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Objective. Analysis of the resources for overcoming difficulties by students in connection with the new life experience in the first weeks of self-isolation and distance learning in the context of the CO¬VID-19 pandemic. Background. The study is focused on identifying the current psychological state, the characteristics of the perception of the world, as well as the strategies and resources of the individual to overcome negative aspects in connection with changes in everyday life. Study design. The study was built in the format of a socio-psychological survey to study the lifestyle and psychological state of students in self-isolation. Research was conducted in the middle of April 2020. Participants. 56 people, residents of Russia (8% of men, 92% of women) from 20-23 years old university students of the 2nd (77%) and 5th (23%) courses of psychological specialties (Σav=21.12, Me=21, SD=1.37). Measurements. The research is based on quantitative and qualitative methodology. We used the method of content analysis for written discourses about the lifestyle in connection with self-isolation and the SAN method, which allows one to draw conclusions about the degree of psycho-emotional state. Results. Lifestyle changes were recorded by 93% of respondents. The most transformed spheres are activity (educational) and social. The spatio-temporal characteristics of life are of great importance. Assessments of negative and positive changes show parity. Minor manifestations of anxiety and negative emotional states were revealed. The average and medium-high level of psychoemotional state was recorded. Conclusions. Resources for overcoming difficulties are represented by strategies: 1) “I”: comprehension, self-organization, maintaining physical fitness, self-development; 2) “Others”: help, emotional support for loved ones and strangers; 3) “Living space”: working with the space of the house for arrangement under his “I”, expanding its multifunctionality, maintaining cleanliness.

Background. of the article is determined by the need to study educational processes and the educational environment in the situation of the COVID-19 pandemic in particular. The objective of the study is to analyze the characteristics of the educational environment determined by the conditions of the COVID-19 pandemic and the requirements of self-isolation and distance learning, as well as psychological threats to the safety of the educational environment in these new conditions. Design A study of to the security of the educational environment in a pandemic was conducted. These threats were identified in an exploratory study in the first month of the self-isolation regime (April 2020). We analyzed information provided by junior psychology university students (n = 31); teachers (n = 19) and psychologists of Moscow schools (n = 6); schoolchildren – pupils of 5–7 grades (n = 76) and parents of schoolchildren (n = 18). All information was collected remotely, provided on condition of anonymity and voluntariness. Discourse processing was carried out by the method of content analysis and thematic analysis with subsequent expert assessment. The chosen methodological plan of qualitative research allowed the use of individual experiences as indicators of mass consciousness for the analysis of collective states. Results. It was revealed that the current situation created by the COVID-19 pandemic significantly changes the concept of «educational environment». The traditional characteristics of the school educational environment are complemented by factors resulting from the process of “expansion” and “shift” of the educational environment, on the one hand from the school environment to the home environment, and on the other hand from the offline format to the online format. The following new perspectives of the educational environment security defined by the situation of self-isolation are highlighted: distance learning; stay in a home environment, diminishing of direct communication; intensification of communication in the network; forced interaction with the immediate environment; the need to coordinate interaction between teachers and parents; the importance of Internet communication; dynamic processes in the family as in a small group, etc. Situations linked to the dynamics of family and interpersonal relationships, health, the physical environment at home, and the online format of the educational process cause the most important emotions in all participants of the educational process during self-isolation. Conclusions. The program of activities of the educational support service in the school environment should be supplemented with experience and new practices of life in isolation. In a situation of «expanded» educational space and distance learning, educational policy is obliged, while leaving school a priority, to take into account the emergence of new priority subjects in the educational environment that require attention.

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The basis of the article is the provision about two fundamental forms of conceptual intentionality developed in this theory: Land D-conceptual formations of personality and direction on the solution of boundary "tasks of life and "tasks for death" by a human in his daily and non-daily life worlds. It's very acute issue and it will be interested for those who are interested how to behave in emergency situation. The study was conducted in several stages. The methods themselves are directed in order to actualize the different conceptual intentions and direction on the past, present and future.

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Background. The study is evoked by the need to clarify the trajectories of the development of communication among adolescents and young people in different periods of the pandemic. Objective. The aim is to analyze satisfaction with mediated and real communication in adolescence and youth in a situation of restriction of social contacts. Methods. The methods included a questionnaire survey (Google forms) aimed at identifying changes in communication among adolescents during different periods of the pandemic; self-assessment on a 10‑point scale of satisfaction with communication; an associative survey regarding communication during the pandemic; as well as questions that identify changes in leisure activities. The study included a search stage (spring 2020) and the main stage (autumn 2021), in which A. Mehrabian’s affiliation questionnaire was additionally used to identify the motivation for social contacts. Sample. Students of secondary schools and students of junior courses of universities took part in the research. The sample included 306 people (average age 15.9 years); male — 34%, female — 66%. Results. The study revealed significant differences between retrospective and current assessments of satisfaction with communication in a pandemic situation: the higher level of satisfaction with real communication in autumn 2021 as compared to 2020 (p < 0.001), a significant decrease in satisfaction with remote mediated communication (p < 0.01). It was found that adolescent schoolchildren are more satisfied with communication during the first period of the pandemic, unlike students (p < 0.05). Adolescents who are less in need of close friends and who easily converge with people are more satisfied with real communication. Adolescents with a high desire for acceptance (p < 0.05) and a low fear of rejection are satisfied with real communication. Conclusions. In the context of the pandemic, remote communication had a positive meaning — compensating for real social contacts through the strengthening of the trend to use the Internet space for communication and interaction. After quarantine, some teenagers began to appreciate real communication to a greater extent, while others preferred to continue communicating via the Internet, avoiding personal meetings. The results were used in psycho-­corrective work in terms of overcoming the predominant orientation towards virtual contacts and Internet attachment.