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Introduction: The etiology of mental disorders is largely influenced by genetic elements. Several studies have shown that genetic elements influence major mental disorders (MDs). However, the quantity and type of the genetic input remain unknown and require further research. Objective: In this review, we aim to investigate the impact of genetic markers on the development of mental disorders. Methodology: In our study, we included English studies from online databases such as Web of Science, Scopus, Google Scholar, PubMed, and the Cochrane Library using the following keywords “genetic factors”, “genetic markers”, “mental disorders”, “anxiety”, “depression”, and “schizophrenia” till March 2024. Results: The result of the search utilizing the strategy of our search was 2107 studies. We selected the articles that were relevant to our topic by screening these articles. After eliminating the remaining papers based on title and abstract screening, we conducted a full-text screening of 318 publications. In the end, we consulted 68 articles to learn more about our subject and compose this evaluation. Scientific Novelty: Most of the previous studies discovered that genetic elements contribute to major MDs. However, the nature and extent of the genetic contribution have not been determined. In our review, we discussed the genetic contribution to the occurrence of MDs. Practical Significance of the Results Obtained: The influence of genetic research on individuals with MDs and their families was one of our review’s main concerns. Understanding the extent of genetic elements’ contribution to MDs may have implications for society, research, patient outcomes, and quality of life. Conclusion: This comprehensive study demonstrates that the development and onset of MDs are affected by several elements, which can be genetic polymorphisms and genetic mutations. The potentiality of genetics studies to detect the occurrence of MDs may help in the early recognition of these conditions. It could assist in identifying people who are more susceptible to developing specific disorders according to their genetic profile. [ABSTRACT FROM AUTHOR]

The article describes the experience of providing a psychological assistance to displaced children from the ATO area in the education center. The theoretical analysis of the effects of psychological trauma is done and it is found that in Ukraine, along with the dominance of the medical causes of unstructured aggression, the existing military conflict on the designated territory as a social process, which affects society and personality and which is characterized as a process of destruction of the social system, is of a great value and has an impact on the inner world of an individual. The observation of psychological trauma as a social process made it possible to identify the probable causes that determine the appearance of mental disorders in children and adolescents who have had the experience of being in a conflict zone. The influence of psychological trauma on mental health violations in children and its negative effect on children's well-being is proven. It is established that the loss of security determines a maladaptation of children and strengthens further trauma deployment outside the hostile area. It is found that most of these children have symptoms of posttraumatic stress disorder, anxiety and phobic disorders with panic symptoms. At the same time, the refugee children from the area of ATO are found to have somatic spectrum disorders. It confirms the idea of the interdependence between time of staying in the zone of military conflict and duration of negative factors affecting mental functioning of the children. High levels of anxiety and irritation as a form of autoagression which determine depression and suicidal tendencies, and interdependence between the age and capability of mental trauma overcoming are found. It is confirmed that the younger the children are the easier they overcome traumatic situation. At the same time, the negative indicators of physical health in children aged 3 to 6 years are found. It is interpreted as an evidence of high intensity of mental development in this age period and increasing effect of externally mediated negative factors that are likely to result in neuroticism in adolescence in further. [ABSTRACT FROM AUTHOR]

In the article a theoretical-experimental solution of the problem of self-regulation in adolescents with intellectual development is formulated. It is determined that the self-regulation in adolescents with intellectual disability is a process in which a voluntary and conscious activity, directedness and functioning of an adolescent determine formation of their capacities to set and achieve goals, of self-reflection and modification of behavior, of taking responsibilities for their actions and also provide functioning of wide spectrum of their self-representations, which indicate capacities of self-regulation as a personality dimension. Self-regulation provides assimilation, production and utilization of such behavioral patterns, which are directly realized due to voluntariness of psychic processes, regulation of psychic states, flexibility and reflection. The functioning of self-regulation of an adolescent with intellectual disability is provided by cognitive, regulatory and integrative psychic processes, which are identical to corresponded processes in normal adolescents; a distinction lies in an efficacy and dynamics of such processes. The peculiarities of their psychic processes functioning are: the domination of cortex analysis; the simplicity of cortex synthesis of various complex incentives; the prevalence of a receptor part of reaction (perception); the prevalence of irritation process concentration on the visual and auditory analyzers (attention, visual-motional memory); the usage of an auditory analyzer with vocal mediation (repetition of information); operations which are based on the activity of the first signaling system (sighting, recognition and naming of pictures, motion reactions, memorization etc.); operations which are based on the activity of the second signaling system and which are provided by object-activities with the usage of sensory perception (analysis, synthesis, comparison, generalization, identification of relations between phenomena on the basis of correspondence-to-the-reality criterion). Psychic processes of adolescents with intellectual disability are mostly voluntary on condition that they are vocal-mediated and based on object activities. [ABSTRACT FROM AUTHOR]