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One of the most important tasks of psychological support of the child in the educational space is to create the most comfortable conditions for effective education and development. Particularly relevant is the problem of creating a favorable, psychologically safe environment. All researchers of the phenomenon of safety emphasize the significance of the characteristics of the communication process as a condition that may contain threats to a safe environment. Also, the quality of interpersonal relations impacts the productive development of individuals and groups. The purpose of this work was to develop a questionnaire for the express diagnostics of interpersonal relations of students or teachers in an educational institution. We have compiled a questionnaire that was based on the modification of the questions from the already known methods (Rosenberg's Trust Scale, Agreeableness Scale, Big Five, Acceptance of Others Scale (Fey) and Questionnaire of Communicative Tolerance (Boyko); Cook –Medley Hostility Scale, Thomas–Killman Conflict Mode Instrument). The questionnaire "Quality of interpersonal relations in educational environment" includes eight scales (these are four positive and four negative types of relations; a total of 48 questions). As the fundamental positive types of relations, we have identified four of them: trust, agreeableness, acceptance, tolerance. As typical for the educational environment of negative relations, we considered: aggressiveness, conflict, hostility, manipulation. The results showed the prevalence of evaluation of positive relations over negative ones in an investigating school. Students and educators had more significant differences between the assessments of specific negative interpersonal relationships. [ABSTRACT FROM AUTHOR]

At present, the family institution is undergoing changes: new forms of marriage are being formed; the number of divorces is increasing. Matrimonial relations are dynamic, but the success of family life and the satisfaction of spouses with marriage are directly related to peculiarities of their interaction. The purpose of this study was to identify the relationship of marriage satisfaction with the character of interpersonal relations of spouses in their youth, and to create a model of relations to predict satisfaction with marriage. The theoretical foundations of the work made fundamental principles of psychology of relations, the ideas of humanistic psychology on the role of relations in personal development and well-being, and concepts of family psychology. The sample comprised 108 young people aged from 20 to 35 being in legal or civil marriage. The following methods were used in the study: 1) Marriage satisfaction test (Stolin, Romanova, Butenko), 2) questionnaire "Analysis of family anxiety" (Eidemiller, Yustitskis); 3) Scales of Liking and Loving (Rubin), 4) Partnership Questionnaire (Hahlweg); 5) questionnaire for measuring the degree of understanding, emotional attraction and respect of partners in marriage (Volkova). Correlation analysis revealed the relationship between the satisfaction with marriage and love, liking, conflict behavior, emotional attraction and respect. Satisfaction with marriage was not correlated with family anxiety, but it was associated with it through conflict behavior. To identify predictors of satisfaction with marriage we used the method of automatic linear modeling. The model includes love and respect (positive link), guilt, anxiety, conflict behavior, communication (negative correlation). The negative role of a high level of communication in the model of satisfaction with marriage was discussed. One of the limitations of the study was that only a part of the sample consisted of married couples, the other respondents were one from each couple. The results obtained can be used to develop a program of psychological assistance to spouses in the practical work of psychological centers, as well as in individual and group counseling to optimize interpersonal relations between spouses. [ABSTRACT FROM AUTHOR]

The purpose of the study was to identify the specifics of the representations of psychology students on how the viewing of cartoons of foreign and national production affects the development of junior schoolchildren. The study involved psychology students in the number of 70 people, aged 19 to 46. Among them there are 19 psychology students (age 19-27) and 51 people who are psychology students of different age that undergo professional retraining (age 22 to 46). 85% of the respondents were women. At the first stage of the study, we studied the content of the representations of psychology students about a typical foreign and typical national cartoon (Soviet and Russian cartoons were understood as "national" cartoons) using the method of free associations. At the second stage of the study, the representations of psychology students about the influence of national and foreign cartoons on the development of the personality traits of junior schoolchildren were compared. With that in mind, we used the personal semantic differential method (Osgood) with a modified instruction: the subjects were asked to assess how a typical cartoon can influence the development of the stated personality traits of junior schoolchildren. Statistical methods that were used: descriptive, frequency analysis and Wilcoxon test. A typical foreign cartoon was associated with such concepts as bright, colorful, funny, cheerful, stupid/unfunny, musical, interesting, kind. The following characteristics prevailed in the representations of a typical national cartoon: kind and patronizing, funny, pale, positive, educational, interesting, cheerful. Significant differences were found in the assessment of such characteristics of cartoons as talkativeness/taciturnity; irresponsibility/trustworthiness, stubbornness and compliance, kindness and selfishness, ungratefulness/kind-heartedness, fairness/unfairness, relaxation and tension, fussiness/calmness, hostility/friendliness, honesty/insincerity, irritability/tranquility. The focus on the development in children of such qualities as talkativeness, irresponsibility, stubbornness, selfishness, ungratefulness, unfairness, hostility is attributed to foreign cartoons. While the national cartoons, according to students, influence the development of trustworthiness, compliance, kindness, kindheartedness, fairness, relaxation, honesty, tranquility. So, in the representations of psychology students, a typical foreign cartoon was understood as performing primarily an emotional-entertaining function and attracting attention with external attributes, while a typical national cartoon was considered to have a moral focus, accentuation of the role of interpersonal relations and personality traits manifested in these relations. The results of the study are expected to be used in classes as part of the professional development of psychologists working in the education system. [ABSTRACT FROM AUTHOR]

The article presents the results of the psychometric test designed by the author of the "Safety assessment in interpersonal communication" scale, which can be used to diagnose representations about the quality of communication in students and the specialists of helping professions. The scale consists of two subscales: natural and free communication, and trust and self-disclosure within communication. The overall index of the assessment of communication safety is also calculated. The data on the connection between safety assessment by students and such important personal characteristics as a communicative tolerance, communication attitudes, empathy and psychological defense mechanisms is provided. [ABSTRACT FROM AUTHOR]

The article presents the study of interrelation between the level of development of communicative competence (through some of its components) and sociometric status in psychology-students. Also the model of communicative competence as predictor of student's sociometric status in an educational group is described. Four characteristics have been included in the model: general index of communicative tolerance, such component of tolerance as inability to forgive, or rancor, the total index of communicative competence and mutual understanding. [ABSTRACT FROM AUTHOR]