The subject of the study is the anxiety-depressive symptoms of women in the postpartum period. The aim of the study is to identify the interrelationships of anxiety-depressive symptoms of women in the postpartum period and the type of their attitude to pregnancy. The author identified differences in anxiety-depressive symptoms of women with different types of residence and the use of maternity care. The results on the relationship of anxiety and depression with the type of attitude to pregnancy of women in the postpartum period were obtained. Research methodology: typology of the psychological component of the gestational dominant I.V. Dobryakova. Empirical basis of the study: the study was conducted on the basis of the Altai Regional Clinical Center for Maternal and Child Health with women in the early postpartum period.The existence of interrelations between the appearance of anxiety-depressive symptoms of women in the postpartum period and the type of attitude to pregnancy is theoretically substantiated and empirically proven. Qualitative characteristics of differences in the type of attitude to pregnancy of women with different types of residence and the use of maternity care are determined. The main conclusions of the study are : Anxious symptoms in the postpartum period are more typical for women from rural areas; Women who have undergone natural childbirth are more likely to experience depression and anxiety in the postpartum period; Rural women are more characterized by a hypogestognosic type of attitude to pregnancy, urban women - a depressive type of attitude to pregnancy; Anxious and depressive types of attitude to pregnancy associated with fears, expressed fears, tearfulness are risk factors for the development of anxiety-depressive symptoms in women in the postpartum period.

The subject of this research is the self-identity of twins in preschool age. The goal is to determine correlations between the behavioral indicators of intra-pair interaction and the parameters of functionality of self-identity of twins of preschool age. Detailed analysis is conducted on the role of twin situation and intra-pair interaction of twins in the development of self-identity in preschool age. The twin situation is interpreted as a special social situation of development that defines the formation of personality of twins; it is associated with the occurrence of specific intra-pair interactions that determine the development of self-identity of a preschooler. The research methodology is based on the cultural-historical approach that reveals the role of social situation in child’s development (L. S. Vygotsky), concept of self-identity (S. L. Rubinstein, L. I. Bozhovich), studies on twins (T. B. Morozov, M. T. Miliora). The empirical base is represented by 100 twins of preschool age. This article is first to give theoretical substantiation and empirical proof to the existence of correlation between the behavioral indicators of intra-pair interaction of twins and characteristics of self-identity of dizygotic and monozygotic twins in preschool age. The following conclusions were made: dizygotic and monozygotic twins may have a different nature of intra-pair interaction, which relates to the peculiarities of self-identity preschoolers; dizygotic twins have high possibility of rivalry with their twin; monozygotic twins are rather oriented towards cooperation. The proclivity for cooperation in the process of joint activity creates the foundation for positive self-esteem, self-acceptance, and assessment of own performance. The proclivity for rivalry allows the twins to be more independent, take responsibility for the results of their work, creates foundation for the development of self-identity, self-cognition, and self-understanding.

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The subject of the study is the cognitive, emotional and behavioral components of the sexual identity of girls and boys of younger adolescence. The aim of the study was to study the content characteristics of the cognitive, emotional and behavioral components of the sexual identity of girls and boys of younger adolescence and to identify the relationship between these structural components. The author analyzes in detail the features of the sexual identity of girls and boys of younger adolescence. Sexual identity is a complex dynamic structure that begins its formation in early childhood, and by adolescence, due to the psychological characteristics of this period, reaches a new, significant level, which determines the need for its detailed study in this age period. Research methodology: L.S. Vygotsky's cultural and historical theory of human mental development, D.B. Elkonin's age periodization, conceptual positions and main provisions in the study of sexual problems of domestic and foreign psychologists V.E. Kagan, I.S. Kletsina, N.Y. Flotskaya, etc.The empirical base of the study is represented by 30 teenage girls and 30 boys from full families. The age of the participants was 12-13 years.For the first time, the existence of differences in qualitative and quantitative indicators determining the structure of the sexual identity of girls and boys of younger adolescence is theoretically substantiated and empirically proven. Adolescents of both sexes do not have difficulties with building a sex-and-age sequence and identifying their present sex-and-age status, adequately identify themselves according to gender and age. Teenage girls correspond to gender stereotypes to a greater extent than boys. Girls and boys are characterized by the perception of parental influence as inconsistent, unstable and generally incomprehensible to a teenager. The behavioral component of the sexual identity of younger adolescents of both sexes is characterized by uncertainty, undifferentiation, and a combination of both feminine and masculine qualities in behavior.