The text provides information on the III All-Russia (with international participation) scientifi c-practical conference «Psychology and pedagogy of social upbringing», dedicated to the 85th anniversary since the birth of Anatoliy Lutoshkin. The main events of the conference, reports at the plenary session, the work of discussion platforms, a round table, the topics of panel discussions, open lectures, and master classes are reported. The provisions of the resolution adopted by the participants of the scientifi c meeting and aimed at the development of social upbringing in Russia are given.

The article is devoted to the interregional scientific-practical conference "Child Success Formation as the Target Function of Additional Education" held on May 21, 2019 at Pedagogy and Psychology Institute of Kostroma State University. The conferencewas devoted to understanding the significance of the historical heritage of Kostroma school of social upbringing, demonstrating advanced, innovative practices and modern experience in building a child’s success, discussing the levers of changes in the quality and competitiveness of additional education. The conference participants expressed confidence that the joint work of science and practice, authorities of education and youth policy, public organisations will contribute to updating the content of upbringing, the introduction of innovative models that ensure the accessibility and quality of additional education, leading the child to success. At the same time, important conditions for the development of modern additional education are the formation of a system for improving the professional skills of pedagogues and managers in this area, networking and social partnership, the introduction of personalised funding for additional education and the preservation of traditions.

The article is devoted to the problem of introducing a tutor support model for students in the higher education system. The article raises the issue of readiness of pedagogues of school subject in higher education to master the position of a tutor. What underlies the research problem, is the contradiction between the lack of trained personnel – tutors, higher school pedagogues who would not be willing to formally fulfill this role, but to approach it consciously and being truly included into it, on the one hand, and the growing demand for them in higher education, on the other. The article describes an experimental event on teaching tutoring in the short-term project activities of student groups participating in the educational leap "Jump to the Future". In this experiment, the area of responsibility of the tutors was to create conditions for the emergence of an educational result among the participants of the project intensive and to build the trajectory of their individual and group development. The article describes both objective and subjective (semantic) criteria for assessing the success of tutors. The authors focus on the main indicator of the formation of competences of tutors – an effective solution to problem situations. The article summarises and analyses the results of a survey of the team of tutors of the project "Jump to the Future 2019", conducted at the end of the experiment.

The problematic field related to middle-aged women’s life construction features characterised by different styles of psychological separation from the mother’s figure, is outlined in the study. The authors proceeded from the following assumptions. 1) There are differences in indicators of psychological well-being in middle-aged women with high and low levels of separation from the mother. 2) The connection between mothers' and daughters' life strategies during adulthood, as manifested by conjugate measures of cognitive-behavioural coping strategies, sense-behavioural orientations and time perspective perception, is type-specific and it depends on the degree of separation. 3) Psychological separation from the mother determines the authors' construction of the adult daughter's life. 170 women from Kostroma and Kostroma Region took part in the study, of whom 85 were adult daughters (M = 33 ± 5.3); and 85, their mothers (M = 58 ± 6.7). The main methods included the "Unfinished Sentences" (Yelena Soldatova, 2007); Dmitriy Leont'yev’s "Life-Meaning Orientation Test" (Dmitriy Leont'yev, 1988); Cognitive Behavioural Coping Strategies Questionnaire (Inessa Sizova, Svetlana Filipchenkova, 2002); Own Life Path Methodology (Igor' Solomin, 2007); the survey Psychological Separation Inventory by Jeffrey A. Hoffman (Tat'yana Sadovnikova, Veronika Dzukayeva, 2014). The study is a combination of nomothetic and idiographic approaches. Conclusions – if the daughter is not psychologically separated from her mother in adulthood, then close conjugation of the mother’s and the daughter’s cognitive-behavioural coping strategies, goal orientations, and life planning features is traceable, which in turn negatively affects the functioning and life functioning of the daughter. Separation from the mother during middle adulthood is crucial for the realisation of a woman's subjective position in constructing and making sense of her own life, for the choice of cognitive-behavioural strategies in difficult situations, for taking personal responsibility.