In recent years, there has been a tendency in Russia to separate primary school from secondary one; gymnasiums and lyceums where children are recruited in the fifth grade through a competitive examination start operating. Despite the fact that such schools enroll children from prosperous families who perform well at school, some of them start experiencing learning difficulties resulting in dramatic decrease in academicperformance, behavioral problems, and health deterioration. One of the risk factors for these problems is the difficulties of adjusting to a new school, conditioned by agespecific psychological and physiological conditions of fifth graders and pedagogical factors. The purpose of this study is to increase awareness of fifth graders school adaptation, collect empirical data, by examining the relationship between its variouscomponents, as well as self-esteem. The present study explored 144 fifth graders aged 10-11 (74 boys and 70 girls) and their 6 class tutors (homeroom teachers). Measures: School Anxiety Questionnaire (B.N. Phillips), expert evaluation, «Sociometry» ( J.L. Moreno), self-esteem methodology called «Ladders». The results of the study into academic, social and psychological aspects of fifth graders School adjustment showed that the period of adaptation is characterized by decreased academic performance compared to the fourth grade while a third of the subjects lacked interest in studying. 39 % of fifth graders showed a low sociometric status.More than half of the students (55 %) are dissatisfied with their relationships with their classmates. An increased level of school anxiety is typical for 25% of fifth-graders. The main causes of school anxiety are fear of self-expression, problems with the teacher, fear of not meeting the expectations of others. Factor analysis proved a three-fold structure of school adaptation. The correlation analysis showed that academic adaptation is related to all components of school adaptation, whereas social and psychological components are not linked.55 % of fifth-graders have low or poor self-esteem. They are most dissatisfied with their lack of authority among their classmates and their appearance. Factor analysis demonstrated that the self-esteem of fifth graders in the period of adaptation to secondary school is more connected to the indicators of the social component ofadaptation. Teachers adequately evaluate only student performance and behavior, but not their sociometric status, school anxiety, and interest in learning. This complicates the identification of the problem and timely assistance to the fifth graders with difficulties in social and psychological adaptation. Keywords: school adaptation, learning difficulty, fifth-graders, self-esteem, school anxiety, sociometry

One of the greatest predictors of happiness is the satisfaction with interpersonal relationships. The basis of development of interpersonal relationships is trust. At the same time, trust is preconditioned by history and culture and has national characteristics. In Russia during the 1990s the social psychological phenomenon «trust deficit» of the population was formed, that was manifested in every sphere of life. Today the generation that grew up in that atmosphere of «trust deficit» has reached the college-student age. In this article the results of the study of correlation of happiness and self-trust, trust to other people and to the world, and with such personal characteristic as gullibility are presented. A hundred students (23 male and 77 female) aged 18 to 22 took part in the study. The following diagnostic tools were used: «Update Oxford happiness questionnaire»; «Cattel 16PF questionnaire (factor L «Vigilance»)»; A.B. Kupreichenko method «Study of trustiness/untrustiness of a person towards the world, the people, themselves»; A.B Kupreichenko method «Measure of trustiness/untrustiness of a person towards other people». The study revealed significant positive correlation of happiness and self-trust, with such personal characteristic as gullibility, and negative correlation with the trust towards the world. The students who are more self-reliant, who rely on their own resources and don’t rely on the help from the outside world appear to be happier.

The article presents the results of teaching English to children on the autism spectrum disorder (ASD). The initial stage comprised a survey on the assumptions of parents and professionals concerning the abilities and interests of children with ASD. The survey was completed by 16 parents bringing up such children and 10 professionals working in this area. Both parents and teachers noted that among other things children with ASD demonstrated good language learning abilities. The second and third stages of the study involved individual work with primary school students, which consisted in diagnostic testing of their English skills and offering subsequent English classes. One of the prospects for further research is to train children with ASD for inclusion in language learning.

Background. The contradictory results of studies on the relationship of happiness and well-being to norm-prohibitions make further work on this subject urgent. This topic is of particular relevance in connection with the current crisis of the value system. Objective. Our research was devoted to the study of happiness, life satisfaction, and compliance with norm-prohibitions in middle-aged Russians. We hypothesized that happiness is associated not only with life satisfaction but also with the ability to resist temptations (such as what are known as “mortal sins”). The survey used six temptations: wrath, greed, envy, sloth, gluttony, and extra pride. Resistance to these “sins” represented adherence to “norm-prohibitions”. Design. The study involved 1,520 respondents (222 male and 1,298 female). The mean age of the participants was 40.37 ± 6.01 years. The socio-demographic questionnaire included items related to gender, age, marital status, number of children, level of education, and financial situation. Happiness, life satisfaction, and adherence to “norm-prohibitions” were measured on a 10-point scale. Results. Happiness was associated with marital status, the number of children, and income per family member. It also correlated with life satisfaction, mostly in the area of relationships. Both men and women felt equally happy. The happiest people were less likely to manifest the “deadly sins” of wrath, greed, envy, and sloth. At the same time, happiness, calmness, and optimism were positively associated with pronounced gluttony and extra pride. Conclusion. The results indicate that a significant contribution to happiness is made by the ability of a person to adhere to norm-prohibitions.

В монографии представлены результаты теоретических и эмпирических исследований в области психологии образования, систематизированные по основным актуальным вопросам, с которыми сталкивается система образования на современном этапе ее развития. Рассмотрены вопросы, связанные с методологическими аспектами психологии образования, психологической безопасностью и психологическим благополучием субъектов образования, особое внимание уделено проблемам реализации инклюзивного образования, особенностям профессионального развития педагога и междисциплинарным исследованиям современного детства. Монография будет интересна всем, кто занимается научной и практической психологией, а также студентам и аспирантам психологических факультетов.