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Objective. Estimating the prevalence of violence among children born in Russia in the 1980s, in the early 1990s and in the late 1990s using a retrospective youth survey. Background. Assessing the prevalence of a child abuse is an unresolved scientific and methodological problem. There are disagreements in approaches to assess the prevalence of violence, in interpreting the results. However, the main problem is the problem of reliable measuring instruments. Many studies show a wide variability in estimating prevalence and even in compared parameters; even greater discrepancies arise when it comes to identifying the factors and consequences of child abuse. Such a wide variability of estimation is associated with the insufficient quality of the measuring instruments and research procedures themselves. Study design. The sampling analyzed data on the prevalence of violence among “post-Soviet children”, “children of the 90s” and “children of the 21st century”. The presence and nature of the relationship was checked using methods of mathematical statistics (correlation analysis and analysis of the significance of differences). Participants. The study sample consisted of 537 people aged 18 to 24 years (M=20.23, SD=1.84) living in the Russian Federation. The 2006 sample of respondents included 144 people (25,7% of boys, 74,3% of girls), 2012 — 203 people (36,4% of boys, 63,6% of girls), 2018 — 190 people (35,7% of boys, 64,3% of girls). Measurements. International Questionnaire ICAST-R (ICAST-Retrospective) (adapted by E.N. Volkova, O.M. Isaeva). Results. A comparative analysis of the prevalence of violence among “children of the 21st cen¬tury”, “post-Soviet children” and “children of the 90s” showed that there is more similarity between these groups than differences in the severity of types, forms of violence and their frequency of occurrence (with the exception of cases of sexual violence, the percentage of cases of which is significantly reduced from the 2006 study to the 2018th year). Conclusions. A retrospective survey of young people using ICAST-R allows you to assess the prevalence of violence among children, as well as the state of the child protection system from violence and the content of public perceptions regarding child abuse.

Specialized support for gifted children and adolescents should be based on the specifics of their social situation of development which is largely determined by the fact of identifying a person as gifted. ‘Labeling giftedness’ has a significant impact on the system of interpersonal relationships and self-attitude of children and adolescents. However, there is no holistic construct of the phenomenon of ‘self-perception of giftedness’ in psychology today, therefore, we defined the theoretical and empirical development of this construct as the goal of our study. The paper presents the results of this study which describes the construct of ‘self-perception of giftedness’ basing on the survey of 422 adolescents aged 15—17 years who had been selected for gifted education programmes. Using factor analysis we identify the main dimensions of the construct typical for late adolescence: giftedness resources/risks assessment; environment of risks and resources manifestation (internal/external); localization of conditions for high achievement (internal — external).Basing on the analysis of the significance of differences, we outline the perspectives of using the construct to reveal gender specifics of self-perception of giftedness in older adolescents enrolled in gifted education programmes.

Self-efficacy is considered in psychology as a predictor of success and high achievements. The study of self-efficacy, as well as factors related to it, self-reliance, activity and communication gifted teenagers is a relevant and underdeveloped topic. Our study involved 422 gifted adolescents aged 15-17 with mathematical, humanitarian, sports, leadership, and natural science talents. Methodological tools have been chosen methodology M. Madduks and D. Scheer in adaptation L.V. Boyarintseva and R.L. Krichevsky, and a questionnaire to study the attitude of adolescents to own giftedness. According to the results of the study, normative values for adolescence were obtained on self-efficacy scales. The factors characterizing the attitude of adolescents to giftedness were described: giftedness as a resource for achieving social success; the risk of social deprivation among peers; motivational-volitional regulation as a resource of high achievements; confidence in one's own giftedness; experience of competitions as a condition of high achievements; self-realization in a reference environment; risk of physical distress. Differences in self-efficacy were identified in adolescents with different types of giftedness. The practical significance of the results lies in the possibility of their use in the development and implementation of programs of psychological and pedagogical support of teenagers.

Введение. Авторами доказывается актуальность пересмотра целей, задач и основных направлений деятельности психологической службы образовательных учреждений, разработки единых стандартов функционирования психологической службы, которые бы отвечали реалиям современного образования. Новизна исследования заключается в выявлении представлений педагогов-психологов, работающих в настоящее время в различных образовательных организациях, о содержании своей профессиональной деятельности, ее цели и видах. Материалы и методы. Для сбора эмпирических данных использовался метод онлайн-опроса. В исследовании приняли участие 2135 педагогов-психологов, занятых в различных образовательных организациях: детских садах, школах, центрах психолого-педагогической, медицинской и социальной помощи, детских домах-интернатах, учреждениях дополнительного образования, средних специальных учебных заведениях. Результаты исследования. Полученные данные показывают, что представления педагогов-психологов о целях и средствах собственной профессиональной деятельности отражают особенности образовательной организации, в которой осуществляется их профессиональная деятельность (цели и задачи организации, специфику контингента обучающихся, организационные аспекты работы педагога-психолога и т. д.). При этом, вне зависимости от того, в какой сфере заняты педагоги-психологи, они ориентированы на реализацию трудовых функций «психодиагностика», «коррекционно-развивающая и просветительская работа», «психологическое консультирование»; функции, связанные с сопровождением реализации образовательных программ и экспертизой образовательной среды, реализуются педагогами-психологами значительно реже. Обсуждение результатов. Полученные данные демонстрируют неоднородность представлений педагогов-психологов о целях своей профессиональной деятельности на современном этапе развития психологической службы в образовательных учреждениях. Содержание представлений опосредовано спецификой образовательных услуг, а также организационными условиями профессиональной деятельности. Результаты свидетельствуют о необходимости создания концепции психологической службы в образовании, обобщающей потребности различных образовательных организаций. На основе полученных результатов предложено дополнить «Концепцию развития психологической службы в системе образования в Российской Федерации на период до 2025 года» описанием вариативных моделей организации профессиональной деятельности педагогов-психологов в образовательных организациях разных типов.

The article is to problems of violence (physical, psychological, sexual) to children in the region of Nyzhniy Novgorod in the Russian Federation. It was used international tool for questionnaire ICAST-C. В исследовании приняли участие 227 children par- ticipated in this study (131 girls, 96 boys) in the age of 11 to 18 years old. The results show that 78,4% of children have some experience of violence and abuse. 3/4 — in family, and 2/3 — at school. High level of psychological abuse at home was shown (more than 2/3 ), at home it is more often than at school (54% versus 30%). Children suffer from physical abuse at home (49% versus 33% at school). Though they suffer from sexual abuse at school (27%). All kinds of abuse take place among girls as well as among boys. Except physical abuse at school where it is more usual among boys (45%), versus (33%) girls. Girls suffer more at home. Teenagers suffer less, than youngsters. Emotional abuse is not spread widely (40% versus 60—75% in other groups). In general they suffer from sexual abuse not often, though it is usually at home (8,5% cases).

We provide the description of the author’s questionnaire, which determines the level (natural, compensatory, dependent) of computer gaming addiction in young teens. The questionnaire involves five basic scales: emotional attitude to computer games; self-control in a computer game; goal orientation on the computer game; parental relation to a computer game; preference for virtual communication to real. We analyze the features of subjectivity in early adolescence with different levels of computer game addiction. The structure of subjectivity is defined as the level of expression of its components: activity; awareness of the capacity for reflection, freedom of choice and responsibility for it; awareness of self-uniqueness; understanding and acceptance of the other; self-development. We found that children with high levels of computer gaming addiction have lower rates on such components of subjectivity as awareness of the capacity for reflection, awareness of freedom of choice and responsibility for it, understanding and acceptance of the other, the awareness of self. On the intensity of the components of subjectivity, three groups of young adolescents with low, balanced and unbalanced performance are revealed.

In the era of intensive informatization of society, computer becomes an integral part of the modern life of the younger teenagers. In Russia, the number of children spending time in front of monitors, playing computer games at home or in a computer club, increases every day. According to Entermedia LLC, the percentage of sales of computer games increases by 50% annually. Currently, 23% of the population of Russia plays computer games, at that the minimum age for a computer player is two years.Strengthening polarization regarding children's interest to computer games becomes one of the most important problems. What is meant here is the fact that, on the one hand, there are adolescents, whose interest in computer games is quite sustainable, while, on the other hand, there are also schoolchildren experiencing mild interest or no interest at all to computer games. The relevance of the present work is determined by the social danger of the phenomenon called high passion for computer games, which deforms, and sometimes blocks the development of the most important personal entities [3, 5, 9, 12, 15]. In this regard, the investigation of the features of personal agency in younger adolescents, which is responsible for the self-regulation of behavior and activity of a subject, is of particular importance.

Objective To develop a child victimization survey among a diverse group of child protection experts and examine the performance of the instrument through a set of international pilot studies. Methods The initial draft of the instrument was developed after input from scientists and practitioners representing 40 countries. Volunteers from the larger group of scientists participating in the Delphi review of the ICAST P and R reviewed the ICAST C by email in 2 rounds resulting in a final instrument. The ICAST C was then translated and back translated into six languages and field tested in four countries using a convenience sample of 571 children 12–17 years of age selected from schools and classrooms to which the investigators had easy access. Results The final ICAST C Home has 38 items and the ICAST C Institution has 44 items. These items serve as screeners and positive endorsements are followed by queries for frequency and perpetrator. Half of respondents were boys (49%). Endorsement for various forms of victimization ranged from 0 to 51%. Many children report violence exposure (51%), physical victimization (55%), psychological victimization (66%), sexual victimization (18%), and neglect in their homes (37%) in the last year. High rates of physical victimization (57%), psychological victimization (59%), and sexual victimization (22%) were also reported in schools in the last year. Internal consistency was moderate to high (alpha between .685 and .855) and missing data low (less than 1.5% for all but one item). Conclusions In pilot testing, the ICAST C identifies high rates of child victimization in all domains. Rates of missing data are low, and internal consistency is moderate to high. Pilot testing demonstrated the feasibility of using child self-report as one strategy to assess child victimization. Practice implications The ICAST C is a multi-national, multi-lingual, consensus-based survey instrument. It is available in six languages for international research to estimate child victimization. Assessing the prevalence of child victimization is critical in understanding the scope of the problem, setting national and local priorities, and garnering support for program and policy development aimed at child protection.

Objective Child maltreatment is a problem that has longer recognition in the northern hemisphere and in high-income countries. Recent work has highlighted the nearly universal nature of the problem in other countries but demonstrated the lack of comparability of studies because of the variations in definitions and measures used. The International Society for the Prevention of Child Abuse and Neglect has developed instrumentation that may be used with cross-cultural and cross-national benchmarking by local investigators. Design and sampling The instrument design began with a team of expert in Brisbane in 2004. A large bank of questions were subjected to two rounds of Delphi review to develop the fielded version of the instrument. Convenience samples included approximately 120 parent respondents with children under the age of 18 in each of six countries (697 total). Results This paper presents an instrument that measures parental behaviors directed at children and reports data from pilot work in 6 countries and 7 languages. Patterns of response revealed few missing values and distributions of responses that generally were similar in the six countries. Subscales performed well in terms of internal consistency with Cronbach's alpha in very good range (0.77–0.88) with the exception of the neglect and sex abuse subscales. Results varied by child age and gender in expected directions but with large variations among the samples. About 15% of children were shaken, 24% hit on the buttocks with an object, and 37% were spanked. Reports of choking and smothering were made by 2% of parents. Conclusion These pilot data demonstrate that the instrument is well tolerated and captures variations in, and potentially harmful forms of child discipline. Practice implications The ISPCAN Child Abuse Screening Tool – Parent Version (ICAST-P) has been developed as a survey instrument to be administered to parents for the assessment of child maltreatment in a multi-national and multi-cultural context. It was developed with broad input from international experts and subjected to Dephi review, translation, and pilot testing in six countries. The results of the Delphi study and pilot testing are presented. This study demonstrates that a single instrument can be used in a broad range of cultures and languages with low rates of missing data and moderate to high internal consistency.

OBJECTIVES: To gain consensus among an ethnically and linguistically diverse group of international child protection experts on the structure and content of a new survey tool for retrospective measurement of child abuse, and to determine the performance of the instrument through an international field trial with young adults. METHODS: The questionnaire was developed through focus group discussions with international experts, and then subjected to a Delphi study in two waves to determine the perceived importance and translatability of items. The resultant questionnaire was translated into six languages and field tested in seven countries with convenient samples of young adults aged 18-26 years (N=842). RESULTS: Child maltreatment experts from 28 countries provided input to questionnaire development. Satisfactory agreement on draft item inclusion and exclusion and the translatability of items was gained. The tool includes 15 primary questions about potentially abusive physical, sexual and emotional events, with follow-up questions about perpetrator characteristics, frequency of acts and periods in childhood when the recalled abuse occurred. The field test revealed lifetime prevalence per item usually exceeded 10% (11/15 items; range 2.1-49.5%). Internal consistency (Cronbach's alpha) was moderate to high for each of three item sub-sets (between .61 and .82) and the rates of missing data were low (less than 1.5% for 14 of 15 items). The great majority of respondents nominated either peer and/or adult perpetrators (between 82.3% and 98.2% depending upon the item), and among these, child/adolescent peers and non-family adults (including teachers for emotional and physical acts) were nominated often. CONCLUSIONS: The ICAST-R is based on consensus from international experts, translates clearly and has satisfactory properties for adoption as a survey tool to estimate prevalence and describe perpetrators and other contextual aspects of child abuse. PRACTICE IMPLICATIONS: This tool can be utilized in a broad range of cultures and languages and may contribute to improved research practice. Although the core items are limited to just 15 acts of maltreatment, if these behaviorally specific questions are adopted as key indicators and incorporated into comprehensive local, national or regional surveys, eventually there should be greater comparability in survey estimates. Language: en

This article investigates the problem of optimizing child-parental relationships with “Early psycho-social intervention program WHO/ICDP” in the Russian environment. We conducted a study of 75 parents who have normally developing children from ages 0-7 (a total of 75 children) and took part in the ICDP program. Before participating in the ICDP program, the parents’ self-attitudes stay positive, but yet show some inner contradictions. The most controversial domain is power and influence, dominance and suppression as opposed to understanding and accepting a child. The results show to us that the ICDP program has corrected the parents’ attitudes: it strengthens an educator's positive role for a parent, develops the positive image of a child, and improves positive parenting skills (understanding and accepting a child's wishes, interests and abilities; emotional self-control; positive regulation of a child's behavior). The program allows parents to find inner resources for optimization of child-parental relationships.

consider the psychological features regarding the development of younger adolescents, the violation of which may be the cause of computer game addiction at a given age stage of development.The issue of the influence of computer game addiction on the mental and personal development of a younger adolescent has not been studied enough. An analysis of psychological studies has shown that the psychological factors, conditions and mechanisms that determine the characteristics of computer game addiction in early adolescence are not adequately worked out.In this study, a theoretical analysis of personal prerequisites for the development of computer game addiction in younger adolescents was conducted, which allowed determining that computer game addiction arose from a combination of two groups of factors: personal and socio-psychological.The personal factors of computer game addiction in younger adolescents were revealed: inadequate, often overestimated self-esteem, increased desire for risk and search for acute sensations, weak volitional potential, unbalanced development of a child's agency.The socio-psychological factors of computer game addiction in eatly adolescence were revealed, which were a combination of the features of child-parent relations and the characteristics of the child's interaction with peers.