Introduction. The scientific relevance and social significance of the mental burnout are determined by the maladaptive nature of its manifestations, which have a negative impact on the effectiveness of the professional activity of specialists. At the same time in the scientific field there is a deficit of research revealing the mechanisms of influence of specific conditions of pedagogical activity realization on its efficiency and presenting the consequences of this influence.

   Objective. To study mental burnout in school teachers working in rural areas.

   Materials and Methods. The study participants were 184 teachers from schools in the districts of the city of Zabaikalski Krai and Chita. In the process of forming the sample, the questionnaire survey was used, based on the results of which two groups were formed: the first group included 56 teachers from rural schools, and the second group consisted of 58 teachers from city schools. At the stage of empirical research, we used the method of psychodiagnostic testing, which included the method of professional burnout by K. Maslach and S. Jackson in adaptation of N. E. Vodopyanova and V. V. Boyko’s method of diagnosing emotional burnout. The non-parametric criterion of reliability of differences U Mann-Whitney was used in processing the results of the study.

   Results. It was found that the frequency of occurrence and the degree of severity of mental burnout manifestations are lower in rural school teachers compared to urban school teachers. The dynamics of symptoms in this group is characterized by earlier stages of development and the emerging nature of symptoms, and there is a qualitative peculiarity of the general structure of mental burnout, manifested in the dominance of certain symptoms and the nature of their completeness.

   Discussion. The analysis of the empirical research results allows us to speak about the peculiarities of mental burnout concerning its frequency of occurrence, degree of expression, and qualitative uniqueness in rural and urban school teachers. The results of the study indicate higher adaptive capabilities of rural school teachers in relation to the development of mental burnout and allow us to outline an effective direction of appropriate preventive work.

   Introduction. Deformation of meaning formation, as an internal mechanism of personal meaning change in the situation of life crisis, is insufficiently studied. This leads to a limited use of the process of meaning regulation of personal meaning change, which entails difficulties of the individual in finding a way to correct his or her meaning-oriented state, such as
stagnation, getting stuck and overcoming.

   Objective. To reveal the mechanism of deformation of meaning formation when personal meaning changes in it in the situation of life crisis and to indicate the difference between deformation and transformation. Comparison of deformation and transformation processes. Using a comparative analysis of the processes of deformation and transformation of meaning formation, we find a clear difference in the mechanism of personal meaning change. In the case of deformation, the situation of life crisis remains unchanged, including motive and goal (meaning motive), attitude and action (meaning attitude). In this case, only their ratio changes, in contrast to the transformation of meaning formation, where the situation changes completely with a complete transition of meaning structures into new or different ones. Pattern of meaning regulation. Deformations of meaning formation are revealed in the mechanism of the pattern of meaning regulation, where changes in personal meaning occur when experiencing a situation of life crisis by means of meaning choice. Meaning choice is a system-forming factor of personal meaning change towards one of the three poles of the pattern of meaning regulation, in the meaning trace of experience (introjection), in conscious experience (ensartence) and in goal-setting (intension). Strategies of meaning choice. In the case of deformation of meaning formation, the meaning motive and meaning attitude do not change into new meaning structures, but change the internal ratio of the goal and action, respectively. This occurs through meaning choice with the purpose of changing personal meaning toward stability (certainty) or instability (uncertainty). Three types of meaning choice strategies are involved in changing personal meaning: the strategy of meaning trace of experience, the strategy of conscious experience, and the strategy of goal setting.

   Discussion. At deformation of semantic formation its type and type of personality are formed depending on what semantic choice was made under the influence of the situation of life crisis. Such an indicator of semantic choice as readiness of a personality to make it in experiencing the situation of life crisis is determined.

   Introduction. The study aims to investigate the factors of women’s choice of partner in an online dating situation. In the period of digitalization, many women seek to expand their opportunities to find a suitable partner through the use of online dating services. At the same time, many women have certain concerns and do not know what exactly to pay attention to when dating so that it leads to the creation of a romantic relationship. This is the first time that the question of the existence of a relationship between the factors of partner selection and the consequences of online dating is considered, which determines the novelty of the study. Its results will help to identify the most successful strategies for choosing a potential partner that lead to the establishment of long-term relationships.

   Objective. To identify the most common factors among women in selecting a potential partner in an Internet dating situation.

   Materials and Methods. A translated version of Liesel Sharabi’s questionnaire-questionnaire was used to establish the peculiarities of women’s use of dating services. Binomial criterion, Fisher’s exact test, and conjugacy test were used as methods of statistical data analysis.
Results. The empirical object of the study was women aged 18 to 60 (n = 61). It was found that women are quite selective in the situation of choosing potential partners in dating services. The majority of women feel apprehension regarding the use of dating services, which is associated with the fear of not meeting a suitable partner there. At the same time, women remain convinced of the effectiveness of dating services and hope to get married through their use. The main factor in choosing a partner among women is the way he or she shows himself or herself in correspondence. At the same time, women who got married as a result of online dating also took into account such a factor as the appearance of the chosen one.

   Discussion. The obtained data are confirmed by the results of other authors’ studies. Thus, women’s selectivity in the situation of Internet dating is explained by the increase in their self-confidence, as well as by the desire to demonstrate themselves from the “right” side. At the same time, women’s fears seem to be quite justified, taking into account that men are much more likely to describe their desired, rather than real, characteristics in questionnaires. Women more often make a choice based on the features of correspondence, since most of the criteria important for selection are revealed in the course of communication.

   Introduction. As it follows from a number of scientific works, not only suicide rates, but also their motives and ways of committing suicide vary widely in different countries, strata of society and strata of the population. In recent decades, research on this issue has become interdisciplinary and cross-cultural. Suicidal behavior is increasingly considered in the context of the suicidal person’s belonging to a certain social group or cultural community.

   Objective. To analyze the impact of an individual’s membership in a large social group or cultural community on suicidal behavior.

   The main directions of suicidal behavior research. In the vast array of theoretical and research works the following directions of suicidal behavior study can be distinguished: existential, clinical, socio-demographic, socio-cultural and socio-psychological. Starting from E. Durkheim’s sociological etude “Suicide”, the group affiliation of an individual is considered as a leading factor of suicidal behavior. However, the sociological approach appears limited because its proponents place excessive emphasis on demographic variables rather than on the psychological significance of suicide and the values of the individual prone to suicidal behavior. A. Adler’s socio-psychological conceptualization of suicide is partly responsible for overcoming these limitations. Adler’s socio-psychological concept of suicide, which takes into account not only demographic indicators, but also how suicides perceive, evaluate and experience their own group affiliation and the values of their social group. According to A. Adler, the predictors of suicide are a sense of community (belonging) and social interests of the individual.

   Sense of community and group belonging as a factor of suicidal behavior. Comparison of studies conducted in three countries (Russia / USSR, Japan and the USA) allows us to identify two socio-psychological factors of suicidal behavior: 1) negative attitude to one’s own group or cultural identity; 2) hypertrophy of the sense of community and belonging, leading to a decrease in the value of one’s own personality and individual life.

   Discussion. As modern cross-cultural studies show, suicidal behavior can be observed both at the deficit of the sense of community and group belonging and at the high level of development of this sense. This is conditioned, on the one hand, by the attitude of a suicide victim to his/her social group and cultural identity, and, on the other hand, by the historically formed attitude of society to suicide.

   Introduction. This article is devoted to the study of doodling as a process of unconscious drawing by students during active thinking activity under experimental conditions. The relevance of the study is conditioned by the expressed public demand for the development and implementation of new methods and technologies in the modern educational process. The novelty of the study lies in the relatively low level of study of this phenomenon to date and the contradictory nature of the available practical data on its effectiveness. Thus, the presented work will help to supplement the still unstable scientific understanding of such a widespread phenomenon as “drawing on the margins”.

   Objective. To compare the degree of learning of educational material in students when using doodling and the classical method of memorization on the basis of historical text.

   Materials and Methods. Forty-eight psychology students at SFU, aged 17 to 22 years, 43 of them women and 5 men, were chosen as subjects. The subjects were divided into control and experimental groups, each of which was read a historical text. Then, 30‒40 minutes after the end of the experiment, each group completed the author’s questionnaire of 10 open-
ended questions on the listened material. The results of each subject were evaluated by the degree of the completeness of answers and summarized for each group to then find the average value for each and compare.

   Results. The experimental group, which used doodling techniques, showed noticeably worse learning and reproduction results than the control group.

   Discussion. The results obtained are partially reflected in the work of other authors who were unable to reproduce the data, showing the advantages of doodling in memorizing information. It can be assumed that the results of the experiment were influenced by the relatively small size of the stimulus material and the morning time of the experiment: the subjects did not have time to tire, so they did not have a natural need for additional methods of attention retention. Perhaps, for this reason, a natural experiment could show better results on the use of doodling than a laboratory experiment. It is also
possible that this method is only useful for people with certain characteristics. Further experimental studies with other conditions of doodling playback in different educational environments, subjects, and stimulus material are needed to clarify the phenomenon.

   Introduction. The paper deals with the problem of lookism (discrimination based on appearance) on the example of evaluating humorous posts and memes, which in various social situations can act as triggers of lookism. In order to diagnose sensitivity to Lukism in jokes, we attempted to prepare a basic description of the future structure of the methodology by testing a number of statements obtained by other authors in relation to different types of jokes. The novelty of the study lies in the description of the stages of preparation of the stimulus material, which allows us to study the peculiarities of perception of humor that ridicules the features of appearance and sensitivity to such jokes depending on the respondent’s experience (as a victim or a witness).

   Objective. To test a number of assumptions that are essential for the development of a questionnaire to examine the subjective evaluation of Lukism in humor.

   Materials and Methods. The study was conducted in five stages, a total of 410 participants (54 men, 356 women), aged 19 to 46 years, each stage included consideration of different components of perception and evaluation of humor in terms of the perception of it as offensive/containing lukism.

   Results. At each stage the peculiarities of perception of humorous posts that are distributed in social networks were revealed. It was revealed that the way of design (textual, textual-visual, as well as peculiarities of using different visual components), as well as the personal experience of respondents who faced situations of Lukism and self-assessment of respondents’ appearance influence the perception of a joke as containing or not containing Lukism, as well as the prediction of its assessment by other people as “offensive”.

   Discussion. Considering memes as complex, multilevel texts of identity, we see in them a significant potential for studying social norms, stereotypes and attitudes about appearance and sensitivity to the assessment of it as “non-standard” and a target for jokes. At the empirical level, we have identified a number of requirements for the selection of jokes to be included in the questionnaire: uniformity of design, use of “swear words”, visual content (images of “realistic people”), etc. An approximate structure of the future questionnaire is also presented.

   Introduction. Currently, one of the most urgent problems of special education is the development of effective approaches to the correction of violations of grammatical structure of speech in older preschool children with severe speech disorders. The leading activity of this age period is play. It allows the formation of all important mental neo-formations. This
necessitates the use of game methods in the process of corrective-developmental activities for older preschool children.

   Objective. To select a set of correctional techniques, including the use of reading children’s fiction, for the correction of grammatical structure disorders in older preschoolers with severe speech disorders.

   Materials and Methods. To assess the formation of grammatical skills in older preschoolers, we used an adapted “Methodology of Psycholinguistic Research of Oral Speech Disorders in Children” by R. I. Lalaeva and “Comprehensive Educational Program of Preschool Education for Children with Severe Speech Disorders” by N. V. Nishcheva.

   Results. The experimental study was conducted with the involvement of 10 children (6 boys and 4 girls) of preschool age with the speech therapy conclusion “erased dysarthria” at the age of 5.5 to 6 years, attending kindergarten No. 52 in Taganrog. The results of the study showed that the use of the developed methods and techniques of speech therapy allowed to develop concentration of attention, diligence in classes and to correct the revealed violations of the grammatical structure of speech, which were manifested at the beginning of the work.

   Discussion. It was revealed that the use of a large number of visual teaching aids, taking into account individual and age-specific features of older preschool children with severe speech disorders allowed to bring the level of development of children’s speech skills closer to the age norm: they built their answers consistently and logically, and also learned to operate independent speech.

   Introduction. The article deals with the theoretical and methodological aspect of professional development of teachers of secondary vocational education. The analysis of the practice of colleges has revealed problems related to methodological support regulating the work of teachers in inclusive groups, insufficient level of professional competence of some teachers
in the issues of psychological and pedagogical support of special students, difficulties in the organization of work on the formation of skills of social interaction among students of inclusive groups, etc. The analysis of the practice of colleges has revealed problems related to the methodological support regulating the work of teachers in inclusive groups. In the
scientific literature, there is a lack of research on the topic of professional competence of college teachers; in particular, the issue of the influence of the level of competence of teachers on the formation of social interaction skills of students is clearly insufficiently covered.

   Objective. To study the professional competence of college teachers in the issues of formation of social interaction skills among students of inclusive groups and to develop the content of the professional development program for teachers.

   Materials and methods. The study used diagnostic procedures aimed at studying the professional competence of college teachers in the formation of social interaction skills among students of inclusive groups: questionnaire, informal conversation, observation of classes, adapted methods “Assessment of pedagogical culture of a teacher” (E. V. Bondarevskaya, T. F. Belousova)
“Barriers in pedagogical activity”, “Assessment of teacher’s readiness for professional and pedagogical self-development” (N. P. Fetiskin, V. V. Kozlov, G. M. Manuilov).

   Results. The experiment has shown that teachers have an insufficient level of professional competence in the issues of formation of social interaction skills in students of inclusive groups. The authors developed a program to improve the professional competence of college teachers. As a result of its mastering, teachers expanded their understanding of the psychological characteristics of students with special educational needs and mastered the methods and techniques of organizing effective social interaction of students of inclusive groups.

   Discussion. The results of the repeated diagnostic study showed that the approbation of the professional development program contributed to the improvement of the level of competence of college teachers within the existing qualifications necessary for professional activity in the conditions of inclusion. The presented program of professional development can be recommended in the system of training and retraining of teachers of secondary vocational education.