This article deals with the specifics of practical professional training among future teachers and teaching psychologists. The said specialists receive professional training during practical studies. Recently the focus of attention shifted to justifying the contents of professional training which is conducive to the build-up of professional competences. Thusly, we deemed it rational to expose a number of issues and problems student cope with during work experience. We defined markers of professional competence build-up and presented the follow-up diagnostics results of the said practice.

The aim of the work was to compare the psychological characteristics obtained using the Hands Test in representatives of various ethnic groups living in the South of Russia. We used the Wagner Hand Test. The study was carried out on respondents aged 15-16 and 17-30 years old, living in the Rostov region, the republics of Karachay-Cherkessia, Kabardino-Balkaria, Crimea, Adygea. The total number of respondents was 689, of which 304 were men and 385 were women. As a result, data were obtained on sex differences in psychological characteristics identified using the hand test. Women were found to be more Affective than men. The age-related characteristics of the hand test indicators were also revealed in the groups of 15-16 years old and 17-30 years old. Comparison of age subgroups 15-16 and 17-30 years old showed that with age there is an increase in the severity of psychological traits of Direction, Communication, Active, the degree of personal Maladjustive and the sum of indicators of Aggressive and Direction, as well as the sum of indicators of Affection, Communication and Dependence. The manifestations of psychological characteristics are also determined by ethnicity, in particular, in terms of such indicators as Direction, the sum of indicators of Aggressive and Direction, the indicator of Activity, the total number of answers on the test and the total indicator of Aggressive.

This article summarizes the results of research aimed at studying the impact of the transition to online learning using information and communication technologies (ICT) in the educational process on the psychological comfort of students at the Adyghe State University in the direction of “Psychological and pedagogical education”. During the study, a set of complementary research methods was used: theoretical, empirical, statistical, as well as private methods aimed at assessing the level of anxiety, sociability, motivation for learning, and the questionnaire aimed at identifying the level of psychological comfort of students in online learning. We suspected that the transition to online learning can affect the psycho-emotional state and psychological comfort of students: trait and state anxiety will increase; the level of motivation for learning, and the level of students’ communicative activity will decrease. Analysis and interpretation of the data showed that in the process of online learning, the majority of the tested respondents were dominated by average and high values of situational and personal anxiety (43.9% and 47.9%, respectively). 59% of respondents faced psychological discomfort because of the necessary to sharply adapt to the new format of education. There were also difficulties with self-organization of learning process outside the university - 21.7%, as well as difficulties associated with the material and technical base, created an uncomfortable psycho-emotional state in the subjects of the educational process - 3.5%. Therefore, in introducing online learning, it is necessary to take into account several possible risks that affect both the quality of the learning process and the psycho-emotional state of students. Moreover, a necessary condition, in our opinion, is considering the individual and personal characteristics of students in the process of integrating ICT into the educational system to improve health and create conditions for the psychological comfort of students.

Introduction. The family as a resource for psychological well-being influences the formation of personal beliefs about interpersonal and role-based family relationships. The reflected experience of relationships in the family of origin and subjective models of interaction with the world are reflected in the beliefs of boys and girls about the family structure. Beliefs about role relationships in the family influence the matrimonial behaviour of the individual, determining the choice of a strategy of actions based on the hierarchy of family values.Purpose. Identification and description of the features of the content of the individual’s beliefs about role relationships in the family during the period of matrimonial choice.Materials and methods. The study involved 135 people (55 boys and 80 girls, aged 17-21 years), students from Adygea State Pedagogical University, who are in the matrimonial choice period. The Role Expectations and Claims in Marriage (RESM) test by A. N. Volkova and the Distribution of Roles in the Family methodology by Yu. E. Alyoshina, L. Ya. Gozman, E. M. Dubovskaya were applied. A comparative analysis of the severity of beliefs about the desired role behaviour of the future marriage partner in boys and girls was carried out.Results. The specificity and gender differences in the severity of beliefs indicators about the distribution of roles in the family among modern students are shown, taking into account the gender factor. The importance of personal identification with a partner is reflected (girls have an average score of 6.9, boys 5.6 according to the RECM method) and the expected performance of the emotional-psychotherapeutic function by the family (average score 7.2 for girls and 6.6 for boys). The beliefs of students of both sexes about the structure of the family reflect the features of the egalitarian type of family, that is, the expectations of equal partnership in the family (the results obtained using the Distribution of Roles in the Family methodology showed no significant differences in the views of girls and boys).Discussion and conclusion. The adequacy of the reality of ideas about the requirements for a partner, the subject of role behaviour, provides awareness of matrimonial choice, which is necessary for building a prosperous and constructive interaction in the family. In conclusion, the effectiveness of art therapy in psychological support programmes for the development of constructive ideas about the psychological determinants of a successful family among young people is emphasized.

International students represent different cultures and differ psychologically, ethnically and culturally from citizens of their host country [1]. This causes adjustment problems in their new socio-cultural environment. The educational establishment should modernize and improve learning conditions which enables international students to adapt faster, develop their abilities and skills, improve their educational prospects. Purpose of the study was to draw out and experimentally substantiate psycho-pedagogical conditions and factors of successful adjustment to the educational environment for the international university students. Highly adaptive international students belong to the interactive type. They exhibit immersion readiness in unfamiliar intercultural conditions, striving to broaden their social circle with representatives of other cultures, aim at joint problem-solving, while exhibiting fewer signs of loneliness. By reference to students with lower adjustment levels, they exhibit medium manifestation of psycho-emotional symptomatology signs together with affective and cognitive components of ethnic identity [2]. They exhibit medium levels of cultural shock, tolerance, social distancing and average subjective well-being. These features are common for the unfinished adjustment process among international students. Thusly, we distinguish external and intrinsic factors which influence smooth adjustment process. The results of the study demonstrate that intercultural adjustment of international students is more successful in compliance with the support program implemented according to socio-psychological traits of international students and newly existing conditions of socio-cultural environment. The support program encompasses main areas of student life, which is a distinct advantage [3]. Its adaptable structure adjusts to all possible alterations to be implemented in various groups and different conditions.