital control of behavior. An analysis of studies of the psychological aspects of ICT in recent years has shown that the topic of the negative consequences of the Internet and ways to overcome them significantly prevails over all others. The report substantiates the need to integrate research in the field of ICT psychology on the basis of the development paradigm, the system approach, the use of a wider set of methods, and an interdisciplinary approach associated with the development of an integral system "human-digital environment". An experiment is presented to study the structure of ICT inclusion in human life in the absence of resource constraints and competition with other forms of activity (age group of subjects 13 years). The research method is self-photographing of time under control. The comparative analysis showed that the balanced structure of ICT inclusion in the life of 13-year-old children differs from the unbalanced structures of the three age groups (20-40 and 50-65 years). Experimental research has proved that ICT serves as an additional tool (means, channel) in cognition and mastering of reality, and in conditions of environmental limitations, replaces it, i.e. for a child, reality, augmented reality and virtual reality are congruent environments of development.

The relevance of the study is due to the increasing penetration of Internet technologies not only in the world of adults, but also in the world of children. The risks associated with this process are obvious, but not yet fully realised. It is also necessary to understand what provokes children's withdrawal into the virtual world of the Internet, and what is a defence against such withdrawal. The aim of our research was to study the role of frustration of the need to achieve success in learning activities in the formation of Internet addictions. The research methods were the questionnaire "Internet Addiction Test" by Kimberly Young, "School Anxiety Test" by Phillips, comparative analysis, correlation analysis. The study involved 4640 students of 7-11th grades from 120 schools of the Yaroslavl region. The study was conducted in a remote form using electronic forms of Yandex. The main results of the study can be considered to be the description of the dynamics of the level of frustration of the need to achieve success in learning activities and Internet addiction from class to class, the identification of correlation between these indicators at a high level of significance (p<0.001) and the description of the features of their interaction at different stages of Internet addiction formation. As a conclusion, it can be noted that initially it is the frustration of the need for achievement that determines and contributes to the formation of Internet addiction in students. And at the next stage, when the addiction is formed, it is Internet addiction that determines the measure of frustration of the need for achievement. Thus, firstly, the lack of success situations in the life of schoolchildren pushes them to immerse in the Internet space, and then immersion in the Internet space becomes the cause of dissatisfaction with the need for success.

In the modern world, due to the rapid pace of information technology development and the great attention to this problem in the field of education, the social and emotional spheres of human development are fading into the background. This implies the importance of developing social emotions in the context of digitalization of society. However, these processes can also coexist if the educational process is competently built, starting from preschool age. The purpose of this study is to identify possible ways of constructive interaction between adults and children, children with each other in the digital space, taking into account the inclusion of various types of joint activities for emotional interaction. The research used the following methods: test "Diagnosis of children's abilities to partner dialogue" by A.M. Shchetinina; questionnaire for parents to determine computer addiction in older preschoolers by V.G. Pisarev. The study involved 65 children of senior preschool age. Based on V. G. Pisarev's questionnaire, a questionnaire was created for parents to determine computer addiction. The pilot study showed that the level of social emotions in most children is at an average level, while the degree of computer dependence on the reaction of parents in most children is at a high level. This suggests the need to create effective pedagogical conditions for children to interact with peers and adults outside of digital activities. As a result, requirements and recommendations have been developed for further use both in professional activities by teachers and parents. The proposed methodological recommendations are aimed at developing the child's social emotions, and the joint use of the material will lead to an even faster achievement of mutual understanding between an adult and a child within the framework of this task. The research was carried out at the expense of a grant from the Russian Science Foundation № 23-28-10173, https://rscf.ru/project/23-28-10173/

Relevance: The social situation of development (SSR) of modern adolescents is undergoing significant changes, which are caused by the rapid development of digital society. Information and computer technologies affect every stage of children's development Concepts such as "digital competence," "alternative identity," "digital childhood," and "digital socialization" have become well-established in scientific discourse. Global changes in society and children's development impact the main institution for children's upbringing - the family. However, online communication between adolescents and their parents still is poorly investigated Objective: Online and offline children-parent communication Methods: 1) the customized (authorial) “Questionnaire of adolescents’ needs to communicate with their parents online and online” (QANCP); 2) The modified version of the "Unfinished sentences". Selection: 128 teenagers (56 boys and 72 girls, age 15–17) took part in the research Results: Adolescents now prefer to meet some of their communication needs with their parents online, such as the part of communication that is responsible for solving every-day issues. According to the results of a study conducted using "unfinished sentences", adolescents generally assess online communication with their parents as less emotional than offline communication. In addition, they rate the sphere of online communication as "safer" than offline communication. It is important to note, however, that despite these preferences, teenagers still prefer to discuss emotionally significant issues with their parents in person, leaving online for less "emotionally significant topics". Conclusion: Thus, while the online environment may be subjectively safer for adolescents when communicating with their parents about less significant topics, adolescents still need emotional support from adults for personally significant problems. As a result, offline communication with parents remains a priority for them. We plan to conduct further research on this topic, focusing on the detailed description of the phenomenon of communication between adolescents and their parents online.

The purpose of this article is to analyze the main psychosocial effects caused by the use of technologies in childhood and confinement due to the COVID-19 pandemic. The findings reveal negative impacts on child development, associated with the excessive use of technological devices. In particular, harmful effects are evident on the mental, physical and emotional health of children, and these in turn are related to poor academic performance. Regarding mental health, there is a higher prevalence of disorders such as anxiety, depression, stress, sleep disorders and addictions to video games and mobile devices. In physical health, there is a sedentary lifestyle and lack of active breaks, which affects diseases such as musculoskeletal diseases, obesity and eating disorders. Regarding emotional health, deficits in social skills and self-esteem problems are observed. Longitudinal studies have shown that attention deficit hyperactivity disorder, withdrawal, thought disorder, anxiety, depression and childhood thought disorder were identified as psychopathological risk factors. In this regard, challenges and possible solutions are presented for addressing this problem from family and school environments, with emphasis on the importance of establishing clear limits on the use of technology, both in terms of screen time and the type of content accessible, as well as promoting digital literacy so that children can make informed and safe decisions online. In addition, the need to develop prevention-oriented strategies is highlighted, through the identification and intervention of modifiable factors, which involve collaboration between parents, educators and health professionals, and contribute to the generation of healthy digital environments for children and their overall well-being.

Relevance. Now the training of child clinical psychologists includes analysis of video material (till 30-50% of training time) obtained as a result of various types of observation of the child development. To make a psychological diagnosis and select the optimal correction program, it is not enough to rely solely on the written results of tests and non-observational methods. It is required a video analysis of the child’s emotional changes and following the dynamics of the quality of the child’s contact with the psychologist during the therapeutic consultations. The psychologist’s nonverbal communication, speech and other manifestations also become the purpose of didactic analysis. Target. The long-term author's experience in using video recordings of child development in the training of clinical psychologists at Moscow State University named by M.V. Lomonosov is summarized. Method and results. Video material is analysed first roughly as an illustration of the main variant of dysontogenesis (Lebedinsky, 2003). Then, key patterns of behaviour, emotions, and symbolic activity of the child are identified. They are assessed in the dynamics (actual and longitudinal), revealing the changing vectors of the child’s development. Next, changes in the child’s state under the most/least favourable conditions are noted. The result is a qualitative and quantitative assessment of the child’s affective-behavioural development (Bardyshevskaya, 2020). It is not reduced to one “tunnel” option (for example, pure distortion), but takes into account the tendencies to move to another options in different modes (levels) of the child’s activity. Students are required to collect and present video material on early development (due to its high speed and clarity of changes). Conclusion. Video recordings of the child’s development in natural conditions and during therapeutic consultations allow us to demonstrate mechanisms of abnormal development in order to select optimal therapeutic interventions. Such analysis is especially important when studying distorted development.

The COVID-19 pandemic forced the population not only to modify daily routines but also the ways they interact with each other and manage social and productive processes. In Cuba, measures were taken that covered all sectors, so high-performance sports suspended the preparation of athletes in training centers without neglecting their physical and mental health. The relevance of this work is that through the use of telepsychology, the diagnosis and intervention was carried out that guaranteed the mental health of children, adolescents and young athletes, as well as coaches and their families; This first experience has been reproduced by the psychology department in the mental preparation of the athlete. The general objective was aimed at guiding athletes, coaches and their families appropriately during the COVID-19 pandemic stage. The sample was made up of 905 people, of them 452 athletes. The survey (online) was used as a research method for diagnosis and group psychological counseling or orientation was the most used technique as an intervention. The most significant results are: the effectiveness of carrying out psychological intervention actions through telepsychology directly or indirectly, whether group or individual, the creation of WhatsApp groups for child, adolescent and youth athletes, and for their families and trainers, which allowed the language, dynamics and facilities of the application to be adapted to each age group. In conclusion, the relevance of the use of telepsychology, the increase in group members, and the positive criterion as users of the psychology service adjusted to the stage of isolation due to the pandemic were obtained.

The report is devoted to the urgent problem of assessing the readiness of speech therapists, practitioners, undergraduate and graduate students of the Department of Speech Therapy at Moscow State University to use DIGITAL tools in the era of digital communication. The authors conducted a study and showed the level of awareness of speech therapists about the variety of digital technologies for digital communication and the availability of applied speech therapy digital tools; characterized the factors influencing the selection of a digital professional mentor by specialists. Using the example of the website of the Department of Speech Therapy of the Moscow State University, the ways of preparing future speech therapists to use digital tools are shown.

Primary school age is an important stage in the development of personality: a student develops the ability to learn, which is impossible without self-regulation of activity. In order to determine the skills of younger students to exercise self-regulation, we conducted a survey of classroom teachers of grades 1-4 (n=31). The BRIEF questionnaire (adaptation by E.Y. Gorina, T.V. Akhutina) was used to conduct the study. Classroom teachers note that younger students do not have sufficient skills to exercise self-regulation. When solving educational tasks, students miss the sequence of actions, do not always calculate the time of solution, they can start completing tasks at the last moment; written works are not always thought out and structured; they do not always check the completed work for errors, even after being reminded by the teacher, they make mistakes due to inattention; they forget to do their homework, they need a reminder from their parents, and the school does not always hand over the completed task to the teacher without a reminder. Students often do not write down their homework, do not listen to its explanation. This puts the teacher in front of the need to explain homework to non-parents, which increases the burden on the teacher and shows the involvement of parents in the educational activities of their children where the independence of the child is important for the development of activities and the success of its implementation. Not all children can control their personal belongings: they lose their phone, water bottle, sports clothes, money, pass, house keys, notebooks. The results show insufficient skills of students to carry out self-regulation of activities, including in the classroom. The purposeful formation of self-regulation skills of younger schoolchildren is relevant, which will not only increase the effectiveness of educational activities, but also reduce the burden on teachers.

Relevance. When organizing the activities of schoolchildren in specialized psychological and pedagogical classes, it is necessary to equip them with the most advanced methods, organizing professional tests and acquiring specific experience through immersion in a new reality - digital. Purpose of the study: to study the possibilities of using VR technologies in the process of teaching psychology to students in psychological and pedagogical classes. Research methods: analysis, synthesis, generalization, questioning. Sample: psychology teachers of 38 classes of psychological and pedagogical orientation in the city of Tula and the Tula region. Main results: possible areas for the use of VR technologies in teaching psychology are highlighted: visualization of abstract psychological concepts, virtual excursions to psychological laboratories, acquaintance with specific psychologists of the past and present, virtual participation in psychological experiments, virtual games for training professionally significant skills; immersion in school reality; try yourself as a teacher; creating lesson projects; use of immersive methods; visiting specialized virtual exhibitions, bookstores; virtual visit to the university, etc. Conclusion. Using the capabilities of VR technologies can significantly affect the increase in the efficiency of the learning process and the development of cognitive interests of students in psychological and pedagogical classes in the specialized discipline of psychology. Materials were prepared as part of the state assignment of the Ministry of Education of Russia on the topic “Scientific and methodological foundations for creating digital educational content for psychological training in pedagogical classes” (No. 073-00033-24-01 dated 02/09/2024).

The study raises the problem of benefits and difficulties of younger monolingual and bilingual schoolchildren at the beginning of school education by identifying the relation between regulation of activation and executive functions. Regulation of activation ensure the maintenance of general and selective activity associated with indicators of slow tempo, fatigability, impulsivity, hyperactivity and tendency to perseveration. Executive functions provide planning and programming of activities, retention of the plan during execution, control over the processing and the achieved result. The study involved 150 primary school children in age from 7 to 8.4 (M = 7.7, SD = 0.39). Among them: 75 primary school children with balanced bilingualism (Udmurt and Russian languages); and 75 monolinguals with native Russian. The following methods of neuropsychological executive functions research were used: Go-No-Go Task, Verbal Fluency Test, Counting, Problem Solving, Verbal Memory Test, Visual-Spatial Memory; computerized tests of the psychologists toolkit software «Moscow State University Practice»: Stroop Test, Shulte Tables, Dots. Regulation of activation were observed during all the trials. The mathematical and statistical analysis included: Structural Equation Modeling implemented with IBM SPSS Statistics V22.0. The leading functions of activity regulation were identified as predictors of executive functions productivity in monolingual and bilingual primary school students. Different development trajectories of executive functions individual components of children with different language status were identified: if an increase of reactivity of monolinguals reduced the productivity of their cognitive flexibility in nonverbal activity, then among bilinguals it ensured the productivity of auditory-speech memory; if activity of monolinguals led to an increase of cognitive flexibility and inhibitory control in solving non–verbal tasks, bilinguals tended to increase cognitive flexibility in speech activity. The research was financially supported by the Russian Science Foundation (RSF) research project №23-28-10202.