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Background. In modern conditions of digitalization of education and the spread of the digital format of reading, it becomes especially relevant to refer to the scientific heritage of Academician of the Russian Academy of Education G.G. Granik, in particular, to her concept of text comprehension. Objective. To analyze and summarize the results of the fundamental and practice-oriented research on the problem of text comprehension, carried out by G.G. Granik and her colleagues during forty years (1980–2020); to present a new empirical study of adolescents’ comprehension of text in the process of reading from paper and from screens. Methods. Methods include theoretical analysis and generalization of research results on the problem of text comprehension, carried out in the scientific school of G.G. Granik. In order to conduct the empirical study, the authors’ diagnostic toolkit was used, aimed at identifying the level of understanding of factual and conceptual textual information. Sample. The total sample consisted of 173 students in grades 7–8 of the secondary schools in the Moscow region. Results. It was found that students who read from paper demonstrate better diagnostic results than those who read from screen, however, the differences are statistically insignificant (p > 0.05). This may indicate that modern adolescents are rather quickly becoming better adapted to the digital format and the differences in reading from paper and from screen are gradually being erased. However, the level of understanding of a long and complex text remains quite low: almost half (49.7%) of the students were unable to formulate the main idea of the text, only 30.6% coped well with this task. Conclusion. Conceptual ideas about text comprehension, generated in the scientific school of G.G. Granik in relation to traditional paper reading have an undoubted development potential and can be used as the basis for research on digital reading.

The article presents a historiographic review of "Siberia: XX Century". This interuniversity collection of research papers was published in Kemerovo in 1997–2007. Based on standard research methods and special historical and historiographic principles, the authors analyzed the periodical as a complex historiographic source. The quantitative analysis made it possible to calculate the ratio of the special issues, to assess the editorial board and authors, to describe the research subjects, etc. The semantic analysis was based on the content analysis, which also revealed to what degree the authors of the journal participated in the historical discourse. The paper features retrospective and prospective analyzes of the main research works of the leading Siberian scientists published in "Siberia: XX Century". The research objective was to identify the patterns of the current historiographic situation based on the state of knowledge of the key historical processes in Siberia.

New Ukrainian and world realities set new tasks for the higher educational establishments, which are related to the search for new, modern methods that allow to increase the effectiveness of training. Currently, topical are the issues of not only professional but also the personal development of the student forming the priority in the implementation of educational activities in universities, preparation for future professional activities, as well as for successful interaction in society. The concept of «individual social competence» is an important factor in creating a system of educational process which takes into account aspects of professional development, and at the same time the peculiarities of the formation of the student personality. The author analyses the concept of «competence», considers the key competences for lifelong learning, identified by the European Parliament and the Council of the European Union, including social competence, studies the scientific achievements of Ukrainian and foreign scientists, including G. Gedviliene, H. S. Han, K. M. Kemple, U.P. Kanning, M. Horenburg, G.W. Ladd, H. K. Ma, K. Monahan, M. Monnier, O.V. Varetska, N.I. Hlebova, D.V. Hubareva, O.I. Hura, M.O. Doktorovych, I.B. Zarubinska, O.O. Subina, V.M. Shakhrai. They explored different aspects of social competence of different age categories. The author concludes that, despite different interpretations, all scientists agree that social competence is an acquired skill, it can be formed and developed throughout life. It was also determined that the developed social competence determines the status of the individual in society, it affects the success in professional activities. The high level of social competence allows a person not only to be realized in professional activities, but also to influence the processes in society, which in turn determines its stability. The author’s definition of the concept of «individual social competence» is given in the paper; the author concludes that social competence is an integrated ability that contains other competencies: spiritual, civic, communicative, linguistic; the concept of social competence is closely related to professional competence, without the successful interaction of the individual with society it is impossible to acquire the skills and abilities inherent in a qualified specialist. Thus, an important task for modern higher education is the formation and development of social competence of students, which is the key to successful implementation of the future specialist in professional activities. The educational process should be aimed at forming a system of knowledge about interaction in society, understanding the system of social values, ability to cooperate in society, the ability to communicate constructively, because only a socially competent person can.

The content of the article up consists in methodological reflections about general principles of experimenting in linguistics on the whole and in Russian linguistics in particular. In this regard the article deals with the studies which are within the tradition starting in the works of I. A. Baudeuine de Courtenay, L. V. Sherba and other linguists who thought the address to the language consciousness (language feeling) to give the relevant information about the language itself. The other line is the reflection over axiomatization and absolutization of this principle in modern anthropocentric linguistics. Though these two lines present different subjects coming from different sources and different research presumptions, they are put in close connection and interrelation. In conclusion, the author states that a full and deep view of language cannot be created without studies based on the other contrary presumption.

The paper sums up the experimental linguistic research of Russian words and texts carried out by the group of Western Siberia linguists under the supervision of the author of this paper. The experiments were based on different materials, they used different forms and ways of experimenting. The paper presents the attempt of realizing and reflecting their set as some entity united by the main principles of making experiments and peculiarities of their realization in hindsight. The paper presents two directions: methodical and methodological. The first direction, presented in Paper 1, consists in the collection and systematization of the positive experience of particular experimenting. As a result of its realization the following principles of experimenting are pointed out and described: word inclusion into the context; seriality; paradigmatic and syntagmatic organization; approximation of the experimental situation to the real speech situations. According to the author, such generalizations can be useful for other researchers to conduct similar experiments.

The paper is the third part of the author’s publications cycle devoted to professional stability of future teachers. The paper deals with the analysis of one of the approaches to professional consistency of a teacher and its constituent elements (such as motivational, emotional, cognitive, professional-pedagogical and others).The paper touches upon the analysis of the reason for mixing the concepts ‘stability’ and ‘consistency’ in the scientific literature and their synonymous use; the concept ‘stability’ is studied in the field of the sciences that do not identify‘stability’ as ‘consistency’, but use them independently of each other (particularly, sociology, ecology).

This paper is the first part of the author’s publications cycle devoted to professional stability of future teachers. The article deals with analyzing the essence of the notion of stability/consistency from the position of various sciences: philosophy, mechanics, mathematics, cybernetics, physics, sociology, ecology, psychology. Stability/consistency is considered as a characteristic feature of objects, mechanical and natural systems and their conditions, as a personal characteristic.

War brings destruction in the broader sense, forcing millions to flee their homes, and resulting in an increased burden of depression, anxiety, PTSD and other mental and behavioral disorders. This burden grows even more in the framework of pandemics and natural disasters, as social and protection services experience crisis of resources. Providing one-to-one mental health care is no longer feasible for masses of refugee and internally displaced children and adults who need support, and, as a result, the need to have increasing numbers of mental health specialists who intervene in groups becomes more and more emergent. The paper reviews the Positum MGS approach to work with groups of children and adults in refugee settings, and not only, suggests the ‘Positum MGS coaching protocol’ within the framework of group Positive Psychotherapy (PPT after Peseschkian, since 1977)TM. Empirically supported and demonstrated by a case in the paper, the protocol being applied by a Positum MGS trainer or team of trainers, during an in-person training of 4-5 days, helps trainees greatly in learning to use psychosocial transcultural games and related techniques as resilience-building tools with groups of children, adolescents or adults. Either in the position of PPT trainers, psychotherapists, consultants or students, the participants in a Positum MGS core training and coaching or PPT training at basic or master levels with a focus of working with groups, can be supported through the suggested coaching protocol and questions in line with the 5-stage consultation of PPT.

Background. In the article, the review of international special literature is exposed. The paper is dedicated to the concept of demoralization, which is an under-investigated realm in Russian psychological science. The notion of demoralization is applied in clinical psychologist practice, in order to make a holistic description of people’s complex of emotional struggle experience in different somatic nosology types, which may be connected to death hazard, for both inward and outward patients. The introduction of this concept is important for differential diagnosis and the selection of appropriate medication, psychotherapeutic and social-psychological support and follow-up measures. Objective. The aim is to define demoralization concept and its practical application referring to clinical psychologist practice with patients having different types of somatic disease. Results. Grounded on the analysis of international understanding of demoralization concept in clinical practice, the notion of demoralization as a holistic phenomenon having its specific content was established. It is shown, that diagnostic clues are distinct as compared to other notions. The paper presents demoralization concept as a significant one for clinical psychologist and psychiatrist, working with severely ill patients with death hazard. Conclusion. Difficult life circumstances, resulted from severe somatic disease, raise the problem of life and death. Demoralization can be understood as a state generated by actual crisis conditions of human existence in a particular situation and expressed in the subjective experience of failure to overcome it. Disclosure of specific features characteristic of the phenomenon of demoralization contributes to a deeper understanding of the content of psychological experiences in severely ill patients at risk for life. This allows to outline and implement more appropriate and targeted tactics of psychotherapeutic interventions.

The paper presents a review of foreign studies on social and psychopathological consequences of self-objectification. The chief provisions of self-objectification theory, which is briefly discussed in the paper, includes the subject’s disposition to regard one’s body from the point of view of an external spectator, when one’s value is defined solely by one’s physical attractiveness in the eyes of others (B. Fredrickson, T. Roberts). Social networks are considered the ever-growing source of objectification and self-objectification due to the high popularity of sexualized content and the wide spread of selfie posting, which urges girls and women to regard their bodies from the point of view of the outside observer. The paper describes the consequences of self-objectification for mental health. Self-objectification is closely linked to body image disturbances, body shame, guilt, low self-esteem, appearance-related worry and emotional problems. It also has an impact on the emergence and persistence of eating disorders, depression, and suicidal and self-injurious behaviors. Self-objectification is more pronounced in women due to sexualizing beliefs about female bodies that are highly prevalent in modern society. Women start to evaluate their bodies and their attractiveness in the eyes of others early in their lives, and it often happens to the detriment of their own experiences and needs.