The paper presents pilot research data that is part of the research project "The Impact of Early Deprivation on the Bio-Behavioral Indicators of Child Development" from the Government's megagrant programs No. 14.Z50.31.0027. The purpose of the paper is the study of mental, social and emotional well-being indicators of adults raised in orphanages in comparison with a control group of adults who grew up in biological families. The comparison was carried out using scales of the WHO Questionnaire for assessing quality of life and Adult Self-Report (ASR) from The Achenbach System of Empirically Based Assessment (ASEBA) for assessing psychological and emotional well-being. Results revealed no significant differences between the groups studied. However, using the classification procedures, we found that an important feature is the living conditions that enable classification of membership in a group of graduates of an orphanage or in a group of adults from biological families: a separate apartment or a "public" space (a communal apartment or a dorm). A hypothesis has been put forward about the impact of the current living environment on the diagnosed indicators of the mental, social and emotional well-being of orphanage graduates.

This article is devoted to the study of the main features and disadvantages of the operational component of thinking in children of older preschool age with mental retardation and mental retardation. Currently, there are not enough detailed comparative studies that state the features and disadvantages of the operational characteristics of thinking in children of these categories. The relevance of obtaining comparative research content is determined by the practical tasks of differential diagnosis and building the correct educational route for children. In the course of the present study, identical and distinctive characteristics in the development of operations of analysis, synthesis, comparison, generalization, classification and abstraction of children with ASD and mental retardation are recorded. The results obtained determine the prospects for using these data in the methodological support of preschool children in preparing for school.

The research is aimed at identifying the specifics of the components of emotional intelligence (EQ) in persons with different experiences of substance abuse. The study involved 157 respondents aged 35 to 45 years, of whom 111 were dependent on psychoactive substances and 46 never used them. The empirical study was carried out using The Emotional Intelligence Questionnaire (EmIn) by D.V. Lyusin, The Balanced Emotional Empathy Scale (BEES) by A. Mehrabian and N. Epstein, and The Toronto Alexithymia Scale (TAS). Significant differences were found for almost all the variables (except for empathy and the ‘intrapersonal management’ EQ component) between the group of persons who did not use psychoactive substances and the groups of persons dependent on such substances. The obtained results also make it possible to speak about differences in the correlations between the components of emotional intelligence with each other, as well as with empathy and alexithymia among the groups of subjects with different experiences of substance abuse. In individuals who did not use psychoactive substances, all the components of emotional intelligence are interconnected. In the addicts, as the duration of substance abuse increases, the number of connections between the components of emotional intelligence, both among themselves and with alexithymia, decreases.