The article examines the data obtained by the author because of a study conducted in Rostov-on-Don among representatives of student youth.
The Introduction provides data on the growing mediatization of modern society. The reasons for the scaling of the influence of media on the socialization of young people are described. At the same time, to date, social networks do not declare their educational function and, accordingly, do not declare their participation in the process of forming strategies and patterns of behavior of a modern young person.
The Methods section describes the empirical methods used in this study. The novelty of the study lies in the comparison of data obtained because of the use of quantitative methods (500 questionnaires were processed), which made it possible to identify indicators of the regularity and frequency of media use. The analysis of conversations with 40 informants in the technique of "indepth interviews" was carried out, in which the meaning that they put into assessing the strategies presented by the mass media as successful and requiring imitation was revealed.
The Results section describes the data obtained, provides quantitative and qualitative indicators. It is noted that the study helped to identify the influence of modern mass media on communication practices and their meanings in the youth segment.
The Discussion of the results section analyzes the findings, according to which the socializing function of the media today has an ambiguous influence. On the one hand, performing an information function, media provides a young person with the opportunity to adapt to the modern world, to understand current trends. On the other hand, through the media, fear of the future is formed, and individualistic values are strengthened. The section contains conclusions that demonstrate the orientation of the media sphere towards rejection of traditional moral patterns of behavior, the possibility of achieving success without labor costs, superficial, sometimes meaningless communication, relationships with peers that do not require long-term strategies.

The article presents the results of a study of the relationship between the types of information assimilation and indicators of readiness for change among representatives of Generation Z.
In the Introduction, a brief overview of the phenomena of information assimilation and readiness for change is given, a description of the psychological characteristics of representatives of Z. The novelty of the research lies in the consideration of modern approaches to the psychological features of Z worship in connection with the ways of working with information and readiness for environmental changes.
The Methods section describes the main methods of empirical research: "The register of the style of information assimilation" by A. R. Gregos and "Personal readiness for change" by R. Heather. The sample description is given: 44 representatives of generation Z, male and female, aged 18–20 years.
In the Results section, the relationships between different types of information assimilation and the parameters of readiness for change in representatives of Generation Z are studied. The relationships between the indicators in the abstract-arbitrary type of information assimilation and readiness for change, expressed by the "courage" scale, are established; between indicators of an abstractarbitrary type of information assimilation and such scales of readiness for change as "optimism", "passion", "adaptivity"; between indicators of an abstract-sequential type of information assimilation and such a scale of readiness for change as "adaptivity"; between a concrete-arbitrary type of information assimilation and such an indicator of readiness for change as the "optimism" scale; between indicators of a concretesequential type of information assimilation and such an indicator of readiness for change as the "adaptivity"scale; between indicators of a specific-sequential type of information assimilation and indicators on the "confidence" scale; between indicators of a specific-sequential type of information assimilation and readiness for change on the "resourcefulness" and "tolerance"scale.
In the Discussion of the results, the analysis of the psychological characteristics of the representatives of the generation was carried out in accordance with the relationships found.

This article reflects the results of studying some aspects of the problem of the correlation of emotional intelligence and socio-psychological adaptation. The novelty of the study lies in the fact that for the first time an analysis of the features of the relationship between emotional intelligence and socio-psychological adaptation in young people during the pandemic was carried out.
The Introduction provides a brief overview of the results of modern domestic and foreign research on the problems under study. The relevance of this study is revealed, which consists in obtaining data on existing significant correlations between specific components of emotional intelligence and socio-psychological adaptation of young people.
The Methods section describes the psychodiagnostic methods used in the study: D. V. Lyusin's questionnaire EmIn (Emotional Intelligence); multi-level personal questionnaire "Adaptivity" (MLO-AM) by A. Maklakov and S. Chermyanin. The description of the formed sample and the proposed hypothesis of the study is given, and described the methods of mathematical statistics used for processing the empirical data obtained in the study.
The Results section describes three stages of the conducted empirical research. The levels of development of emotional intelligence and socio-psychological adaptation are described based on the obtained data; the representation of the study respondents with different levels of indicators of the studied phenomena is described. Presented the results of mathematical statistics used to identify significant relationships between emotional intelligence in young people and the success of their socio-psychological adaptation, and described the data obtained.
The Discussion identified in the study and the description of significant relationships between the emotional intelligence of young people and the success of socio-psychological adaptation is given in the discussion of the Results.
In Conclusion, the general results of the work done are summarized, a number of generalizing conclusions are described, which allows us to outline further prospects for the development of this research topic.

The Introduction provides a justification for the relevance of studying the issue of the relationship between the formation of identity and psychological factors of successful socialization of a teenager in modern conditions. The results of the theoretical analysis of the problem of subjective determinants of success in the socialization of the individual are described. The main vectors of the projection of identity in the social activity of a developing subject are shown. The article gives a meaningful description of the role of selfidentity and the identification mechanism in the formation of adaptive and preadaptive models of personality behavior in the conditions of social risks. The novelty of the study is to identify and describe the role of identity features in the successful socialization of adolescents.
The Methods includes questionnaires and testing.
The Results shows the role of identity reflection in designing a constructive individual trajectory of successful interaction in society. This module contains a comparative analysis of ideas about the identity of a person and its success in the system of social relationships of adolescents. For the first time, the risks of socialization associated with identity problems are identified and systematized. This module contains an analysis of the criteria for a high level of successful socialization of adolescents in the conditions of risks of modern society.
The Discussion presents a description and interpretation of the results of an empirical study of adolescents' ideas about identity, adaptability and determinants of successful socialization in modern conditions. The data of an empirical study demonstrate the peculiarities of adolescents' ideas about the factors of achieving self-identity and success in social interactions. For the first time, the role of the development of identity and constructive behavior of adolescents in modern conditions of uncertainty is shown.
In Conclusion, it is emphasized that there is a connection between the features of personal identity and the successful socialization of adolescents. It is concluded that the level of understanding of the content characteristics of self-identity and the specifics of identity manifestations affects the behavior of a teenager in a modern development situation, producing productivity and constructiveness of activity, or destruction. The model of the program of psychological support for the development of constructive identity in adolescence is presented. The description of the content modules of the program is given.

In the introduction, the justification of the relevance of the research of determinations of success of the students’ legal profile as subject interactions in conditions of modern realities is presented. The results of theoretical analysis of subjective factors that cause success achievement in interpersonal contacts of miscellaneous sorts are presented. The directions of the students’ manifestations of coping-strategy are described. They are directed to overcome the risks of interaction. Substantial characteristic of psychological features of activity of lawyers is given. The novelty of the research consists in the identification and the description of subjective factors of students’ success of the legal direction of preparation in various situations of interaction. In the contents of the article, the analysis features communicative control, and the strategy of behavior in the conflict is included comparative.
The “Materials and methods'' section shows the questionnaires and methods we used in our research: “Assessment of communicative control in communication” by M. Snider, “The strategy of behavior in the conflict” by K. Thomas, the questionnaire “I am a subject of interaction” by T. N. Scherbakova. It also includes the information about respondents – the 128 students from Southern Federal University.
The role of student representations about factors successful interactions is shown in the section Results. In this module, the analysis results contain empirical research of the level of self-checking in communication and trends behavior in the conflict.
In the Discussion, the description and interpretation of results of empirical research of subjective determinants of achievement of success in interaction situations are submitted. Data of empirical research show that there are resources and risks of law students’ ideas about success factors and regulation of behavior as subjects of interaction. The role of representations of students - lawyers in the determination of the efficiency of their behavior in the conditions of communicative risks is for the first time shown.
In the Conclusion, the existence of resources and risks of success of the identity of the student of a legal profile as a subject of interaction is emphasized. The model of psychological programs is presented. It increases the students-lawyers level of success in situations of interactions in modern conditions.

The introduction substantiates the relevance of the study of the determination of the success of modeling the professional and personal development of a teacher in the professional development system. The results of the analysis of psychological factors that ensure productive personal growth and professional development of a teacher are presented. The vectors of the teacher's activity aimed at positive transformation, self-development, and overcoming risks are described. the introduction gives a meaningful characteristic of the functions of teachers ' ideas about the ways of selfdevelopment, the ability to preadapt as a factor of increasing professional success in conditions of uncertainty. The novelty of the research is to identify and describe the psychological features of modeling the professional and personal development of a teacher in the system of professional development in the conditions of modern risks. The article presents a comparative analysis of various models of professional and personal development of a teacher and their effectiveness in practice.
Methods of data collection: questionnaires and testing.
The Results section shows the role of selfassessment of competence and individual risks in modeling professional growth and achieving success in designing a constructive individual trajectory of advancement in the profession. This module contains an analysis of achievement motivation and subjective control, teachers ' ideas about the factors of productive development in the conditions of modern risks.
In the Discussion section, the interpretation of the results of an empirical study of the psychological aspects of modeling the professional and personal development of a teacher in the system of advanced training in the conditions of modern transformations is presented. The data of an empirical study show the importance of teachers ' ideas about the factors of successful professional growth and the construction of an individual development trajectory. For the first time, the role of reflection of individual professional risks in determining the productive transformative activity of teachers in the process of continuous professional development is shown.
In Сonclusion, the connection between the degree of reflection of their resources and risks and the success of professional and personal growth of teachers is emphasized. It is concluded that nowadays the level of understanding of professional and personal difficulties contributes to the formation of an adequate, constructive model of teacher development. The model of the program of psychological support of professional and personal development in the system of advanced training is given.