This article analyzes the influence of family structure on the hardiness of adolescents aged 16-18 (average age 17.2). The aim was to investigate hardiness of subjects from full, single-parent, and large families. We used the Test of Hardiness Survey and the Noetic Orientations Test (SZhO). The sample comprised 200 subjects, first year university students from families with different compositions: 75 were brought up in a full family, 75 in a one-parent family, and 50 in a large family. A one-way analysis of variance and repeated measures MANCOVA showed that the subjects differ both in their hardiness and the distinctive features of its development. The authors conclude that subjects from full families are less hardy than those from single-parent families, but more hardy than those from large families. Also the hardiness dynamics of children from full, single-parent, and large families differ. Adolescents from single-parent families increase their hardiness further, whereas in students from full families it decreases. This can be explained by specific ways that the students survive the crisis of adolescence. And finally, students from large families demonstrate a similar level of hardiness in comparison with students from full families. This can also be explained by specific ways that they survive the crisis of adolescence. Later, when this crisis is almost over, their hardiness becomes similar to that of students from full families, which has decreased by that time.Keywords: hardiness, commitment, control, challenge, family structure, adolescents introduction During the past 20 years, hardiness has been a subject of study by scientists internationally and in Russia. Although as M.V. Loginova (2010) has pointed out, there are many interpretations of hardiness (e.g., "survivability", or "the courage to be" by P. Tillich et al.), in Russian psychology, the most empirically substantiated theory of hardiness is that of S. Maddi. According to his theory, hardiness is a pattern of attitudes and skills that, together, facilitate resilience under pressure by turning stressful circumstances from potential disasters into opportunities to grow in wis- Kuzmin, I. A. Konopak dom and performance. Hardiness consists of three attitudes: commitment, control, and challenge. Strong commitment refers to the belief that, no matter how bad things get, it is usually best to remain involved with the events and people in one's life, rather than to retreat into isolation and alienation. Strong control is the belief that, no matter how bad things get, it is worth continuing to try to effect outcomes, rather than retreating into powerlessness and passivity. Strong challenge is the belief that stressful changes are normal in life, and provide an opportunity to learn more, rather than being an inappropriate violation of one's right to easy comfort and security (Maddi et. al., 2009).During the last 25 years, some investigations have touched on the problem of hardiness development and the factors that determine hardiness. Khoshaba and Madd...

Introduction. The choice of coping behavior strategies is a factor in increasing the efficiency of professional activities of educators. Despite the large number of publications on this topic, there is a lack of research on teachers’ choice factors regarding coping strategies. The authors suggest that the choice of coping strategies is determined not only by the teaching experience, but also by the special subject a teacher has to teach. Materials and Methods. The methods, used in the study are the following: Ways of Coping by R. Lazarus and S. Folkman and Questionnaire by E. Heim. The survey group was 475 teaching employees with various lengths of teaching experience and teaching specialities. For statistical processing, MANOVA, the Kruskal-Wallis H-test, and the χ² criterion were used. Results. In the course of analysis of variance, it was found that the choice of preferred coping strategies depends not only on the length of teaching experience, but also on the speciality area taught. This refers to both specific strategies (Distancing, Self-control and Positive Revaluation) and productive, relatively productive and unproductive strategies in general. Based on the severity of coping behavior strategies, two groups of pedagogical workers were identified: with a more evident (preschool educators, psychologists and subject teachers) and less evident (primary school teachers and teachers of additional education) coping strategies. Discussion and Conclusion. The specificity of the choice of both productive and unproductive strategies for coping behavior is determined not only by the length of teaching experience, but also by the specialization taught. The authors have highlighted coping strategies that are most typical for various groups of teaching staff. The results obtained can be useful for educational psychologists who provide psychological support for teams of educational organizations. The revealed specificity of coping behavior of teaching staff can serve as a basis for the development of preventive measures to offset professional burnout.

The purpose of this сase-control study was to investigate the factors of subjective assessment of stress and their relationship with neuroendocrine mechanisms of its development in obstetricians-gynecologists against the background of professional burnout. Methods and Results: A total of 96 physicians and nurses from the different clinics specializing in both obstetrics and gynecology were surveyed. The Russian versions of MBI, BDI, SF-12, FFMQ, MAAS, and Coping strategies (the Ways of Coping Checklist) were applied. Blood serum/plasma was tested on the concentration of hormones (DHEA-C and TSH), melatonin, serotonin, and dopamine. Saliva cortisol was also estimated. In the present study, 43.75% of the physicians and nurses showed a high degree of burnout, which was comparable to that among physicians and nurses in other studies. Physicians and nurses with a high degree of burnout had more expressed coping strategies like Confrontive coping, Distancing, Self-controlling, Seeking social support and Escape-avoidance. Also, they have more expressed level of depressive manifestations. We found significant correlations between some factors of subjective assessment of stress (like coping and mindfulness) and neuroendocrine biomarkers. Adaptive coping like Planful problem-solving correlated negatively with the level of melatonin, and subscales of the mindfulness questionnaire were correlated negatively with levels of some biomarkers. Thus, we concluded that coping strategies and mindfulness could theoretically contribute to a decrease in the secretion of several hormones. Conclusion: Physicians and nurses with a low degree of burnout have a greater level of mindfulness and a lower level of some maladaptive coping strategies – Confrontive coping, Distancing, Escape-avoidance. Our results focus on the predictive role of these factors of subjective assessment of stress, in particular, Confrontive coping and mindfulness, in burnout syndrome. The present data confirm that there are some psychological and physiological aspects related to stress in the medical profession.

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