Currently, there is a crisis of family relations; the transformation of family institutions into a new quality is underway. Our research considers the «perezhivanie» («experiencing») communicative aspect of family relations, where we rely on the research of Fakhrutdinova (2011) on the nature of the «perezhivanie» («experiencing») as a subjective plane of family relations. She discovered the psychological mechanism of development of consciousness and personality through experiencing impressions. In this study, the experienced impression is the family relations of the respondents. The purpose of the study: to study the characteristics of family communications and the physical, emotional and cognitive characteristics of the «perezhivanie» («experiencing»). Research methods: questionnaire «Family emotional communications» by Kholmogorova et al. (2016), questionnaire «Questionnaire of the «perezhivanie» («experiencing») the FEC» by Fakhrutdinova (2008). The study involved 90 students in marital relationships aged 22 to 56 years, who are in marital relationships. Research has demonstrated the disrupted, traumatic nature of marital relationships. Marital perfectionism, as a characteristic of family communication, is statistically significantly higher in women, which may be the cause of high levels of stress in marital relationships. Men demonstrated a higher level of reflective processes in their marital «perezhivanie» («experiencing») compared to women. The absence of correlational relationships between indicators of family communication and experiences of marital relations was revealed, which confirms the presence of global disturbances in the marital relations of respondents. The practical significance of the study lies in the application of the findings in marital counseling.

The relevance of this research is ensured by the need to create a system of pedagogical support and development of gifted schoolchildren. The aim of the study is to identify the approaches to building a pedagogical support and development system for gifted schoolchildren in the context of foreign language (English) learning. The analysis of the data is based on the theoretical foundations of the studies devoted to the school system as a source of linguistically gifted child development. The authors rely on a set of experimental methods found important for the integrity of the research results: methods for diagnosing and testing secondary schools’ students, those who are involved in the English Olympiad movement (expert assessment, test assignments, self-assessment); questionnaire methods; pedagogical observation; praximetric methods. The case study of the Republic of Uzbekistan and the Republic of Tatarstan is given the primary focus. The study revealed the following: the didactic architecture of the pedagogical support and development system for gifted schoolchildren should be considered as a combination of educational constructs: systematic mentoring; involvement in regular network research and educational projects; participation in special language camps; support for individual educational paths; participation in Olympiads, competitions, forums, scientific and practical conferences. The key points that need to be taken into account when developing a system of pedagogical support and development of gifted schoolchildren are: systematic work; developmental educational environment; in-time identification of gifted students; greater flexibility in educational paths; provision of the continuity and sustainability of the development system for gifted individuals.

The aim of the study was to identify the features of motivation of high school students who independently master the competencies of Data Science (DS) and artificial intelligence (AI). To collect empirical material, a questionnaire was developed and an online survey was conducted. We used open and closed questions, as well as techniques of the method of unfinished sentences. The obtained statements of the respondents were processed using content analysis. We identified groups of characteristic statements that reflected the attitude of schoolchildren towards AI and the motives for its in-depth independent study. The survey participants were high school students living in various regions of Russia, 18 cities. All respondents actively participate in various forms of additional educational activities on studying AI, programming and mathematics. It was shown that the most active high school students in the study of AI explain their hobby most often by cognitive motives. Confidence in the promise of these technologies, the growth of their capabilities and a critical attitude to the risks of using AI are also characteristic. Respondents draw a positive image of an AI specialist and are motivated to obtain this profession. The results of the study may be in demand by specialists who provide specialized training for high school students in computer science and mathematics; specialists in additional education and career guidance for schoolchildren; scientific and business structures interested in attracting talented young people to research and development in the field of artificial intelligence.

The article is devoted to the study of the features of deviant behavior in adolescents with intellectual disabilities. Adolescents with intellectual disabilities have their own characteristics of mental and physical development, manifested in a total underdevelopment of the cognitive sphere, as well as in the personal and behavioral sphere. Adolescents with intellectual disabilities, due to their defect, experience certain difficulties in the process of social cognition and establishing relationships with other people. The reasons for social adaptation in intellectual disability are seen in the absence of a suitable course of action in the individual’s experience to solve a problematic situation. The main purpose of the study is to examine the peculiarities of deviant behavior in adolescents with intellectual disabilities. To assess the severity of maladaptation in adolescents exhibiting different types of deviant behavior, the “Deviant Behaviour Proneness Test” was used. The results showed that adolescents with mild mental retardation are oriented towards socially conditioned behavior – the reaction of grouping adolescents, since this is the norm for this age group and is characterized by the adolescent’s need to belong to a group. Similarly, a situational predisposition to delinquent behavior and a predisposition to self-harming behavior have been identified in adolescents with mild mental retardation.

The purpose of the study is to analyze semantic structures in children with speech underdevelopment and describe the algorithm of diagnostic research to arrange a qualitative correctional work to form semantic fields in preschool children with special needs.Research methods include theoretical ones to study psychological and defectological works of scientists and practitioners to analyze the mechanisms of semantic fields formation in children with special needs and practical methods to study the semantic development, and the semantic field of objective activity in mastering the Russian language. These methods provided quantitative data and a qualitative analysis of the responses’ results. 50 children with severe speech disorders attending nursery schools in Bataysk participated in the study.The research results showed that children with severe speech disorders had, in general, a low level of formation in all areas under study: the volume of the passive and active vocabulary, the semantic structure of the word and lexical consistency, word formation, and the semantic field. Conclusions and recommendations. The study provides ample evidence of the need to create a structure of correctional work to form semantic connections in children with various speech disorders. The paper proposes an algorithm for studying the speech functional system of preschoolers.The research findings could be beneficial for speech pathologists and speech therapists, educators and parents to develop preschoolers’ speech, as well as for teachers to elaborate a course of lectures and seminars on teaching methods of correctional work aimed to develop the semantic side of speech in persons with disabilities.

This study addresses the limited exploration of communicative states both generally and in specific interactional contexts. The purpose of the study is to investigate communicative states in various communication situations. The objectives of the study are to identify typical mental states that accompany and arise in various communication situations; to consider their dynamics; to determine their nomenclature. A novel questionnaire was administered to 149 participants aged 20–25, eliciting mental state reports for specific communicative scenarios. The dynamics of these states were analyzed from the beginning to the end of the communicative process. Frequency and content analyses identified the most frequently reported states for each situation. The research provides an initial examination of mental states determined by diverse communication situations and accompanying the communication process. Results indicated that communicative states differ in modality and intensity, contingent upon the specifics of the situation. Stressful and demanding situations requiring heightened engagement elicited a broader range of these states. Furthermore, the dynamics of communicative states were influenced by the communication format. In complex situations, the modality shifted from negative to positive midway through and at the conclusion of the interaction, with a concurrent decrease in intensity. These findings lay a foundation for further research into communicative states, potentially leading to the identification of a new, independent class of mental states – “states of communication,” which constitutes the study’s novelty. The findings have practical applications in educational program development, career guidance, and the cultivation of professional competencies.

Identification of future teacher training opportunities in the context of their multipotential abilities development in the process of training at university can provide good support for fulfilling students’ full potential. The development of multipotential abilities of future teachers when studying at university is an understudied area of research. The present study has shown that multipotentials possess soft skills. Timely identification and development of additional skills beyond qualification requirements will allow the teacher training system to create a generation of creative teachers who are able to respond effectively to non-standard challenges that the education system face today. Tangible results in this area can be achieved by building a model for the development of multipotential abilities of future teachers, putting soft skills at the forefront. This paper presents the results of four surveys of 124 first-year master’s degree students majoring in teacher education. The study confirmed that the respondents who received a bachelor's degree in another specialty, which indicates a tendency towards multipotentiality, have predominantly developed communication, creativity, cooperation and critical thinking skills. The study revealed that multipotentials have a high level of both hard and soft skills, which helps them in their professional activities. Thus, multipotential teachers can be nurtured by developing soft skills.

It is relevant in modern conditions to analyze diagnostic methods depending on scientific approaches in 5 areas that are significant for the development of children with ASD: cognitive, social-communicative, speech, physical and artistic-aesthetic.The aim of the study is to conduct an analytical review of modern scientific approaches and diagnostic methods aimed at studying the educational capabilities of preschool children with ASD. The theoretical substantiation of the problem was based on the analysis of literary sources and generalization of foreign and domestic approaches. It has been established that there are possibilities for using standardized means, but they have significant limitations. Methods adequate to the level of development of preschoolers with ASD have been identified. The results were processed using content analysis.The results of the study showed, despite the abundance of diagnostic tools, there is a shortage of comprehensive methods that adequately assess educational capabilities, especially in non-verbal preschoolers with ASD. Conclusions of the study, its novelty. The material of the study was diagnostic methods aimed at studying the educational capabilities of children with ASD. Based on the review, acceptable diagnostic methods for preschoolers with ASD in various areas of development were identified. The comparative method was used as a research tool. Research perspective. The practical significance of the work lies in the systematization of existing diagnostic tools for specialists and (further) the substantiation of the need to develop new complex methods that take into account the specifics, especially non-verbal, of children with ASD.

Currently, trends in the development of education in the world determine the relevance of a systematic analysis of «psychological health» in the system of higher education institutions. The purpose of this research is to study the features of the perception of the concept of «psychological health» and to represent its meaningful structure in the minds of students of a pedagogical university. The following methods were used in the research: theoretical (analysis of psychological and pedagogical literature, generalization and systematization); empirical (questionnaire, pedagogical experiment). 112 students of pedagogical specialties from educational institutions of the Republic of Kazakhstan participated in the study. To investigate the perception of the concept of «psychological health» by students of various courses, a questionnaire called «Psychological health of students» was developed and implemented. We examined students’ concept perception of the term, as well as the unique characteristics and differences in how elementary and high school students understand the concept. The novelty of this study is to identify the peculiarities of students’ ideas about the structure of psychological health in various courses, which makes it possible to develop further and conduct formative work on testing the pedagogical conditions for the development of students’ psychological health. The results of the study allowed us to identify more accurately and to consider the possibilities of a pedagogical university in creating the necessary conditions for strengthening and developing the psychological health of students.

In the USA, multicultural education in secondary schools plays a key role in preparing school students. It aims at developing respect for cultural differences and helps to prepare children for life in a multinational society. However, problems of organizing multicultural education in American schools still remain insufficiently covered in the scientific literature and require more in-depth analysis. The study’s purpose is a comprehensive analysis of multicultural education in the USA, aimed at identifying its key features and pedagogical conditions for its effective organization within the framework of school education. The following methods were used – analysis of scientific literature, regulatory documents, organizations’ websites; generalization of best practices in organizing multicultural education. Pedagogical conditions for organizing multicultural school education were identified – the formation of intercultural competence of schoolchildren; the implementation of a strategy for subject-language integrated learning; the introduction of bilingual education programs; and the implementation of project activities. The results of the study can be used in the educational process of pedagogical universities to improve the content of academic disciplines. The novelty of this study lies in the identification and substantiation of the specific features of the organization of multicultural education in US schools, as well as in the disclosure of the pedagogical conditions necessary for its effective functioning in the context of the American school educational system. The issues of scientific and methodological support for training teachers to work in a multicultural environment, providing tutoring support for students and young teachers may be promising in theoretical terms and require independent research.