Amid the spread of COVID-19, a study of mental health in university students from different regions of Russia (n = 3057) was undertaken during the period from April 9 to April 20, 2020. The results were compared to studies conducted earlier within a large-scale research project examining student mental health. Mental health indicators were analyzed during three different periods: long before the onset of the pandemic (period 1); in the early days of the spread of COVID-19 in Russia, though prior to the implementation of containment measures (period 2); during tough measures to contain the first wave of the pandemic (period 3). The comparison of indicators showed no differences in the levels of psychological wellbeing (F = 0.918; p = .4), significantly lower levels of depression, anxiety and stress during the period 1 compared to the periods 2 and 3 (p \ .001), and the highest levels of anxiety and stress during the period 2. We also established a higher increase in the levels of depression (F = 6.883; p = .001), anxiety (F = 11.868; p \ .001) and stress (F = 10.384; p \ .001) in young men compared to the changes in the same indicators in young women during the pandemic. However, both before and during the pandemic, these indicators showed better mental health in young men than in young women. Thus, when studying the impact of the pandemic on students' mental health, it is crucial to take into account the possible dynamics of their mental state within relatively short periods of time and to pay particular attention to gender differences.

The present article aims at investigating the role of social support in the emotional well-being of young offenders. We hypothesized that perceived social support would be positively related to the emotional well-being of juvenile offenders. The methods were worked out to study perceived and received social support, psychological well-being and emotional state of the juvenile offenders. The entire sample consisted of 56 males aged from 15 to 18 years old (M = 16.5; SD = 0.8). 32 subjects (57%) were in pretrial detention and 24 participants (43%) were in a correctional camp located in the central region of Russia. The study detected that the level of psychological well-being of the respondents from the camp was correlated neither with perceived social support nor with the frequency of seeking assistance from the different sources of support. For the respondents in the pretrial detention, the level of psychological well-being was directly connected to the degree of the perceived support from the friends. The obtained differences might be associated with the influence of social environment in the pretrial detention and in the camps.

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Актуальность (контекст) тематики статьи. По разным данным, около половины проживающих в мире людей в той или иной степени владеют двумя или более языками. Неуклонный рост двуязычного и многоязычного населения за счет миграции и изучения иностранных языков, с одной стороны, и реальная угроза исчезновения языков коренных и малых народов, с другой, ставят всестороннее изучение билингвизма и мультилингвизма в ряд важнейших социальных задач и междисциплинарных научных проблем. Цель. Статья направлена на анализ и систематизацию полученных в исследованиях результатов о влиянии билингвизма на когнитивные процессы и индивидуальные особенности личности, а также на возможное выявление преимуществ двуязычия и связанных с ним сложностей. Описание хода исследования. Рассмотрен феномен русско-национального двуязычия, его специфика в различных республиках Российской Федерации. Представлено разнообразие социокультурных контекстов, в которых исследуется билингвизм и мультилингвизм, обосновывающих необходимость междисциплинарного подхода к изучению феномена. Проведен теоретико-аналитический обзор исследований влияния билингвизма на когнитивные процессы и личностные особенности, а также его связей с этнокультурной идентичностью. Рассмотрены сферы, в которых билингвизм может предоставлять преимущества, и проанализированы риски для личности и общества, связанные с владением несколькими языками. Результаты исследования. Выявлено, что результаты влияния билингвизма на когнитивные процессы и личностные особенности имеют противоречивый характер и определяются установками исследователей, совокупностью множества факторов и дополнительных переменных, которые с трудом поддаются контролю в связи с различными методологическими проблемами. Показана необходимость междисциплинарного взаимодействия в изучении влияния многоязычия на различные индивидуальные и социальные процессы. Выводы. Основной вывод заключается в том, что двуязычие и многоязычие сами по себе не являются преимуществом ни для когнитивного функционирования и личностного развития субъекта, ни для развития общества. Существуют дополнительные условия, определяемые как индивидуальной ситуацией развития, так и общим социокультурным контекстом, принятие во внимание которых может способствовать снижению индивидуальных и социальных рисков двуязычия и многоязычия и стимулировать их позитивное влияние на личность и общество. Ключевые слова: двуязычие, многоязычие, когнитивные процессы, этнокультурная идентичность, личность, междисциплинарный подход Background. According to various sources, about half of the world's population speaks two or more languages on different levels. The steady growth of bilingual and multilingual populations through migration and learning of foreign languages, on the one hand, and the real threat of indigenous languages extinction, on the other hand, put the comprehensive study of bilingualism and multilingualism in a number of important social issues and interdisciplinary scientific problems. Objective. The paper aims to analyze and summarize the results obtained in...

КуЛьтурнаЯ детермИнацИЯ ПСИХИчеСКОГО здОрОвьЯ И ПСИХОЛОГИчеСКОГО бЛаГОПОЛучИЯ: метОдОЛОГИчеСКИе вОПрОСы Л. а. Шайгерова, р. С. Шилко, Ю. П. зинченко, а. Г. долгих, О. в. ваханцева актуальность. Рост нарушений психического здоровья, психологи ческих проблем в современном обществе среди разных категорий насе ления, в том числе представителей разных культур и конфессий, с одной стороны, и недостаточная разработанность культурно специфических подходов к пониманию психического здоровья и психологического благо получия-с другой, ставят проблему культурной обусловленности пред ставлений о психическом здоровье и психологическом благополучии в ряд важнейших междисциплинарных проблем, имеющих высокую научную и Шайгерова Людмила анатольевна-кандидат психологических наук, доцент кафедры методологии психологии фта психологии МГУ имени М.В. Ломоносова.

Introduction There has been obvious in university education the importance of mental health and psychological well-being of students along with academic achievements (Lambert et al., 2019). M. Seligman, one of the founders of positive psychology, characterizes positive education as education aimed at acquiring happiness along with knowledge and skills (Seligman et al., 2009). Objectives The current study aims to overview the positive education impact on mental health and psychological well-being. Methods Systematic analysis of research publications concerning positive education and its role for maintenance of mental health and psychological well-being. Results While university administration collects student’s feedback on various aspects of the educational process, it almost never asks students for their opinion on what can be done for their psychological well-being. The promotion of psychological well-being among young people is becoming an increasingly popular topic, and positive education is increasingly emerging within education. Positive education can be seen as a general sphere of positive psychology and advanced practice in education that aims the development of students for both academic achievement and psychological well-being. Special attention in positive education is paid to the use of empirically proven methods and programs aimed at improving well-being, engagement in educational activities, optimism, positive emotions, life satisfaction and other positive experience. Conclusions A particularly promising direction for the development of positive education can be the use of information and communication technologies to improve mental health and psychological well-being. The reported study was funded by the Russian Foundation for Basic Research, project number 18-29-22049. Disclosure No significant relationships.

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Objective. Knowledge, expectations and fears about chemotherapy and radiation therapy for cancer, aff ecting the subjective well-being and emotional condition of patients, may indirectly aff ect treatment satisfaction and complaints of side eff ects. Th e aim was to compare treatment representations in patients referred to radiation therapy and chemotherapy, and to identify its relationship with health anxiety and subjective well-being. Methods and participants. 53 patients referred to radiation therapy and 63 patients referred to chemotherapy completed the Scale of Treatment Representation in Oncological Diseases, Illness and Treatment Self-Regulation Questionnaire, Satisfaction with Life Scale and Scale of Positive and Negative Experiences. Results. According to the results, the key diffi culties with regard to radiation therapy in patients are a lack of understanding of treatment process and a general concern about the need for it. Compared to radiation therapy, with chemotherapy, patients tend to be more doubtful about the eff ectiveness of treatment and more anxious about the need for it. Moderated mediation analysis demonstrated that lack of understanding, doubts about the eff ectiveness and anxiety about radiation and chemotherapy are associated with subjective ill-being indirectly — through a higher level of health anxiety. Conclusions. Feelings of helplessness with regard to treatment mediated the relationship between doubts and confi dence about treatment eff ectiveness and well-being in both groups. With radiation therapy, confi dence in the need for treatment was indirectly associated with better well-being — through lower health anxiety.