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Ural Federal University named after the first President of Russia B. N. Yeltsin in Yekaterinburg welcomed participants of the II International Forum “Cognitive Neuroscience — 2019” in November 2019. More than 300 Russian and foreign scientists took part in the Forum. A total 85 reports were presented.This article is the final report about the Forum. The article presents relevant research directions that have become the subject of discussion by the Forum participants, a scope of Forum research areas and prospects for the development of cognitive neuroscience in general.

Introduction. Modern technologies are generating new types of production and transformation of old ones, which results in the loss of jobs, income and status among the representatives of elder generation and leads to a professional loss crisis. All these factors make it necessary to study the peculiarities of professional development in late adulthood.The aim of the current publication is to investigate psychological peculiarities of professional development in late adulthood.Methodology and research methods. The conceptual idea of the research methodology is the subject-based approach, which considers an individual as an active subject of labour, who is able to successfully and effectively realise various occupational activities, thus ensuring a decent standard of living. A standardised questionnaire “Motivation of Professional Activity” by K. Zamfir in modification of A. A. Rean was used to assess the level of internal and external motivation. The “WHO Quality of Life-BREF (WHOQOL-BREF)” was applied to determine the level of quality of life. The parameters of professional development were evaluated employing a questionnaire with closed-type questions – adapted method “Questionnaire of a Working Pensioner” by N. S. Glukhanyuk and T. B. Sergeeva. The study involved 77 professional respondents aged from 50 to 74 years (19 men and 58 women). The Mann-Whitney U-test, Spearman rank correlation coefficient were used for statistical analysis of the obtained data. Maximum likelihood factor analysis was used as well.Results. The comparison of motivation among the respondents of various age groups demonstrated that the employees over 60 years are more motivated to stability and working conditions than the employees aged 50-60. The comparison of professional experience showed that employees with more than 30 years of working experience rated their physical and mental health and well-being higher than employees with 21-30 years of professional experience. Correlation analysis confirmed the research hypothesis about the correlation between the quality of life and work motivation with the characteristics of professional development. It was also confirmed that the quality of life in late adulthood is associated with the ability to overcome workplace challenges. Factor analysis revealed the factors of psychological preparedness for mentoring (“Need for Mentoring”, “Benefits of Mentoring”, “Impact of Mentoring on the Main Place of Work”, “Cons of mentoring”), the factors of self-assessment of work activity (“Social Aspect”, “Professional Aspect”, “Continuation of Work”, “Demand in the Labour Market”) and the factors of psychological difficulties in late adulthood (“Age Changes”, “Impact of Experience”, “Psychophysiological difficulties”, “Cognitive Changes”). Scientific novelty. For the first time in developmental psychology, the relationship between motivation and quality of life at a later age is discussed; the most significant factors of professional development are analysed. It is established that the most important characteristic of the quality of life for professional development is the environment. The results of the study prove the validity of considering late adulthood as the age of development, which contains the necessary psychological resources to overcome age-related changes and realise oneself in professional activities.Practical significance. The data obtained are important for developing a strategy of professional development in late adulthood, which will allow for determining the methods of the psychological support of employees, the improvement of productivity and the reduction of occupational injuries. Based on the specifics of motivation of professional activity in late adulthood and the characteristics of quality of life, the relevant programmes can be developed to overcome the professional loss crisis.

Предмет. Происходящие в мире изменения (увеличение продолжительности жизни, повышение возраста выхода на  пенсию) привели к  пересмотру социальных и  психологических характеристик человека предпенсионного возраста, актуализировали проблему кризиса утраты профессии в  контексте продления периода активной трудоспособности.Цель. Поиск эффективных технологий профилактики кризиса утраты профессиональной деятельности у педагогов позднего возраста.Методы. Теоретический анализ проблемы дополнен эмпирическим исследованием с  применением психодиагностических методик: тест жизнестойкости С. Мадди в адаптации Е. Н. Осина, Е. И. Рассказовой; новый опросник толерантности к неопределенности Т. В. Корниловой; шкала психологического благополучия К. Рифф в адаптации Т. Д. Шевеленковой, П. П. Фесенко. В исследовании приняли участие 52 педагога (средний возраст 59,3 лет), у которых были диагностированы сниженные показатели психологического благополучия, жизнестойкости, интолерантности к неопределенности.Результаты. Разработана и апробирована программа социально-психологического тренинга профилактики кризиса утраты профессии у  педагогов позднего возраста, по  результатам которого показатели жизнестойкости участников тренинга приблизились к высоким значениям, показатели психологического благополучия увеличились до  нормативного уровня, показатели интолерантности к  неопределенности повысились до  высоких значений, а  межличностной интолерантности к неопределенности приблизились к низким.Научная новизна. Впервые представлена и апробирована технология профилактики кризиса утраты профессии у педагогов, базирующаяся на повышении психологического благополучия, жизнестойкости и  интолератности к  неопределённости.Практическая значимость. Тренинг может быть использован в образовательных учреждениях разного типа и уровня. Background. Changes going on in the world such as an increase in life expectancy or an increase in the retirement age have caused a revision of the social and psychological characteristics of a pre-retirement age person; actualised the problem of the crisis of loss of profession due to extending period of active working capacity.Objective. The aim of  the study is  to determine the technologies for preventing the crisis of loss of professional activity among teachers of late age.Methods. The study used theoretical and empirical methods. Psychodiagnostics was used as an empirical method using the following methods: S. Maddy’s Hardiness Survey adapted by E.N. Osin, E.I. Rasskazova; new uncertainty tolerance questionnaire by T.V. Kornilova; scale of psychological well-being by K. Riff adapted by T.D. Shevelenkova, P.P. Fesenko. The study involved 52 teachers of average age 59.3 years, who were diagnosed with reduced indicators of psychological well-being, resilience, tolerance to uncertainty.Results. A  programme of  socio-psychological training for the prevention of  teachers’ crisis of the loss of profession due to late age has been developed and tested. As the result, the indicators of resilience approached high values, indicators of psychological well-being increased to  a normative level, indicators of  intolerance to  uncertainty increased to high values, interpersonal tolerance to uncertainty approached low.Scientific novelty. For the first time, a technology for preventing teachers’ crisis of losing profession, based on increasing psychological well-being, resilience and intolerance to uncertainty, was presented and tested.Practical significance. The training can be used in different types and levels of educational institutions.

This article discusses the specific characteristics of profession loss crisis at an old age. Profession loss crisis is the last normative crisis of personal professional development that is caused by the completion of one’s professional biography after reaching a certain age. The research employs a psychobiographic method and a critical events method. These methods are based on the use of a formalized biographical questionnaire worked out by Norakidze V.G. and reconstructed by Zeer E.F. The authors have identified and provided a detailed description of the main factors that cause profession loss crisis: random events, adverse circumstances while implementing professional plans, etc. The article outlines the main strategies for coping with this crisis: changing jobs, re-training, the assistance of colleagues and administration, etc. The authors suggest technologies to minimize the effects of these factors and overcome profession loss crisis effectively.

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Introduction. Modern technologies are generating new types of production and transformation of old ones, which results in the loss of jobs, income and status among the representatives of elder generation and leads to a professional loss crisis. All these factors make it necessary to study the peculiarities of professional development in late adulthood.The aim of the current publication is to investigate psychological peculiarities of professional development in late adulthood.Methodology and research methods. The conceptual idea of the research methodology is the subject-based approach, which considers an individual as an active subject of labour, who is able to successfully and effectively realise various occupational activities, thus ensuring a decent standard of living. A standardised questionnaire “Motivation of Professional Activity” by K. Zamfir in modification of A. A. Rean was used to assess the level of internal and external motivation. The “WHO Quality of Life-BREF (WHOQOL-BREF)” was applied to determine the level of quality of life. The parameters of professional development were evaluated employing a questionnaire with closed-type questions – adapted method “Questionnaire of a Working Pensioner” by N. S. Glukhanyuk and T. B. Sergeeva. The study involved 77 professional respondents aged from 50 to 74 years (19 men and 58 women). The Mann-Whitney U-test, Spearman rank correlation coefficient were used for statistical analysis of the obtained data. Maximum likelihood factor analysis was used as well.Results. The comparison of motivation among the respondents of various age groups demonstrated that the employees over 60 years are more motivated to stability and working conditions than the employees aged 50-60. The comparison of professional experience showed that employees with more than 30 years of working experience rated their physical and mental health and well-being higher than employees with 21-30 years of professional experience. Correlation analysis confirmed the research hypothesis about the correlation between the quality of life and work motivation with the characteristics of professional development. It was also confirmed that the quality of life in late adulthood is associated with the ability to overcome workplace challenges. Factor analysis revealed the factors of psychological preparedness for mentoring (“Need for Mentoring”, “Benefits of Mentoring”, “Impact of Mentoring on the Main Place of Work”, “Cons of mentoring”), the factors of self-assessment of work activity (“Social Aspect”, “Professional Aspect”, “Continuation of Work”, “Demand in the Labour Market”) and the factors of psychological difficulties in late adulthood (“Age Changes”, “Impact of Experience”, “Psychophysiological difficulties”, “Cognitive Changes”). Scientific novelty. For the first time in developmental psychology, the relationship between motivation and quality of life at a later age is discussed; the most significant factors of professional development are analysed. It is established that the most important characteristic of the quality of life for professional development is the environment. The results of the study prove the validity of considering late adulthood as the age of development, which contains the necessary psychological resources to overcome age-related changes and realise oneself in professional activities.Practical significance. The data obtained are important for developing a strategy of professional development in late adulthood, which will allow for determining the methods of the psychological support of employees, the improvement of productivity and the reduction of occupational injuries. Based on the specifics of motivation of professional activity in late adulthood and the characteristics of quality of life, the relevant programmes can be developed to overcome the professional loss crisis.

Introduction. The relevance of the current research in the features of the profession loss crisis among older teachers is due to the need to develop the methods of psychological support for their professional development in the conditions of growing demands on the educational process.The aim of the study is to identify the features of the profession loss crisis among older teachers.In the course of the study, the authors put forward the following hypotheses. The features of the profession loss crisis include two scenarios, which are reflected in the psychological state of teachers and their attitude towards their own profession. The positive scenario is characterized by physical and psychological health, hardiness and psychological well-being, while the negative scenario is characterised by deterioration in physical and mental health, reduced hardiness and psychological well-being.Methodology and research methods. The methodological basis for the study was the concept of professional development by E. F. Zeer and E. E. Symaniuk, as well as the approaches to examining the psychological characteristics of the crisis of late age; psycho-aging changes at a later age; stages of professional development; features of experiencing crises. The study involved 956 teachers working in educational organisations of the Sverdlovsk region (58 men and 898 women). The average age of the respondents was 57.9 years. The features of the profession loss crisis were determined using the biographical method, which allowed the authors to consider the dynamic process of professional development and highlight the psychological characteristics of the crisis based on content analysis. The biographical questionnaire contained questions aimed at identifying general social and professional information, determining the characteristics of options, professional activities, retirement and plans for future life, as well as determining the success of a professional biography. The following methods were used: test of hardiness in the adaptation of E. N. Osin and E. I. Rasskazova; method of quality-of-life SF-36; T. V. Kornilova’s new questionnaire of tolerance to uncertainty; scale of psychological well-being by K. Riff as adapted by T. D. Shevelenkova, P. P. Fesenko; questionnaire by K. Zamfir “Motivation of professional activity” in the modification of A. A. Rean. Data processing was carried out in the RStudio program. To highlight the options for the course of the crisis, cluster analysis was used. Welch’s t-test was applied to compare the groups with each other. The one-sample Student’s t-test was used to compare groups with standard indicators.Results. It was revealed that the profession loss crisis can proceed according to two scenarios, each of which has its own characteristics.In a positive scenario (about 3/4 of cases), the indicators of physical and psychological health, vitality and psychological well-being do not differ from the normative values. At the same time, teachers generally have a good attitude towards their profession and have plans to continue working in profession and learning something new.In the negative scenario of the crisis, the indicators of resilience and psychological well-being are at the lower limit of the norm, and the indicators of physical and mental health are significantly lower than the norm. Teachers are much more likely to note disappointment in the profession and, in general, have a more negative attitude towards it than the representatives of the positive group. Among them, there are significantly more of those who plan to leave the profession and fewer of those who plan to stay in the profession and learn something new.Scientific novelty consists in the enrichment of psychological science with knowledge about the features of the profession loss crisis among older teachers working at different levels of education in the context of the professional development of the individual.Practical significance. The presented results can be employed in educational organisations to develop programmes for the prevention of the profession loss crisis among teachers and recommendations for teachers of late maturity to maintain their active professional longevity.