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Background. The study of professional identity in modern specialists is associated with the need to ensure their psychological well-being in an increasingly complicated professional environment because of the inclusion of information and computer means of work. The present research continues the construction of a conceptual model for the professional identity in the context of digitalization. Objective. The present stage of our investigation is aimed at constructing a model of professional identity of the modern specialist that allows to outline trends and directions of its changes in the system of self-evaluation as a professional and to link those evaluations with experiencing psychological well-being. Methods. The respondents are offered the questionnaire for demographic data, the “Trust in technology” questionnaire (Akimova, 2020), the semantic differential for assessing oneself as a professional (Serkin, 2016), C. Ryff’s scale of psychological well-being in adaptation by T.D. Shevelenkova and T.P. Fesenko (2005), L.B. Schneider’s method for studying professional identity (2001), and free associations to the word “technique” to identify the respondents’ ideas about it. Sample. 150 respondents (50 men, 100 women) with an average age of 40 years (from 21 to 63) and an average work experience of 18 years (from 2 to 45 years) who work in different professional digital fields. Results. The present paper describes the structure of ideas about technology, the core of which includes such associations as “a computer”, “technology”, “progress”, convenience”, “telephone”, “innovation”, and “modernity”. The zone of changes includes “work”, “the future”, and “the new” which confirms the digitalization of life and activity of a modern specialist. Those data have been completed by a strong trust in technology and a high degree of its mastering. It identifies three clusters based on the level of psychological well-being which are not associated with the respondents’ statuses of professional identity but relate to the self-evaluation as a professional. A two–dimensional space constituted by two factors: the level of qualification and capacity for work has been constructed. In relation to them, the statuses of professional identity are distributed to determine vectors of possible changes. Conclusion. The ideas of specialists about technology represent the main trends in the digitalization of professional tools: expanding the range of devices used and their positive assessment. Professional identity of 47 per cent of the respondents is precocious, characterized by the recognition of their own authority but, at the same time, the lack of their independence. Only each third person in this group shows a high level of well–being. The vector model of professional identity constructed in the factor space of self–evaluation as a professional enables to outline the main directions of change in the identity according to two parameters: professional one (content oriented) and individual-personal one (performance). Practical application of the results. The obtained results broaden the existing ideas about the professional identity of working people with different levels of psychological well-being and allow to outline the directions of their psychological support.

Background. The paper is associated with the 120th anniversary of the birth of Alexey Nikolaevich Leontiev, acknowledged classic of the world psychology. This anniversary of the founder of a scientific school in psychology and of the department of psychology at Moscow State University has given rise to reflections on the “task for meaning” of Leontiev’s personality, his theory and its modern implementations. Objective. The study is a professional reflection on the importance of A.N. Leontiev’s personality and his activity theory approach for the psychological science of these days as well as the explication of meanings implied in the special thematic issue of this journal. Results. “The field of meanings” associated with A.N. Leontiev is being revealed through the analysis of cultural-historical, life and scientific contexts. The intertwined lines of A.N. Leontiev’s life activity are singled out: the scientific one (a fundamental theory, suggesting a holistic concept of human being), the social one (restoring intellectual environment), and the closely connected to the latter, emotional one (creating a specific “field of tension” which attracted colleagues toward this intellectual environment and generated a specific university atmosphere of freedom and diverse new ideas at the department of psychology at MSU. Dialogues and interactions of the activity theory approach with some theoretical approaches of our days are explicated. Conclusion. Having much in common with more recent approaches, A.N. Leontiev’s approach is a polisemantic one. This fact may serve as an explanation to the plurality of its interpretations in the present-day contexts within psychological science. The approach remains a significant resource of answers to the questions posed in psychology today, many decades after its creator passed.

Background. The article presents the most important events in the scientific biography of A.N. Leontiev (1903–1979). Some aspects of his psychological theory of activity are being analyzed. The relevance of addressing the heritage of A.N. Leontiev and his scientific school is determined by the implemented methodology of psychological research, which is an alternative to the approaches to the study of consciousness that dominate in modern world science. Objectives of the paper were to highlight those aspects of psychological theory of activity that were successfully implemented in “highly organized practice” as well as to discuss some controversial issues of cultural-activity psychology. Method. Well-known works of Leontiev, his colleagues, and opponents served as sources for the study, historical and psychological in genre and methodology. Some archive materials, including those that have not been previously introduced to scientific comunity were used as well. Results. A new solution to the problem of the relation between Word and Deed, which was debated by L.S. Vygotsky and A.N. Leontiev and is still being debated in the modern literature, is proposed. It is stated that Leontiev’s doctrine on the forms of connection between meanings and senses in the structure of consciousness was included in the methodological foundations of “pedagogy of freedom”, seeking to develop a culture of thinking and personal growth in students. The examples of the realization of this pedagogy in teaching students at the Faculty of Psychology of Moscow State University are presented. Studying personal letters from the family archives provided some new details about Leontiev’s administrative and organizational activities during the Great Patriotic War. Conclusion. The immediate tasks of the historical and psychological study of Leontiev’s contribution are to: 1) analyze the empirical research of his school in the 1940s and the following years; 2) study systematically the contribution of this school to practical psychology; 3) create a complete and detailed chronology of A.N. Leontiev’s life and work; 4) develop teaching aids for psychology students with the explanation of the complex issues and contradictions in A.N. Leontiev’s activity theory as well as with scientific comments on his works, within the sociocultural context of their creation.

The text published below is handwritten notes on three standard sheets of paper made after one of the author’s numerous conversations with writer Vladimit Tendryakov, his younger friend and neighbor by the country residence (Writers’settlement, Krasnaya Pakhra, Moscow region). These conversations have been described in Tendryakov’s recollections of A.N. Leontiev (Tendryakov, V.F. (1983). Proselochnye besedy (Country road talks). In: A.V. Zaporozhets et al. (eds.) A.N. Leontiev i sovremennaya psikhologiya (A.N. Leontiev and contemporary psychology). (pp. 266–274). Moscow: Moscow University Press. These notes are being published for the first and not for the first time. This text, prepared for publication by Alexander Asmolov, was included into the first posthumous edition of A.N. Leontiev’s works — “Selected psychological writings” in 2 volumes, ed. by V.V. Davydov et al., Moscow: Pedagogika, 1983 — and is rather often referred to. The title “from the journal notes” was given by the editors of the 1983 book. However, in course of that publication this text, like other works included into the book, underwent substantial editing which was not marked in the book; about 15% of the text has been cut. Hence we decided to restore and publish for the first time the initial author’s text in line with the manuscript. One editorial correction should be mentioned specially. 1983 publication says: “Personality (…), its Copernican understanding: I find/have my “self ” not in myself (others see it in me) but rather in that exists outside me” (p. 241). In the original manuscript it was articulated differently: Personality (I=I), its Ptolemean understanding: I find/have my “self ” not in myself (others see it in me) but rather in others, in the other that exists outside me”. Copernican heliocentric understanding is the opposite of the Ptolemean one, which puts the Earth to the center of the Universe. The substitution of the word for the one with the opposite meaning is probably due to wrong reading of the whole sentence. Most likely, the words “Ptolemean understanding” on the manuscript refer to the traditional, common ideas of personality (“I=I”), to which A.N. Leontiev contrasted another one, articulated after the colon (“I find/have my “self ” not in myself ”…), and which would be correct to call a Copernican one. “The bishop phenomenon”, mentioned in the last sentence, refers to a historical anecdote, which A.N. Leontiev used to recollect. A respected elderly bishop, as he was getting older, started to worry whether his mind was as clear as before, and asked his servant to tell him if he start saying something inappropriate. This happened during one of the sermons, and the servant said it to the bishop. The bishop got angry, said that it was one of his best sermons ever, and fired the servant. The manuscript was prepared for publication by D. Leontiev. His are also the additions in angle brackets. Numbered footnotes belong to the author.

Background. The paper examines the attitude of scientists engaged in research in the field of education to various aspects of professional activity: the features of planning, resources for implementation, and satisfaction with the results. The relevance of the study is due to a number of institutional changes in the national science. Thus, the active reform initiated in 2013 was aimed at optimizing and increasing the efficiency of various research institutes, primarily those within the structure of state academies. In this regard, it seems important to identify the scientists’ attitude to the results of the implemented initiatives within the period of the last four years. Objective. The paper is to analyze the influence of age and social indicators of professional status (academic degree, academic title, position held, publication activity) on various aspects of the professional activity of the researches. Design and sample characteristics. A special questionnaire of 72 questions was developed (closed, open and scale), 721 respondents were interviewed. The sample included employees with different levels of scientific qualifications and length of professional scientific activity. Both employees of scientific research institutes and universities from different regions of the Russian Federation were interviewed. Results. The results show the manifestation of negative tendencies concerning the planning of scientific activity related to its authoritarian nature and formal requirements for reporting on the results of scientific activity. The peculiarities of well-being of scientific employees at the stage of completing a professional career are revealed. The features of the manifestation of the professional crisis, which is characteristic for the age cohort of forty-year scientific workers, are considered. The specifics of attracting personal funds and additional financial sources depending on various indicators of the professional status of the scientist are shown.

The paper presents the results of theoretical analysis of «information-psychological impact» category. The study aims to determine the role and place of impacts of such kind in the upbringing process, and in education in general. The paper contrasts comparative analysis of existing scientific approaches to understanding the nature and psychological content of the concept of “information” and psychological impact. Based on the data mentioned above, the conclusion is made that the psychological impact is the influence of surrounding elements of the physical and social environment on the people, which change the course of their mental processes, mental state, psychological structure of consciousness and behaviour. In addition, the purposeful psychological impact carried out either by an individual or a collective entity can be direct or indirect (e.g. information psychological). Based on the performed analysis the conclusion is made that depending on their purpose and nature of influence, information and psychological impact can be manipulative (subject-object) or developmental (subject-subject). Manipulative impact creates temporary, unstable mental forms, while developing impact creates stable personality forms. Both kinds of information and psychological influences can be observes in the educational process. The teacher selects types of influence based on his/her own pedagogical qualifications and teaching objectives: to develop the personality of the student or to form behavioural stereotypes.

Background. The paper presents the results of a sociological study that focuses on the attitude towards the reform of the Russian researcher sphere in education. Much attention is paid to the influence of various stumbling blocks that influence the efficacy of research work. The relevance of the study is due to the psychological barriers for understanding the features of the creative self-actualised researcher. Objective. The influence of age and social factors of professional status (e.g. scientific degree, scientific title, position) on the importance of various barriers that reduce the efficacy of scientists’ work is analyzed. Design. According to the authorship questionnaire, which included 72 questions, 721 researchers were interviewed. The survey was conducted in different cities and towns of Russia, the respondents included those with different levels of scientific qualifications, and different experience of research work. Results. The research showed that in the hierarchy of various barriers, those that are associated with the material and social status of the researcher are dominating. Psychological barriers themselves play an important role: lack of promotional opportunities, lack of professional communication environment, strained relations with management and colleagues. Correlation dependence between the barrier concerning funding of new projects and such motivational attitudes as aspiration to independence and professional self-actualisation are revealed. The upgraded position reduces satisfaction of material needs, and, on the other hand, the importance of those factors that concern career self-actualisation (e.g. funding a new research project) is emphasized. It is established that socio-psychological factors (satisfaction with the results of their professional activities, position in the scientific team) actualize the significance of barriers that fix the unfortunate socio-psychological relations in the team. Conclusion. The obtained results allow to conclude that dissatisfaction with their material and social status for researchers are the most significant barriers preventing the research work. The study revealed a characteristic set of motivational attitudes related to the researcher’s desire for independence and self-actualisation. Te survey materials showed that the combination of reasech work and teaching is subjectively perceived as a barrier that prevents career self-actualisation.

Background. The issue of upbringing is becoming increasingly important due to the development and growing-up of modern children and adolescents in the so-called digital age. The characteristic features of child development in the kindergarten and in the primary and secondary school within the information society make pose a challenge to the psychological service. Objective. The key to the situation can be found in the context of the priority directions of psychology of upbringing and education, and also by establishing scientific and practical support of the directions. The paper is to thoroughly consider psychologists’ and educators’ work in the education system in the current situation. The goals and objectives of their work are specified in regard with the significant changes that have been recently observed in the Information Society. Design. The acute and sometimes contradictory issues of the upbringing have been severely paralyzed. The ever-lasting goals of educating children and developing their personality such as emotional and spiritual development, mastering the accumulated bag of cultural achievements, the development of moral feelings, abilities for full communication, etc. are singled out. Research Results. Modern education reflects the needs of the information society and has to focus more on the issues of schoolchildren’s progress, the development of their intellectual sphere, and the preparation for the passing of the State Exam. Much less attention is paid to education. Practical psychology being an important assistant of the educational system is much influenced by the latter and is not actually prepared solve the urgent task of educating children. Conclusion. The solutions to the problems of education should not only be found at the level of highly professional interdisciplinary integration of the educational, psychological, social and other sciences and practices, but also at the level of the contemporary interaction of various sciences and forms of social consciousness , i.e. culture, art, media (television, radio, Internet), law, morality, religion.

The paper highlights the urgent issues of complex and multifaceted social and legal phenomenon of «child abuse». The definitions of «child abuse» in family law and relevant explanations of the Supreme Court in relation to Article 69 of the Family Code are shown. Within the criminal protection of children, it is determined that erroneous and deliberately incorrect qualification of actions of those responsible for committing child abuse that occurs in the practice of the preliminary investigation and inquiry occurs due to the imperfection of criminal law, including the lack of the concept of «child abuse», which is used as a mandatory feature in the art. 156 of the Criminal Code (failure to child-rearing responsibilities). This gap in the criminal law and personnel incompetence allow the guilty evade responsibility, as they are oftenrefused a suit, or ordered to dismiss the criminal case or termination of proceedings for various reasons. The necessity of a legislative definition of «child abuse», shallbe due to the following: analysis of available scientific debate in the doctrine of criminal law, the definition of «child abuse» in Article 156 of the Criminal Code; lighting statistical parameters, confirming the high level of latency of this category of crime, but because of difficulty with their identification and qualification; generalization of judicial practice, which also does not have a uniform approach to solving the problems mentioned above, but allowed to identify the main forms of manifestation of «child abuse» as a result of which there are specific consequences of distorting the child’s personality. Summing up, for the criminal law to protect the rights of the child and the right of a practical approach, the concept of «child abuse» should be legally defined as the category of the legal institution carries risks too broad or, on the contrary, overly narrow its interpretation, which may lead to abuse in law enforcement, as well as leave the guilty unpunished, and defenseless children.