Many domestic and foreign observers have claimed that Russians have a unique constellation of personality traits that mirrors their distinctive historical and cultural experience. To examine the hypothesized uniqueness of Russian personality, members of the Russian Character and Personality Survey collected data from 39 samples in 33 administrative areas of the Russian Federation. Respondents ( N = 7,065) identified an ethnically Russian adult or college-aged man or woman whom they knew well and rated the target using the Russian observer-rating version of the Revised NEO Personality Inventory. The mean personality profile of Russians was very similar to the international average based on 50 different countries, debunking the myth of a unique Russian soul.The small variations from world norms did not converge with depictions of Russian national character in fiction and the scholarly literature. New items intended to capture distinctive, emic aspects of Russian personality provided no new information beyond the familiar Big Five dimensions. Religion, ethnicity, and beliefs about the uniqueness of the Russian character and the malleability of personality traits had little effect on personality ratings. Perceptions of the Russian soul do not seem to be based on the personality traits of Russians.

The relevance of the paper is due to the modernization of Russian education, which led to the need to train a bachelorpsychologist, focused on the implementation of the professional-personal position formed in the process of learning, capable to self-understanding of innovative technologies, self-development and self-realization in professional activities (Verbitsky, 2016; Komarova, 2012). The globalization of education is associated with the rapid development of digital technologies and their introduction into the learning process. The focus of training a bachelor-psychologist capable of constructively solving problem situations, flexible overcoming difficulties in relations with others, to self-use of innovative technologies in accordance with the requirements of Federal State Educational Standard (FSES) (2016) has become a priority area of modern education (Leontiev, 1975). The goal of the paper is to argue the theoretical justification for forming of a bachelor-psychologist's position based on blended learning technology, which is based on the ideas of the theory and practice of organizing the educational process on the basis of blended learning technology (

This article focuses on the stress of innovation in higher and secondary education. The authors discuss the concept of stress of innovation. The stress of innovation in educational institutions is the stress that occurs in the process and as a result of introducing innovations in education. Iinnovations for students and teachers are situations evoked stress and post-stress disorders (didactogeny in forms of pediogeny, mathetogeny and eductogeny). Innovation also acts as a way to overcome such stresses, problems, and development crises. These violations and attempts to transform them concern the transformations and deformations of personal, interpersonal, and organizational levels. It is important to note the relationship between causes and consequences, as well as the manifestations of stress of teachers and students at the personal, interactive, educational and organizational levels. The main study objectives are to find out how the stress of innovation in education affects the professional and academic success of teachers and students; and what way it relates to their satisfaction with themselves, their health and life in general. The main research method is a theoretical analysis of problems of the stress of innovation among students and teachers in higher education. At the same time, many conclusions were generalized and extended to secondary education and education in general. The obtained results made it possible to conclude that pupils (students) and teachers need both training in productive and effective methods of preventing and correcting the stress of innovation in situations of organizational and didactic development or, conversely, stagnation, in the context of reforms and other changes, and ideas about possibilities, limitations, mechanisms and directions of development in crisis and stress periods. Crisis and stress states of the child or adult psyche are conditions, which forming and fasten the risk of deviant behavior, developmental disorders, diseases and injuries, etc. These changes become more pronounced in cases, when under conditions of training and education, work and leisure existing and changing relationships in the process of innovation and other changes are not taken into account. All productive and effective innovations in education are connected by an idea – the creation of conditions under which the development of a man as a person, partner and student/professional is inevitable, and not just stated or impossible. While developing an integrative model to prevent and overcome the stress of innovation for students and teachers (in case of mathetogeny, pediogeny and eductogeny), it is important to set and solve the tasks of stress prevention and correction in the process of developing education subjects in different contexts: educational, professional, personal and interactive development ones. Preventing and correcting education in innovative education (and the stress from innovation) is associated with the prevention and correction of pediogeneias (harm caused by the wrong, destructive and pathological attitude of teachers to students), mathetogenias (harm caused by the wrong, destructive and pathological attitude of students to teachers), and eductogenias (harm associated with the deformation of organizational conditions and forms of training and education). A component of this work is psychological (psychotherapeutic) assistance to the education subjects (in the form of one-time consultations and trainings, coaching and systematic support). Such assistance, even in the form of one-time consultations, should nevertheless be aimed at systematic, integrative prevention and correction of stresses in education, including the stresses of innovation.

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The theoretical analysis of the category "social group" has been presented in the article from the position of sociological and general psychological approaches. The conclusion has been drawn that a social group -is the system of activity that serves, firstly, as the social environment acting on a person and, secondly, he himself experiences other individuals' influence. Because of this, group influences serve as a mediating system between a person and society. Social groups of teenagers with deviant orientation have been identified. The analysis of content characteristics of such groups has been given, their significance for each member of the group and teenagers' orientation to interaction within this group. The conclusion was made that firstly, teenagers who are prone to deviant behavior, possess personal and individual specific features which determine the manifestation of deviations in their behavior and getting into groups of teenagers with similar specific features. Secondly, groups satisfy the needs of teenagers who are prone to deviant behavior, in communication, in spending their free time, self-assertion. Further, due to elevated conformity, teenage groups with deviant orientation become more rigidly structured and closed for other people, which leads to teenagers' withdrawal who are prone to deviant behavior, in the framework of the anti-social environment. And finally, staying in the deviant milieu leads to the teenager's personality deformation which is expressed in a greater rupture of interpersonal ties with the positive milieu, as well as the person's orientation development to deviant behavior. This article can be of use to teachers of educational institutions and practical psychologists.